Mathematics Medium Term Plan
Week
1
Domain
Number and
Place Value
Year 2 spring
Spring 1
Learning Objectives
By the end of this sequence of lessons all pupils will be able to…
(These objectives will be revisited throughout the year)
Mark two-digit numbers on a beaded line, then landmarked line (labelled in tens);
Order numbers to 100, compare two numbers, say which is more or less; Say a number
between any given neighbouring pairs of multiples of ten (e.g. 40 and 50); Count on in
tens from single and two-digit numbers and back again; Show two-digit numbers on a
bead string and write the corresponding addition (e.g. 26 = 20 + 6); Partition two-digit
numbers into multiples of ten and one; Use place value to add and subtract (e.g. 30 + 4,
53 – 3) Mark two-digit numbers on a landmarked line (labelled in tens); Compare
th
numbers using the symbols < and >; Use ordinal numbers in context up to 10 and
beyond; Use knowledge of order of numbers and properties of number (e.g. odd/even,
multiples to describe/sort numbers); Solve logic problems; Round two-digit numbers to
nearest multiple of ten.
2017
KW/JF
Standard
misconceptions
Models and
images
Opportunities
for crosscurricular links
Placing numbers
(including
estimation)
accurately on a
number line
Reversing digits in
2 digit numbers.
Digits written
incorrectly.
Dienes;
beadstrings; place
value hats;
number lines;
place value cards;
measuring
instruments
Fairy tale
combination locks
Not have the
mental agility to
break single digits
numbers to add to
next multiple of
10.
Not use
numberline
correctly ie not
jump before
count.
Use number lines
to visualise.
Phase 1/2 Objectives (highlight as met)



count in steps of 2, from 0,and in tens from any number, forward or backward
recognise the place value of each digit in a two-digit number (tens, ones)
identify, represent and estimate numbers using different representations, including the
number line

compare and order numbers from 0 up to 100; use <, > and = signs

read and write numbers to at least 100 in numerals

count in steps of 5 from 0 from any number, forward or backward

Use place value and number facts to solve problems.
The pupil can partition two-digit numbers into different combinations of tens and ones. This may include
using apparatus (e.g. 23 is the same as 2 tens and 3 ones which is the same as 1 ten and 13 ones).
: Use pairs to ten to find the complement to the next multiple of ten; Use place value to
2
Addition and
subtraction
add and subtract (e.g. 30 + 4, 53 – 3); Add/subtract a single digit to/from a 2-digit
number by bridging multiples of ten using knowledge of pairs to ten & place value;
Understand that addition can be done in any order, but not subtraction; Sort
calculations as to whether number facts or place value can be used to help identify the
useful number fact.
Phase 1/2 Objectives (highlight as met)


using concrete objects and pictorial representations, including those involving numbers.

applying their increasing knowledge of mental and written methods

recall and use addition and subtraction facts to 20 fluently.

add and subtract numbers using concrete objects, pictorial representations, and mentally,
-
-digit number and tens
Add/subtract two-digit numbers by adding/subtracting multiples of ten then one (e.g.
add 45 and 23 by adding 20, then 3); Add/subtract using a 1-100 number square and
landmarked lines.
Phase 1/2 Objectives (highlight as met)

solve problems with addition and subtraction:
ing those involving numbers.

3
Addition and
subtraction

applying their increasing knowledge of mental and written methods

recall and use addition and subtraction facts to 20 fluently.

add and subtract numbers using concrete objects, pictorial representations, and mentally,

a two-

using concrete objects and pictorial representations, including those involving measures.

show that addition of two numbers can be done in any order (commutative) and subtraction
Not seeing the
commutative
feature of adding
or that + is the
reverse of – to
help with facts.
To not see that
counting on can
find numbers in
missing number
sentences.
Pairs to 10 rhyme,
petal counters,
Fingers, coins.
Learning pairs to
20 by heart.
Draw out sums
with rods and
ones. Support
with diennes
blocks.
Problems related
to fairy tales..
Not knowing correct
mathematical words
for features of 3D
and 2D shapes.
Forgetting what a
right angle looks like.
Not understanding
that symmetry needs
to be equal in shape
and size.
Not recognising
irregular 2d shapes.
Shape learning wall
descriptions
2D and 3D shapes
Computer drawing
program
Make 3D castles.
-digit number and tens
of one number from another cannot
The pupil can use estimation to check that their answers to a calculation are reasonable (e.g. knowing that 48
+ 35 will be less than 100).
The pupil can subtract mentally a two-digit number from another two-digit number when there is no
regrouping required (e.g. 74 − 33).
Recognise common 2D shapes, identify from pictures in different positions and
orientations; Draw, sort and describe 2D shapes, referring to their properties including
symmetry and right angles (‘square’ corners)
Phase 1 Objectives (highlight as met)
4
Properties of
shape/statisti
cs (Some from
week 6mine
wk4 summer
ham)
-D shapes, including the number of sides and

symmetry in a vertical line

identify 2-D shapes on the surface of 3-D shapes, for example a circle on a cylinder and a
triangle on a pyramid

Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.

Ask and answer simple questions by counting the number of objects in each category and sorting the
categories by quantity.

interpret and construct simple pictograms, tally charts, block diagrams and simple tables

The pupil can describe properties of 2-D and 3-D shapes (e.g. the pupil describes a triangle: it
has 3 sides, 3 vertices and 1 line of symmetry; the pupil describes a pyramid: it has 8 edges,
5 faces, 4 of which are triangles and one is a square).
5
Statistics and
movement.
Phase 1/2 Objectives (highlight as met)
use mathematical vocabulary to describe position, direction and movement, including movement
in a straight line
and distinguish between rotation as a turn and in terms of right angles for quarter, half and
three quarter turns (clockwise and anticlockwise)
Confuse
anticlockwise and
clockwise. Not be
secure with what
1/2., ¼ and ¾ turn
means
Tables and graphs
rotation prompts
on the learning
wall.
Groups of
information based
on favourite fairy
tale stories and
characters.
Route around
fairy castle
Not understand
groups of and add
instead.
Not see
commutativity of
multiplication. Not
see it as reverse
of division.
Use cubes to
illustrate, and
diennes.
Illustrate on
fingers
Use problems
based on fairy
tale characters.
Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.
Count in 2s, 5s and 10s from any number to 100; Recognise multiples of 2, 5 and 10; Investigate a
general statement about familiar numbers by finding examples which satisfy it; Use grouping in
2s, 5s or 10s to count larger groups of objects; Find, describe and continue patterns; Understand
multiplication as repeated addition; Use multiplication sentences to describe an array and make
links to division; Understand grouping as one model of division; Begin to understand that division
can leave some left over; Imagine what action would be needed to solve a word problem.
Phase 1/2 Objectives (highlight as met)

recall and use multiplication and division facts for the 2, and 10 multiplication tables,
including recognising odd and even numbers
6
Multiplication
And division


show that multiplication of two numbers can be done in any order (commutative)
solve problems involving multiplication and division, using materials, arrays, repeated
addition, mental methods,

recall and use multiplication and division facts for the 5 multiplication tables, including
athematical statements for multiplication
using the multiplication (×), and equals (=) signs.
The pupil can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve
simple problems, demonstrating an understanding of commutativity as necessary (e.g. knowing they can make
7 groups of 5 from 35 blocks and writing 35 ÷ 5 = 7; sharing 40 cherries between 10 people and writing 40 ÷
10 = 4; stating the total value of six 5p coins).