Year 2/3
Mastery Overview
Autumn
Year 2/3
Mixed Year Overview
Guidance
Since our Year 1 to Year 6 Schemes of Learning and
overviews have been released we have had lots of requests
for something similar for mixed year groups. This document
provides the yearly overview that schools have been
requesting. We really hope you find it useful and use it
alongside your own planning.
The White Rose Maths Hub has produced these long term
plans to support mixed year groups. These overviews are
designed to support a mastery approach to teaching and
learning and have been designed to support the aims and
objectives of the new National Curriculum.
We had a lot of people interested in working with us on this
project and this document is a summary of their work so far.
We would like to take this opportunity to thank everyone who
has contributed their thoughts to this final document.
These overviews will be accompanied by more detailed
schemes linking to fluency, reasoning and problem solving.
Termly assessments will be available to evaluate where the
children are with their learning.
If you have any feedback on any of the work that we are
doing, please do not hesitate to get in touch. It is with your
help and ideas that the Maths Hubs can make a difference.
The White Rose Maths Hub Team
© Trinity Academy Halifax 2016
[email protected]
The overviews:
•
have number at their heart. A large proportion of time is
spent reinforcing number to build competency.
•
ensure teachers stay in the required key stage and
support the ideal of depth before breadth.
•
provide plenty of time to build reasoning and problem
solving elements into the curriculum
This document fits in with the White Rose Maths Hub Year 1 –
6 Mastery documents. If you have not seen these documents
before you can register to access them for free by completing
the form on this link http://www.trinitytsa.co.uk/maths-hub/freelearning-schemes-resources/
Once registered you will be provided with a Dropbox link to
access these documents; please be aware some school IT
systems block the use of Dropbox so you may need to access
this at home.
Year 2/3
Mixed age planning
Using the document
Progression documents
The overviews provide guidance on the length of time that
should be dedicated to each mathematical concept and the
order in which we feel they should be delivered. Within the
overviews there is a breakdown of objectives for each
concept. This clearly highlights the age related expectations
for each year group and shows where objectives can be
taught together.
We are aware that some teachers will teach mixed year
groups that may be arranged differently to our plans (eg Y2/3).
We are therefore working to create some progression
documents that help teachers to see how objectives link
together from Year 1 to Year 6.
There are certain points where objectives are clearly separate.
In these cases, classes may need to be taught discretely or
incorporated through other subjects (see guidance below).
Linking of objectives
Certain objectives are repeated throughout the year to
encourage revisiting key concepts and applying them in
different contexts.
Lesson Plans
As a hub, we have collated a variety of lesson plans that show
how mixed year classes are taught in different ways. These
highlight how mixed year classes use additional support,
organise groups and structure their teaching time. All these
lesson structures have their own strengths and as a teacher it
is important to find a structure that works for your class.
© Trinity Academy Halifax 2016
[email protected]
Within the overviews, the objectives are either in normal font
or in bold. The objectives that are in normal font are the lower
year group out of the two covered (Year 1, Year 3, Year 5).
The objectives in bold are the higher year group out of the two
covered (Year 2, Year 4, Year 6), Where objectives link they
are placed together. If objectives do not link they are separate
and therefore require discrete teaching within year groups.
Year 2/3
Mixed age planning
Teaching through topics
Objectives split across topics
Most mathematical concepts lend themselves perfectly to
subjects outside of maths lessons. It is important that teachers
ensure these links are in place so children deepen their
understanding and apply maths across the curriculum.
Within different year groups, topics have been broken down
and split across different topics so children can apply key skills
in different ways.
Here are some examples:
 Statistics- using graphs in Science, collecting data in
Computing, comparing statistics over time in History,
drawing graphs to collect weather data in Geography.
 Roman Numerals- taught through the topic of Romans
within History
 Geometry (shape and symmetry)- using shapes within
tessellations when looking at Islamic art (R.E), using
shapes within art (Kandinsky), symmetry within art
 Measurement- reading scales (science, design
technology),
 Co-ordinates- using co-ordinates with maps in
Geography.
 Written methods of the four operations- finding the time
difference between years in History, adding or finding
the difference of populations in Geography, calculating
and changing recipes in food technology.
 Direction- Programming in ICT
© Trinity Academy Halifax 2016
[email protected]
Money is one of the topics that is split between other topics. It
is used within addition and subtraction and also fractions. In
Year 1 and 2 it is important that the coins are taught discretely
however the rest of the objectives can be tied in with other
number topics.
Other measurement topics are also covered when using the
four operations so the children can apply their skills.
In Year 5 and 6, ratio has been split across a variety of topics
including shape and fractions. It is important that these
objectives are covered within these other topics as ratio has
been removed as a discrete topic.
Times tables
Times tables have been placed within multiplication and
division however it is important these are covered over the
year to help children learn them.
Year 2/3
Everyone Can Succeed
More Information
As a Maths Hub we believe that all students can succeed
in mathematics. We do not believe that there are
individuals who can do maths and those that cannot. A
positive teacher mindset and strong subject knowledge
are key to student success in mathematics.
If you would like more information on ‘Teaching for
Mastery’ you can contact the White Rose Maths Hub at
[email protected]
Acknowledgements
The White Rose Maths Hub would like to thank the
following people for their contributions, and time in the
collation of this document:
Cat Beaumont
Matt Curtis
James Clegg
Becky Gascoigne
Sarah Gent
Sally Smith
Sarah Ward
© Trinity Academy Halifax 2016
[email protected]
We are offering courses on:
 Bar Modelling
 Teaching for Mastery
 Subject specialism intensive courses – become a
Maths expert.
Our monthly newsletter also contains the latest initiatives
we are involved with. We are looking to improve maths
across our area and on a wider scale by working with
other Maths Hubs across the country.
Year 2/3
Term by Term Objectives
Year 2/3 Overview
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Addition and Subtraction
Multiplication and
Division
Time
Fractions
Geometry- Shape
Measurement
Length, weight,
temperature and capacity
© Trinity Academy Halifax 2016
[email protected]
Statistics
Assessment
Place Value
Summer
Autumn
Week 2
Spring
Week 1
Four operations
Year 2 and 3
Consolidation
and application
Year 2/3
Term by Term Objectives
Year Group
Week 1
Y2/3
Week 2
Week 3
Place Value
Count in steps of 2, 3 and 5 from 0 and in tens
from any number, forward and backward.
Count from 0 in multiples of 50 and 100
Read and write numbers to at least 100 in
numerals and words.
Read and write numbers up to 1000 in numerals
and in words.
Recognise the place value of each digit in a
two digit number (tens, ones)
Recognise the place value of each digit in a 3 digit
number.
Identify, represent and estimate numbers to
100 using different representations including
the number line.
Identify, represent and estimate numbers using
different representations.
Compare and order numbers from 0 up to
100; use <, > and = signs.
Order and compare numbers to 1000.
Find 10 or 100 more or less than a given number.
Use place value and number facts to solve
problems.
Solve number problems and practical problems
involving these ideas.
© Trinity Academy Halifax 2016
[email protected]
Term
Week 4
Autumn
Week 5
Week 6
Week 7
Week 8
Addition and Subtraction
Recall and use addition and subtraction facts to 20 fluently, and derive and use related
facts up to 100.
Add and subtract numbers using concrete objects, pictorial representations, and
mentally, including: a two digit number and ones; a two digit number and tens; two two
digit numbers; adding three one digit numbers.
Add and subtract numbers mentally, including: a three-digit number and ones; a threedigit number and tens; a three digit number and hundreds.
Add and subtract numbers with up to three digits, using formal written methods of
columnar addition and subtraction
Solve problems with addition and subtraction: using concrete objects and pictorial
representations, including those involving numbers, quantities and measures; applying
their increasing knowledge of mental and written methods.
Solve problems, including missing number problems, using number facts, place value,
and more complex addition and subtraction.
Show that the addition of two numbers can be done in any order (commutative) and
subtraction of one number from another cannot.
Recognise and use the inverse relationship between addition and subtraction and use this
to check calculations and solve missing number problems.
Estimate the answer to a calculation and use inverse operations to check answers.
Recognise and use symbols of pounds (£) and pence (p); combine amounts to make a
particular value.
Find different combinations of coins that equal the same amounts of money.
Solve simple problems in a practical context involving addition and subtraction of
money of the same unit, including giving change.
Add and subtract amounts of money to give change using both £ and p in practical
contexts.
Measure, compare, add and subtract: lengths (mm, cm, m); mass (kg/g);
volume/capacity (l/ml).
Week 9
Week 10
Week 11
Week 12
Multiplication and Division
Recall and use multiplication and division facts for the 2, 5
and 10 times tables, including recognising odd and even
numbers.
Recall and use multiplication and division facts for the 3,
4 and 8 multiplication tables.
Calculate mathematical statements for multiplication and
division within the multiplication tables and write them
using the multiplication (x), division (÷) and equals (=)
sign.
Write and calculate mathematical statements for
multiplication and division using the multiplication
tables they know, including for two-digit numbers times
one-digit numbers, using mental and progressing to
formal written methods.
Show that the multiplication of two numbers can be done
in any order (commutative) and division of one number by
another cannot.
Solve problems involving multiplication and division, using
materials, arrays, repeated addition, mental methods and
multiplication and division facts, including problems in
contexts.
Solve problems, including missing number problems,
involving multiplication and division, including positive
integer scaling problems and correspondence problems
in which n objects are connected to m objects.
Year 2/3
Term by Term Objectives
All students
Place Value
National Curriculum
Statement
Fluency

