medium term plans for spring years 1/2 mixed age … · web viewthere is an additional...

Medium term Plans for Spring Years 1/2 Mixed age RangeNB: HAT = Hamilton Assessment Tracker

There is an additional investigation or problem-solving activity for most weeks, plus a link to a suitable website for another possible activity. For some weeks, there is not an investigation which is suitable for both year groups, but we have included one for each year group for you to choose from. You may wish to use the Y2 investigation with the Y2s, and ask a TA, if you have one, to work with one or more groups on the Y1 investigation.

Week

Y1: Main focus of teaching/activities Outcomes Y2: Main focus of teaching/activities Outcomes

1 Number/Addition and subtractionDay 1: One more and 1 less than 2-digit number.

Day 2: Find 1 more/less than any 2-digit number.

Day 3: Count in 10s from 10.

Day 4: Count in 10s from any number/Estimate a quantity.

Day 5: Find 10 more/less than a 2-digit number.

Day 1: 1. Know the number before and after any 2-digit number.

Day 2: 1. Find 1 more/less than any 2-digit number.

Day 3: 1. Count in 10s from 10.2. Find missing multiples of 10 in a sequence.

Day 4: 1. Count on in 10s from 10 to 100 and in 1s from any number to 100.2. Fill in missing number sequences of multiples of 10.3. Make a sensible estimate up to 100 (e.g. choosing from 10, 20, 50 or 100).

Day 5: 1. Find 10 more and 10 less than a given number.2. Recognise and describe what is happening to the multiples of 10 on the number grid.

HAT outcomes 1 (1 more/less), 2, 3 and 6 as appropriate

Number/Addition and subtractionDay 1: Compare numbers using < and >.

Day 2: Identify properties of numbers.

Day 3: Add near multiples of 10 using a calculator; spot patterns.

Day 4: Add near multiples of 10.

Day 5: Add near multiples of 10.

Day 1: 1. Mark 2-digit numbers on a landmarked line (labelled in 10s).2. Compare numbers using the symbols < and >.

Day 2: 1. Identify properties of numbers and use this to sort them. 2. Solve logic problems.

Day 3: 1. Add near multiples of 10 spotting patterns.

Day 4: 1. Add near multiples of 10 by adding a multiple of 10 then subtracting 1.

Day 5: 1. Add near multiples of 10 by adding a multiple of 10 then subtracting 1.

HAT outcomes 4, 5, 6, 10 and 15

Hamilton Investigations: Y1 Calculating caterpillars and Y2 Nines to zeros

© Hamilton Trust

Week


2 Addition and subtraction Day 1: Number bonds to 8.

Day 2: Number bonds to 9.

Day 3: Find doubles to double 6.

Day 4: Add three numbers.

Day 5: Add three numbers.

Day 1: 1. Know number bonds to 8 by heart.2. Write number bonds as number sentences.3. Know that addition can be done in any order.

Day 2: 1. Know number bonds to 9 by heart.2. Write number bonds as a number sentence.3. Know that addition can be done in any order.

Day 3: 1. Know how to double a number.2.Find doubles to double 6 and record as an addition; begin to know by heart.

Day 4: 1. Add 3 small numbers, spotting pairs to 10.2. Understand that changing the order of addition does not change the total.

Day 5: 1. Add 3 small numbers, spotting pairs to 10 or doubles.

HAT outcomes 7, 8 (pairs to 8 and 9), 10, 11, 12 and 13

Addition and subtraction Day 1: Use number facts to add/subtract.

Day 2: Use number facts or place value to + and –.

Day 3: Add a single-digit number to a 2-digit number, bridging 10.

Day 4: Add a single-digit number to a 2-digit number, bridging 10.

Day 5: Subtract a single-digit number from a 2-digit number, bridging 10.

Day 1: 1. Use number facts to add and subtract.

Day 2: 1. Use number facts or place value to add and subtract.

Day 3: 1. Add a single-digit number to a 2-digit number, bridging 10.