Continue the sequence:
2, 4, 6, 8, 10, __, __, __
15, 20, 25, 30, __, __
90, 80 , 70, __, __, __
21, 18, 15, __, __ , __

Fill in the missing numbers
10
Count in steps of 2, 3 and 5 from 0
and in tens from any number,
forward and backward.

20
25
30
Reasoning

Spot the mistake:
What is wrong with this sequence of
numbers?
55, 50, 45, 35

True or False
I start at 0 and count in 3’s. I say the
number 14.
I start at 60 and count back in 5’s.
The fifth number I say will be 40.
Multiples of 2 are all even numbers
Multiple of 5 are all even numbers
40
Circle the odd one out:

3, 8, 13, 18, 23, 27, 33,

12, 15, 18, 20, 24
What comes next?
21 + 5= 26
26 + 5= 31
31+ 5 = 36
Investigate: which numbers appear
in the 2’s, 3’s and 5’s times tables?
Harry has made a sequence of
numbers using six number cards.
Here are three of the cards: can you
think of two sequences Harry could
have made?
10
20
30

A spider is climbing a 30m building.
Each day it climbs 5m and slides back
down 1m. How many days will it take
to reach the top?
Draw a picture to explain your
working out

Sid is counting in 2’s, Luke is counting
in 3’s. Sid says ‘If we add our
numbers together as we count we
can make a new pattern.’ What
pattern do they make? What
happens if Sid counts in 5’s and Luke
counts in 10’s?
20, 18, 17, 14, 12, 10

© Trinity Academy Halifax 2016
[email protected]
Problem Solving
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Continue the pattern:
Reasoning

Circle the odd one out.
100, 150, 200, 215, 300
Explain how you know.

True or False.
If I count in 100s from 0, all the
numbers will be even.
Convince me.
50, ___, 150, 200, ___
Problem Solving

100, 200, ___, ___, 500
Place Value

Fill in the missing words:
____, ____, one hundred, one
hundred and fifty
Count from 0 in multiples of 4, 8,
50 and 100

Count in 10s from 0. Whenever you
get to a multiple of 50 say Fizz,
when you get to multiples of 100
say Buzz. If it is a multiple of both
say Fizzbuzz.

Using equipment, show me the fifth
multiple of 50

Find the next three numbers in each
sequence:
4, 8, 12, 16, __, __, __
8, 16, 24, 32, __, __, __
© Trinity Academy Halifax 2016
[email protected]
200
400
300


Use the number cards to make a
sequence. Can you make more than
one sequence?
Always, sometimes, never
Create calculations for your friends
to sort into the diagram e.g. Double
25, Half of 200
All multiples of 50 are multiples of
100 therefore all multiples of 100
are multiples of 50.
All multiples of 8 are multiples of 4.

Jack says ‘If I can count in 4’s, I can
use this to count in 8’s.’
Do you agree?
Explain why
What do you notice?

Al’s money is arranged in stacks.
Each stack contains 50p. He has 8
stacks.
How much money does Al have?
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
Place Value

Match the numerals to words.
43
thirty four
62
thirty nine
39
forty three
34

Read and write numbers to at
least 100 in numerals and words.
© Trinity Academy Halifax 2016
[email protected]
sixty two
43
Write each number represented in
numerals and in words.
Reasoning

Dan has written the number forty
four as 40 4.
Is he correct?
Explain how you know.
How much money is there?
Write your answer in numerals and
words.


Prove it.

What number is represented in the
place value grid?
1s
How many different numbers can you
make with four counters? Write them in
numerals and words.
Match the words to the numerals.
Fill in the missing digits.
Forty four
Forty six
Sixty four
Thirty four
 True or False?
The number fourteen is written as 40 in
numerals.
10s

Problem Solving
3
4
4
6
Can you find nine numbers in the
word search?
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Reasoning

Fill in the blanks
Numbers in
words
Four hundred
and two
What number is represented in the
place value grid?
Problem Solving

Numerals
100s
10s
1s
Four hundred
and sixty two
Four hundred
and twenty six
Six hundred
and forty two
Two hundred
and sixty four
Place Value
560
Three hundred
and sixty six
132
Read and write numbers up to
1000 in numerals and in words.


© Trinity Academy Halifax 2016
[email protected]
What number is represented by the
Base 10? Write it in numerals and
words.
352 children were on time for
school this morning. Write this
number in words.
Five hundred and seventy people
went to the school fair. Write this
number in numerals.
Match the number in words to the
number in numerals. Fill in the
missing numbers.
Using the same number of counters,
how many different numbers can you
make?
Convince me you have found them all.

Tim was asked to write the number
four hundred and forty. He wrote
400 40. Do you agree with Tim?
Explain why.

Hannah has written the number five
hundred and thirteen as 530.
Explain the mistake that Hannah has
made.

4
4
4
6
There are 3 cards with a digit on
each. Find every 3 digit number that
could be made from the cards.
Write out the largest, smallest and
middle number in words.
3
6
8
 Work out the missing word:
A number between 450 and 460.
Four hundred and ______ six.
Repeat this with different clues and
numbers.
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
Use Base 10 or place value counters
to make each number and complete
each sentence.
Place Value

Reasoning


The number ____ is made up of
seven groups of ten and eight
ones.
© Trinity Academy Halifax 2016
[email protected]
The number 89 shows __ in the
tens place and __ in the ones
place.
Work in a pair. Partner A writes
down a 2 digit number. Partner B
guesses the number. Partner A ticks
one of the columns in the table
below and Partner B keeps guessing
until they guess the correct number.
Clue



In the number 36 there are __
groups of ten and __ ones.

Recognise the place value of
each digit in a 2 digit number
(tens, ones)
Use manipulatives to show and
then explain the value of 5 in the
following numbers:
35, 56, 75
Problem Solving
Use manipulatives to make 2 digit
numbers where the ones digit is
two less than the tens digit.
What is the largest number you
can make?
What is the smallest number?
Sally says ‘My number has 5 tens.
The ones digit is less than the
tens.’ What could Sally’s number
be?
Guess
1
Guess
2
Both digits
correct
Tens digit correct
Ones digit correct
Neither digit
correct

You have 0-9 number cards Using
each card once, make:
-Largest even number
-Largest odd number
- Smallest odd number
-Largest multiple of 5
- Number closest to 50.

How many 2 digit numbers can you
make using 3 counters and the
number grid below?
Tens
Ones
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Reasoning
Write the value of each underlined digit.

Problem Solving
Explain the differences in the values of
4 in the following numbers:

Henry thought of a number. He thought
of a two-digit number less than 50. The
sum of its digits was 12. Their difference
was 4. What number did Henry think of?

Use the clues to find the missing digits:
318, 92, 921
Place Value

H
T
O
473

Recognise the place value of
each digit in a three digit
number (hundreds, tens, ones).


Find the value of
statements.
= 500 + 70 + 4
628 =
+ 20 + 8
703 = 700 +
© Trinity Academy Halifax 2016
[email protected]
+3
in each of these
894
546
Fill in the place value grid with counters
to make 608
543 is made of 5 hundreds, 4 tens and
3 ones.
It is also made of 54 tens and 3 ones.
It is also made of 543 ones.
Can you show 113 in these ways?
Can you express 627 in the same way?
What is the same about these
numbers and what is different?
375
357
The hundreds digit is double the tens
digit.
The tens digit is 5 less than 2 x 4 The
ones digit is 2 less than the hundreds
digit.

Claire, Libby and Katie are holding three
digit numbers.
They are shown below.
345 247 368
Claire and Libby give clues:
Claire- My number has the smallest
amount of ones.
Libby- The tens in my number are 2 less
than Claire and Katie’s added together.
Can you work out which number is
which?
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Place these numbers on the number
line.
Reasoning

Place 36 on each of the number lines
below.

Greg has made the number 24 using
Base 10. Is he correct? Explain your
answer.
Problem Solving

Match each number line to the clue
that describes it.
12, 22, 5, 19
Place Value

Use manipulatives to represent the
following numbers.
23, 35, 53, 42
Identify, represent and estimate
numbers to 100 using different
representations including the
number line.

Place the following numbers on the
number line.
-
50, 23, 78


True or False?
The arrow on the line below is
pointing to 70.

Convince me.
© Trinity Academy Halifax 2016
[email protected]
-
The number is over half way
along the number line.
The number is bigger than 50.
The number is between 20 and
40.
Play a game of snap with cards that
match 2 digit numbers with Base 10
blocks.
How many different numbers can
you make using 4 counters and the
place value grid below?
Tens
Ones
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

What number is represented in each
set?
Reasoning

Place 725 on each of the number
lines below.
Place Value
0

Identify, represent and estimate
numbers up to 1000 using
different representations.


0
Use place value counters or base 10
to represent the following numbers
382, 560, 905
1000
700
800
720
730
Alice says ‘The number in the place
value grid is the largest number you
can make with 8 counters.’
Do you agree?
Prove your answer.
100s
10s

Using four counters and the place
value grid below, how many
different numbers can you make?
Eg 211
100s
10s
1s

Simon was making a three digit
number using place value counters.
He has dropped three of his
counters on the floor.
What could his number be?

If the number on the number line is
780, what could the start and end
point of the number line be?
1s
Show 450 on the number line.
1000

© Trinity Academy Halifax 2016
[email protected]
Problem Solving
Henry has one counter and a place
value grid.
He says he can make a one, two,
three and four digit number.
Is he correct?
Show this on a place value grid.
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Place Value

Compare and order numbers from
0 up to 100; use <, > and = signs.
Reasoning
Order the numbers from smallest to
largest.
23
32
27
30
19
41
Use <, > and = to make these number
sentences correct.
Order the amounts below from
smallest to largest.
2 tens and 5 ones
27
2 groups of 10 and 8 ones


Bill has written a list of 2 digit
numbers. The digits of each number
add up to 5. None of the digits are 0.
Can you find all the numbers Bill
could have written? Write the
numbers in order from smallest to
largest.
1 lot of 10 and 19 ones
33
53
37
29
34
43

Fill in the missing numbers in the grid
using 1, 2, 4 and 7.
8
Use <, > and = to make these number
sentences correct.
5
4 tens + 3 ones____ 3 tens + 13 ones
6
2 tens and 7 ones__ 1 ten and 14 ones
3
9
5 tens and 2 ones __ 4 tens + 15 ones

© Trinity Academy Halifax 2016
[email protected]
If you ordered the numbers below,
which would be fourth?
Explain how you ordered them.
4 tens _____ 40 ones
2 tens _____ 9 ones
4 tens _____ 44 ones


Problem Solving
True or False:
One ten and twelve ones is bigger
than two tens.
Explain how you know.

What numbers could go in the box
below?
52
<
<
56
The number in the grid is even. Which
number must it be?
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
Place Value


Compare and order numbers up
to 1000
Compare the numbers. Use < > or =

Harry puts the following numbers in
order.
397
5_3
29_
287
700
70 tens
Which number would be third?

10s
278
345
Using 3 counters, like shown in the
place value grid below, make all the
numbers possible.
Order from smallest to largest.
100s
1
3
In pairs, each child has to make a 3
digit number. They pick a 0-9
number card and decide where to
write the number. Do this until they
have created a 3 digit number. In
each game they change the criteria
they have to meet to win.
Eg Make the smallest number.
Make the largest number.
Make a number between 300 and 500.

I am thinking of a number. My
number is between 300 and 500.
The digits add up to 14. The
difference between the largest and
the smallest digit is 2. What could
my number be? Order all the
possible numbers from smallest to
largest.

Deena has ordered 5 numbers. The
largest number is 845, the smallest
number is 800. The other numbers
all have digit totals of 12. What
could the other numbers be?
7
5
5
9
0
1

368

3
2
1s
Here are three digit cards. Write all
the three digit numbers that you
can make and order them from
smallest to largest.
301
Put one digit in each box to make
the list of numbers in order from
smallest to largest.
2

Problem Solving
377
4 2 5
© Trinity Academy Halifax 2016
[email protected]
Reasoning
5
True or False: You must look at the
highest place value column first
when ordering any numbers.
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Find 10 more and less than the
following numbers:
23
65
Place Value
146

192
591
2901

304
1392
1892
Fill in the missing numbers:
10 less
Starting 10
number more
325
674
892
1001
© Trinity Academy Halifax 2016
[email protected]

Emily has made the number:
3
0
Problem Solving

10 more than my number is 100 less
than 320.
What is my number?

Using number cards 0-9 can you
make the answers to the questions
below:
5
96
What is 100 more or less than these
numbers?
283
Find 10 or 100 more or less than
a given number.
Reasoning
Write down the number that is 10 less
than 305.
Now write down the number that is 10
less than this new number.
10 less than 8 + 7:
10 more than 3 x 10:
100 less than 336:
100 more than 691:
10 less than 3 x 6:
Explain what is happening to the
number each time.
 What comes next?
536-10=526
526-10=516
516-10=506
What is the 10th answer in the pattern?
 True or False
When I add 100 to any number, I only
need to change the hundreds digit.

I think of a number.
I add 10 and then take away 100.
My answer is 350.
What was my number?
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
 Here is a number line.
The number 14 is shown.
Reasoning
 I am less than 25.
My ones digit is double my tens digit. My
digits add up to an even number.
What am I?


Tamsin and Lila each use two of the
cards to make a 2 digit number.
Can you find the chosen number
from the grid using the clues below?
Place Value
Mark the number 7 on the number line.

Use place value and number facts
to solve problems.
Here are some digit cards.
4
1
5
Tamsin says,
Jack is making numbers on an
abacus.
He is using 4 beads to make 2 digit
numbers.
I have made the largest number
you can make.
Lila says,
I have made the smallest
number you can make.
Here he has made 14.
How many other 2 digit numbers could
Jack make using 4 beads on an abacus?
© Trinity Academy Halifax 2016
[email protected]
Problem Solving
The digits add up to 7.
The tens digit is odd.
The number is smaller than 20
What is the difference between their
numbers?
Year 2/3
Term by Term Objectives
All students
Place Value
National Curriculum
Statement
Fluency
Here are two number lines.
Find the difference between A and
B.

Can you place the numbers in the
diagram below?
 The balloons cost 40p altogether.
What is each balloon worth?
Between 16
and 23
Solve number problems and
practical problems involving
these ideas.
© Trinity Academy Halifax 2016
[email protected]
Reasoning
Not
between 16
and 23
Digits add
up to an
even
number
Digits add
up to an
odd
number
Here is part of a number square.
Add together the
two numbers that
would be in the
shaded squares.
Problem Solving

Sasha is playing a game to win
prizes.
Each blue counter is worth 4 points.
Each green counter is worth 8 points.
She wins the following counters.
Which of these prizes can Sasha get?

10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
Use < > or = to compare the
numbers.
Jack has 10 more points than Sasha.
He uses his points on 2 prizes.
Which 2 prizes does he choose?
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Reasoning
Complete the part whole models.

20
13
Place Value
9

Recall and use addition and
subtraction facts to 20 fluently,
and derive and use related facts
to 100.
© Trinity Academy Halifax 2016
[email protected]
16 +

Play a game for 2-4 players.
Give each player 2 ten frames. Each
child takes turns to roll a die and they
place that amount of counters on
their ten frame.
They must then say how many
counters they have altogether and
how many more counters they need
to make 20.
Continue until one player has
completed their two ten frames.

Fill in the
so the sum of the
numbers on each line is 20
How is this pattern the same and
different as this one?
9 = 10 – 1
8 = 10 – 2
7
Complete the missing numbers.
Use two ten frames to help you.
Continue the pattern.
90 = 100 – 10
80 = 100 – 20
Problem Solving

Here is a hundred square.
= 20
20 = 15 +
6
20 
= 12
Here are ten tens.
How many ways can you split them
between the two circles to make
different number bonds to 100?
One has been done for you.
9
Sam colours in the numbers 1 – 30.
Tom colours in the numbers 31 – 60.
How many squares are not coloured in?

Kim says
‘ If I know 9 + 1 = 10, I can work out
90 + ____ = 100’
Find the missing number and
explain how Kim knows.
4

Can you complete the boxes so each
row and column adds up to 100?
20
50
30
40
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency

Reasoning

Calculate:
True or False?
Problem Solving

Take 3 consecutive numbers that are
neighbours when you count. Eg 4, 5,
6.
Add them together, what do you
notice?
Choose 3 more neighbour numbers
up to 10. See if there is a pattern as
you add them.

Lily has 3 dogs.
When you add two odd numbers
together you always get an even
number.
+
Convince me.
Place Value

Add and subtract numbers using
concrete objects, pictorial
representations, and mentally,
including: a 2 digit number and
ones; a 2 digit number and tens;
two 2 digit numbers; adding three
1 digit numbers.

Owen has 45 football cards, he gives
20 to his friend Jack.
How many does he have left?
Use the bar model to help you.
2 +
5 = 87
How many ways can you do it? Show
me.
45
20


?
Work out the total of each row and
column.
5
3
5
© Trinity Academy Halifax 2016
[email protected]
What digits could go in the boxes?
4
7
7
2
8
3
Sam says
I am thinking of a two digit
number, if I add ones to it, I
will only need to change the
ones digit.
Explain how Kim knows.
A
B
C
Dog A and B weigh 7kg.
Dog B and C weigh 8kg.
Dog A and C weigh 11kg.
What does each dog weigh?

Take five coins:
1p, 2p, 5p, 10p, 20p.
Put them in a row using these clues. The
total of the first three coins is 27p.
Year 2/3
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Addition and Subtraction
 Calculate:
153 + 6
153 + 60
153 + 600

Are these number sentences true
or false?
396 + 6 = 412
504 – 70 = 444
556 + 150 = 706
Justify your answers.
 Calculate:
356 – 9
356 – 90
356 – 200

Add and subtract numbers
mentally, including: a threedigit number and ones; a threedigit number and tens; a three
digit number and hundreds.
© Trinity Academy Halifax 2016
[email protected]
Fill in the missing numbers
Start
Add
5
Reasoning
Add
50
Add
500
 Always, Sometimes, Never
When you add 7 to a number ending
in 8 your answer ends with 5. Explain
your answer.

Problem Solving

Always, Sometimes, Never
- 2 odd numbers add up to make
an even number.
- 3 odd numbers add up to make
an even number.
- Adding 8 to a number ending in 2
makes a multiple of 10.

Three pandas ate 25 bamboo sticks.
Each of them ate a different odd
number of bamboo sticks. How many
bamboo sticks did they each eat?
Find as many ways as you can to do
it.

A magician is performing a card trick.
He has eight cards with the digits 1-8
on them. He chooses four cards and
the numbers on them add up to 20.
How many different combinations
could he have chosen?
Which questions are easy, which
are hard?
342
322
246

Complete the bar models
453 + 10 =
493 + 10 =

930 – 100 =
910 – 120 =
How many different ways can you
complete the part whole model?
70
Year 2/3
Term by Term Objectives
All Students
National Curriculum
Fluency
Statement
Addition and Subtraction

Use the grid to solve the calculation
below.
355
+426
Reasoning

Find the missing numbers in the
addition.
6 2

© Trinity Academy Halifax 2016
[email protected]

Write down three numbers that add
up to make 247.
__+__+__= 247
Write down a different set of numbers
that add up to 247.

Harry has 357 stickers, John has 263.
How many do they have altogether?
If Harry gives John 83 stickers, how
many do they have each now?

The answer to the addition is 201.
All the digits used are either 1 or 9.
Fill in the boxes.
4
+ 2
Add and subtract numbers with
up to three digits, using formal
written methods of columnar
addition and subtraction.
Problem Solving

Dan saved £342 in his bank
account. He spent £282. Does the
subtraction below show how much
he has left? Explain your answer.
282
-342
140
Find the errors in the calculations
and correct them to find the right
answer.
Calculation Error Correct
solution
256
+ 347
2907
63
- 38
35
201 =
+
+
Can this be done more than one way?
Convince me.

Roll a 1-6 die, fill in each of the
boxes and try to make the smallest
total possible. Repeat and try to find
different answers. Could you have
placed the digits in a different place
to make a lower total?
+

Molly went swimming every day for
5 days. She swam 80 lengths during
the 5 days. Each day she swam 4 less
lengths than the day before, how
many lengths did she swim each
day?
Year 2/3
Term by Term Objectives
All Students
National Curriculum
Addition and Subtraction
Statement
Solve problems with addition
and subtraction: using concrete
objects and pictorial
representations, including those
involving numbers, quantities
and measures; applying their
increasing knowledge of mental
and written methods.
© Trinity Academy Halifax 2016
[email protected]
Fluency

There are 32 children in Class 2.
17 are girls.
How many are boys?

On Monday, Jack swims 12 lengths.
On Tuesday he swims 13 lengths.
How many does he swim altogether?
Reasoning

Sam and Zoe are working out some
subtractions.
After Wednesday, Jack has swum 40
lengths in the week.
How many lengths did he swim on
Wednesday?

The length of the school hall is 21
metres.
Tilly runs from one end to the other
and then back again.
How far has she run?
Problem Solving

Aron has some
balloons.
Fiona has 12 more
balloons than Aron.
In total they have 40
balloons.
How many balloons
has Fiona got?

Yasmin has 3 jars of bugs.
Sam’s answer is double Zoe’s answer.
What could Zoe’s question be?

Always, sometimes,
never.
odd number + odd number +
odd number = even number
Use number cards to make
numbers to test out if this
statement is true.
There are 7 more bugs in the first jar than
the second.
There are 3 less bugs in the third jar than
the second.
There are 40 bugs in total.
 How many bugs are in the first jar??
Year 2/3
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Addition and Subtraction

Rich and Georgia have the same
number of stickers.
Reasoning

If
Problem Solving

In the pyramids, the two numbers
below add to make the number
above.
Complete these two pyramids.
Rich gives 15 stickers away.
Georgia gives 32 stickers away.
How many more stickers does Rich
have than Georgia?
Solve problems, including
missing number problems,
using number facts, place
value, and more complex
addition and subtraction.

Work out:
Choose either < > or = to complete
the number sentences.


Lucy has some balloons.
Andy has 12 more balloons than
Lucy.
In total they have 40 balloons.
How many balloons has Lucy got?
What is the value of the blue box?
Put the numbers 6, 7, 8, 9, 10 and 11
into the boxes. You can only use
each one once.
How did you get your answer?
© Trinity Academy Halifax 2016
[email protected]
Year 2/3
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Addition and Subtraction

Complete the number sentences.
Reasoning

True or False?
These four calculations have the
same answer.
1+4+2
2+4+1
4+2+1
4+1+2
Problem Solving

Use the number cards below to make
as many addition and subtraction
sentences as you can.
How many can you make?
3
Explain your answer.


Show that the addition of two
numbers can be done in any
order (commutative) and
subtraction of one number from
another cannot.
Use = < or > to complete the number
sentences.
64 + 13
13 + 64
23 – 12
12 – 23

Here is a fact family.
12 + 5 = 17
5 + 12 = 17
17 – 5 = 12
17 – 12 = 5
Use these numbers to create your own
fact family.
11
© Trinity Academy Halifax 2016
[email protected]
27
16

True or False?
These four calculations have the
same answer.
7–3–2
2- 3- 7
3–2–7
7–2–3

Write the missing symbols + - and
= in the number sentence.
Can you complete it in two different
ways?
40
23
17
40
23
17

10
4
What could the values of the circle
and triangle be?
12
Use cubes to help to explain your
answer.
7
+
=
-
=
12
How many number sentences can
you write to describe the part whole
model?
50
27
23
Year 2/3
Term by Term Objectives
All Students
National Curriculum
Addition and Subtraction
Statement
Fluency

If I know 34 + 20 = 54, what other
addition and subtraction sentences
can I write?

How many number sentences can
you write to describe the ten frames?
Reasoning

Write a number sentence to find
the value of the ? in each of the bar
models.
Problem Solving

36
In the pyramids the two numbers
below add to the make the number
above.
Complete these two pyramids.
?
25
36
11
?
Recognise and use the inverse
relationship between addition
and subtraction and use this to
check calculations and solve
missing number problems.
?
Make a number on a ten frame using two
different coloured counters. Challenge a
friend to write number sentences to
describe your ten frames.
What do you notice?


Dan calculates 67 + 8 = 75
Use a subtraction to check his
answer.
25
11
What is the value of the blue box?
What is the greatest whole number
that can fill the box?
How did you get your answer?

© Trinity Academy Halifax 2016
[email protected]
I think of a number. I take away 7 and
add 2. My answer is 15. What is my
number?
Year 2/3
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Addition and Subtraction



Estimate the answer to a
calculation and use inverse
operations to check answers.
© Trinity Academy Halifax 2016
[email protected]

Make an estimate: Which of the
following number sentences have an
answer between 50 and 60?
274 - 219
533 – 476
132 - 71
34 + 45 = 79
Use a subtraction to check the
answer to the addition.
Reasoning

Niamh estimates the answer to 489
+ 109 as shown:
Problem Solving

489 + 109 ≈ 500
Do you agree with Niamh?
Explain your answer.

Leonie says:
‘ 353- 26 = 333 because 300 – 0 =
300, 50 – 20= 30, 6 – 3= 3 so 353-26
Hannah has baked 45 cakes for a bun
= 333’
sale. She sells 18 cakes. How many
does she have left? Double check
Do you agree with her answer?

your answer by using an addition.
Prove your answer by using an addition
calculation.
Sam has used the bar model to find
113 + 134 = 247
Can you write a subtraction to check his
answer?

Colin says
‘If I add two numbers together I
can check my answer by taking
them away afterwards. So to check
3 + 4, I can do 4 -3.’
Is he right?
Explain Colin’s thinking.

Is it magic?
Think of a number.
Multiply it by 5.
Double it.
Add 2.
Subtract 2.
Halve it.
Divide it by 5.
Have you got back to your original
number?
Is this magic?
Can you work out what has
happened?
Using the idea above (Is it magic?).
Create your own set of instructions
where you think of a number and
end up back at the original number.
I think of a number.
I divide by 2 and add 98.
My answer is 100.
What was my number?
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
Addition and Subtraction


Here is a table of money that three
people have in pounds and pence.
Can you fill in the blank boxes?
Name £
p
Total
Phil
4
£4.65
Sue
3
95
Gary
115
£6.15
Jackson went to the shop to buy milk
and bread.
49p
Recognise and use symbols of
pounds (£) and pence (p);
combine amounts to make a
particular value.
© Trinity Academy Halifax 2016
[email protected]
Reasoning



Anna has 3 silver coins in her hand.
Larry says, “I have more than you
because I have a £1 coin.” Is he
correct? Explain why.
Problem Solving

Jamie has 5 silver coins in his hand.
How many different ways can he
make £1 or more?

Patrick visits an arcade. He has £5. He
wants to go on at least 4 games.
Always, sometimes, never.
You can make £1 using an odd
number of coins. Convince me!
Game
Whack-a-rat
Donkey Derby
Bingo
Grab-a-prize
Dance mania
Deal or no deal
True or false
5 copper coins can be worth more
than 1 silver coin.
90p
Which games can he go on? Will he
have any change? Can you find more
than one combination of games?
How much money does he need to
pay without receiving any change?

Tara has 2 ten pence coins, a five
pence coin and a fifty pence coin.
How much money does she have
altogether?

Tim has 5 coins in his wallet. The total
amount is £1. Which coins could he
have?
Price
70p
90p
£1
50p
85p
£1.25

How many ways can you make £1
using an unlimited amount of coins?
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
Addition and Subtraction

Make 50p three ways using the coins
below. You can use the coins more
than once.
Reasoning

Charlie tells her friend Sam she has
only silver coins in her hand. She
says she has 43p. Sam thinks that’s
impossible. Do you agree with Sam?
Explain why.

True or false: 4 five pence coins are
worth more than 2 ten pence coins.
Explain why.
Find different combinations of
coins that equal the same
amounts of money.


I have £1.45. Can you find or draw
the coins I could have to make this?
Paul has £2 and Tony has £1.20.
Which coins could Tony add to his
pile to make his and Paul’s amounts
equal?

Emily finds a 20p coin and thinks
she now has enough for a ride on
the ghost train. She puts it with her
other three 20p coins. The ghost
train costs £1. Is she correct?
Explain why.
Problem Solving

Hanna and Ste both claim to have
90p. Hanna has 3 coins and Ste has 4
coins. Are they correct? Which coins
could they have?

Emily has £3.40 and Katie has £2.20.
How much does Emily need to give
Katie so they have the same amount?

Here is a price list. Jay has £2.20
What can he buy?
Item
Chicken sandwich
Ham sandwich
Turkey sandwich
Salad
Jacket potato
Panini
Soup
Sauce
Can of pop
Bun
Chocolate bar
Price
£1
£1.50
£1.20
30p
£1
£1.30
£1.60
10p
60p
60p
50p
Can you find a different set of items he
can buy?
© Trinity Academy Halifax 2016
[email protected]
Year 2/3
Term by Term Objectives
All students
Addition and Subtraction
National Curriculum
Statement
Fluency

Benji spends £1.35 in the shop and
pays with a £2 coin. How much
change will he receive?

True or false: you can make 51p
using just 2 pence coins. Write an
explanation with your answer.

Arun buys an ice lolly from the ice
cream van. It costs 90p. He pays in 10
pence coins. How many 10 pence
coins does he use?

Alex has 90p. He bought a rubber
for 30p and wants to buy a pencil.

Solve simple problems in a
practical context involving
addition and subtraction of
money of the same unit,
including giving change.
© Trinity Academy Halifax 2016
[email protected]
Reasoning
70p – 50p = 5p +

Odd one out.
Look at the coins below. Which one
is the odd one out and why?
2p
3p
5p
7p

Frankie bought candyfloss at a fayre.
She paid with 6 coins. How much
could the candyfloss have been?
Which answer do you think is the
most reasonable?

Colin has 5 coins in his pocket. How
much money might he have?
The shopkeeper will not sell him the
pencil. Can you explain why to Alex?

Marie went to the shop and spent
20p. She bought at least one of each
sweet. Which item did she buy two
of?
Munchy
Sweetie
Choccy bar
Spotty eggs
70p
Fill in the missing box:
+ 40p = £1 – 30p
Problem Solving
Year 2/3
Term by Term Objectives
All students
Addition and Subtraction
National Curriculum
Statement
Fluency
Reasoning

What is 2 pounds and fifty pence less 
than 9 pound?

Mary buys these two items.
These items are sold in a shop.
Problem Solving

Mo is saving for a book.
16p
19p
Add and subtract amounts of
money to give change, using
both £ and p in practical
contexts.
Ray buys three items.
Two of them are the same item.
He spends £23
What items does Ray buy?
How do you know?
16p
She pays with a 50p coin and is given
a 10p and 5p coin as change.
Has she been given the correct
change?

Complete the part whole diagram.
126p
His mum gives him a quarter of the
money. How much more does he
need to save?


Mike buys these items and it costs
him 30 pence.
Which is worth more?
90 ten pence coins or 9 pound
coins.
Explain why.
Olga buys these items and it costs
her 42 pence.
68p
How much does a ruler cost?
© Trinity Academy Halifax 2016
[email protected]
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
Addition and Subtraction

How long is the pencil?


If I have 3m of ribbon and cut it
into 50cm lengths, how many
lengths can I cut?
Convince me.

Abigail’s ruler has broken. How
could she still use it to measure
things?
Find the length from A – B, find the
length from B-C. Which is longer?
How much longer?
Problem Solving

A coach is three times as long as a
car.
A train is 6.5m longer than a coach.
The train is 36.5m long.
How long is the car?
(It may help you to use bar
modelling)

Which of the following statements
could be true?
A
Measure, compare, add and
subtract: lengths (m/cm/mm).
© Trinity Academy Halifax 2016
[email protected]
Reasoning
-
B


Harry is measuring the length of
this pencil. Explain what he is doing
wrong.
Check them and correct the false
ones by using measuring equipment.
Can you create some for a friend?

Insert <, > or = below.
13cm
140mm
1m
90cm
1m – 10mm
Half a metre
A chair is about 120mm tall.
A ruler is about 300mm long.
The length of a swimming pool is
50m.
Miss Jones swims 2000m every
morning.
How many lengths is this?
Year 2/3
Term by Term Objectives
All students
Multiplication and Division
National Curriculum
Statement
Recall and use multiplication and
division facts for the 2, 5 and 10
times tables, including
recognising odd and even
numbers.
© Trinity Academy Halifax 2016
[email protected]
Fluency

Use towers of cubes to calculate:
4 x 5=
20 ÷ 2 =
6 x 10=
25 ÷ 5 =

A flower has 5 petals.
How many petals do 5 flowers have?

Circle the odd numbers.
12 13 17 18 21

Look at Numicon up to 10
Which numbers are odd?
Which are even?
What’s the same about the even
numbers?
What’s the same about the odd
numbers?
Reasoning

Which has more?
4 bags of sweets with 5 in each or 3
bags of sweets with 10 in each?
Explain your reasoning.

20 =
x
What numbers could go in the
boxes? Prove it.

I have 35p in my pocket in 5p coins.
How many coins do I have?
Draw a picture to prove your
answer.
Problem Solving

Tubes of bubbles come in packs of 2
and 5. Holly has 22 tubes of bubbles.
How many of each pack could she
have? How many ways can you do it?

Sally and Katie want to share sweets
out equally between them. They can
buy bags of 17, 18 or 21 sweets.
Which bag should they buy? What
other packs of sweets could they
buy?

Fran and Lily had a tub of lollies.
When they shared them between
them they had one left over. Just as
they had finished sorting, three of
their friends came and wanted some
lollies so they shared the same lollies
again. This time they had 2 left over.
How many lollies might have been in
the tub?
Year 2/3
Term by Term Objectives
All students
National Curriculum
Statement
Fluency
Multiplication and Division

How many altogether?
Reasoning

Tom says ‘I can use my 4 times
table to help me work out my 8
times table’.
Is he correct? Convince me.

What pair of numbers could be
written in the boxes?
×

Recall and use multiplication and
division facts for the 3, 4 and 8
multiplication tables.
© Trinity Academy Halifax 2016
[email protected]

Use cubes to show me 8 groups of 4
Tell me what division and
multiplication facts you can find
from this.



True or false?
Put these statements into two
piles. Explain why.
Start this rhythm, clap, clap, click,
clap, clap, click.
Carry on the rhythm, what will you
be doing on the 15th beat? How do
you know?
What will you be doing on the 20th
beat?
Explain and prove your answer.
Megan has a box of pop that are in
packs. Some packs have 4 cans in
them, some packs have 8 cans in
them.
The box contains 64 cans of pop.
How many packs of 4 cans and how
many packs of 8 cans could there
be?
Have you found all the possibilities?
= 24
3 × 4 = 0 + 12
5×8>6×8
28 ÷ 4 = 2 × 4
Complete the bar models.
Problem Solving

Can you sort the cards below so that
they would follow round in a loop?
The number at the top is the answer,
then follow the instruction at the
bottom to get the next answer.
1
8
2
1
1
5
8
-5
5
1
0
2
0
×
1
4
4
×
1
2
3
7
×
×
Year 2/3
Term by Term Objectives
All students
Multiplication and Division
National Curriculum
Statement
Fluency

5 x 3= 15
Write a division sentence using the
same numbers.

Write these addition sentences as
multiplication sentences.
Reasoning

Calculate mathematical
statements for multiplication and
division within the multiplication
tables and write them using the
multiplication (x), division (÷) and
equals (=) sign.
© Trinity Academy Halifax 2016
[email protected]
5 + 5 + 5+ 5= 5 x 4
2+2+2=
10 + 10 =

Can you write 4 number sentences to
describe the array?

Fill in the missing boxes
12 ÷
12 ÷
3x
4x
=4
=3
= 12
= 12
Use the number cards to make
multiplication and division
sentences.
How many numbers up to 20 can
you make?
1
One has been done for you.
Problem Solving
2
3
4
5

Each purple block is 8cm long.
Each green block is 6cm long.
eg 1 x 1 = 1

Use the picture below to think of
multiplication and division
sentences using x , ÷ and =
How long is a blue block?
Write a multiplication and division
sentence for each step of working out
you do.
Year 2/3
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Multiplication and Division

Reasoning
Use place value counters to multiply a
two digit number and one digit number
together.

Always, sometimes, never
A two digit number multiplied by a
one digit number makes a two digit
answer.

Fill in the missing boxes.
Problem Solving

Using the digit cards in the
multiplication below how close can you
get to 100?
2
3
4
10
5
40
×
23 x 4=
Write and calculate mathematical
statements for multiplication and
division using the multiplication
tables they know, including for
two-digit numbers times one-digit
numbers, using mental and
progressing to formal written
methods.
© Trinity Academy Halifax 2016
[email protected]
=
Explain your answer.
Set up a grid with 4 rows as we are finding 4
lots of 23.
Make 23 in each row using the place value
counters.
Add up each column, starting with the ones
to find out your answer.



Hassan is calculating 32 x 5. He writes
his answer 15010. Can you work out
Hassan’s mistake and write an
explanation of how he could do it
correctly?

Fill in the missing digits in the
multiplication below:
2
3×5=
Complete this statement and use this to
solve the multiplication below:
3 × 50 =
30 × 5 =
5×3 =
3
×
4
1
Solve:
+
0
Year 2/3
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Multiplication and Division

Write multiplication sentences for
the bars below.
What do you notice?
4
5
Show that the multiplication of
two numbers can be done in
any order (commutative) and
division of one number by
another cannot.
© Trinity Academy Halifax 2016
[email protected]
Reasoning
4
4
5
4
5
4
5

Fill in the gaps:
X 3 = 15
3 x
= 15

Here are some number cards. Use
them to fill in each number sentence
below.
2
10


Circle the incorrect number
sentence.
Explain your reasons.
4 x 5 = 20
5 x 4 = 20
20 ÷ 5 = 4
5 ÷ 20 = 4
20

__ x __ = __
__ = __ x __
__ ÷ __ = __
__= __ ÷ __
True or False?
2x5=5x2
2 x 5 = 10 x 1
2 x 5 = 1 x 10
What do you notice?
The rectangle is made of 2 rows of 4
and 4 columns of 2.
Can you write 2 multiplication
sentences to show this?
What do you notice about the
numbers?
Problem Solving

Use the number cards to make
multiplication and division sentences.
How many can you make?
20
2
10

5
4
Cassie has 4 bags with 5 sweets in
each.
Rachel has 5 bags with 4 sweets in
each.
How many do they have each?
Can you split the sweets into
different numbers of bags so they
both still have the same number
Year 2/3
Term by Term Objectives
All Students
National Curriculum
Statement
Fluency
Multiplication and Division

Use the pictures to fill in the missing
numbers.
groups of
Solve problems involving
multiplication and division,
using materials, arrays,
repeated addition, mental
methods and multiplication and
division facts, including
problems in contexts.
© Trinity Academy Halifax 2016
[email protected]
Reasoning

Compare the number sentences
using < > or =
3+3+3+4
3x4+4
5x4+2+2
5+5+5+5+2+2
=

+
+
= 12
Addition sentence:
+
= 12
Multiplication sentence:

=
=
I have five 10p coins, exactly enough
to buy a chocolate bar.

Here are some apples.
Class 2 are asked work out the total.
Here are four different ways they do it.
Fill in the missing blanks.
….. + ….. = 10
….. + ….. + ….. + ….. + ….. = 10
…… × …… = 10
…… × …… = 10


I need 1 more 10p to buy bottle of pop.
How much is a bottle of pop?
Problem Solving
If
+
Erik bakes 5 trays of muffins.
Each tray contains 6 muffins.
+
+
+
+
=4
= 30
+
= 20
Complete the addition
He sells 16 muffins and eats 5
How many muffins does he have left?
+
+
=
Year 2/3
Term by Term Objectives
National Curriculum
Statement
Fluency

Fill in the boxes:
5x
Multiplication and Division
All students
Reasoning

12 buns are shared between 3 boys. 16
buns are shared between 4 girls. Who
gets more buns, boys or girls?
Explain your answer.

For every 3 boys in class there are 2
girls. Which of the combinations of
boys and girls could be correct?
= 15
Problem Solving

Use the numbers 1 - 8 to fill the circles
below:

Lottie is counting the number of legs in
her house. People and cats live in
Lottie’s house. People have 2 legs, cats
have 4 legs. If there are 26 legs
altogether, how many cats and people
might there be?

William has 3 t-shirts and 4 pairs of
trousers, how many different outfits can
he make?
X 4 = 32
48

Solve problems including missing
number problems involving
multiplication and division,
positive integer scaling problems
and correspondence problems in
which n objects are connected to
m objectives.
© Trinity Academy Halifax 2016
[email protected]

=8
Jemima has a toy car measuring 8cm.
Aisha has a toy train that is 8 times as
long as the car. How long is the train?
18 boys and 12 girls
15 boys and 10 girls
21 boys and 9 girls
12 boys and 8 girls
Kainat is making buns. For every 40g of
flour she needs 1 egg.
Show your thinking using a picture.
If she uses 5 eggs, how many grams of
flour does she use?
If she uses 400g of flour, how many eggs
does she need?

4kg of cereal costs £4.80.
How much does 6kg cost?
How many kg of cereal can I get for
£8.40

How many different combinations of
numbers can you find that would fit in
the empty boxes?
5x

= 10 x
True or false, explain why.
For every 50g of flour, 40g of sugar is
needed.
Kay says ‘if I use 125g of flour then I
need 100g of sugar’