Day 4: 1. Add a single-digit number to a 2-digit number, bridging 10.

Day 5: 1. Subtract a single-digit number from a 2-digit number, bridging 10.

HAT outcomes 6, 7, 8 and 11 (number facts)

Hamilton Investigation: Cross sums NRICH links: Y1: Ladybirds in the garden Y2: Maze 100

© Hamilton Trust

Week


3 Addition and subtraction Day 1: Know the value of each coin to £1.

Day 2: Find totals of 2 and 3 coins to 10p.

Day 3: Find all possibilities by making an ordered list.

Day 4: Find 10 more than any 2-digit number.

Day 5: Find 10 less than any 2-digit number.

Day 1: 1. Recognise each coin up to £2 2. Know the value of each coin to £2.

Day 2: 1. Find totals of 2 and 3 coins to 10p. 2. Begin to find what coins can be used to pay a given amount up to 20p.

Day 3: 1. Find what coins can be used to make a given amount less than 10p.2. Begin to find all possibilities by making an ordered list.

Day 4: 1. Count in 10s from single-digit numbers.2. Find 10 more than any 2-digit number less than 90.

Day 5: 1. Count back 10s from 2-digit numbers.2. Find 10 less than any 2-digit number.

HAT outcomes 3, 7, 11 and 22

Addition and subtraction Day 1: Add 2-digit numbers using a number grid.

Day 2: Add 2-digit numbers crossing 10s barrier.

Day 3: Add 2-digit numbers.

Day 4: Subtract 2-digit numbers.


Day 1: 1. Add 2-digit numbers using a number grid and Spider.

Day 2: 1. Add 2-digit numbers using the grid.2. Add 2-digit numbers where the 1s will cross the 10s barrier using known facts.

Day 3: 1. Use a landmarked line to add 2-digit numbers.2. Take bigger jumps when adding using the number line.

Day 4: 1. Subtract 2-digit numbers using a number grid where the 1s do not cross a 10s barrier.

Day 5: 1. Subtract 2-digit numbers using a landmarked number line.

HAT outcomes 4, 10, 11 and 15 (models and images)

Hamilton Investigation: Coins in my pockets

© Hamilton Trust

Week


4 MeasuresDay 1: Compare weights using direct comparison.

Day 2: Compare weights using direct comparison.

Day 3: Use non-standard units to measure weight.

Day 4: Tell the time to the hour and half hour.

Day 5: Tell the time to the half hour.

Day 1: 1. Compare weights using direct comparison.2. Order different weights.

Day 2: 1. Compare weights using direct comparison.2. Estimate and find objects that are heavier and lighter.

Day 3: 1. Use uniform non-standard units to measure weight.2. Estimate how heavy an object is using uniform non-standard units.

Day 4: 1. Tell the time to the hour and half hour.2. Describe what would be happening at different times of the day.

Day 5: 1. Tell the time to the half hour.2. Find the time half an hour later.

HAT outcomes 17 (weight), 18 (weight) and 19

MeasuresDay 1: Measure weight using uniform non-standard units.

Day 2: Know that weight can be measured in kg and g.

Day 3: Compare objects with the 100g and kg weight.

Day 4: Identify left and right; give accurate directions.

Day 5: Understand clockwise/anticlockwise turns and right angles as quarter turns.

Day 1: 1. Compare weights and measure weight using uniform non-standard units.

Day 2: 1. Know that weight can be measured in kg and g.2. Measure weights to the nearest 100g using 100g weights.

Day 3: 1. Compare objects with the 100g and kg weights and develop a sense of how heavy these weights are.

Day 4: 1. Follow and give instructions involving position, direction and movement including left and right.

Day 5: 1. Recognise whole, half and quarter turns, both clockwise and anticlockwise. 2. Recognise that a right angle is a quarter turn.

HAT outcomes 25 (weight), 26 (weight), 37 and 38

Hamilton Investigation: Ten to the kilo

© Hamilton Trust

Week


5 Multiplication and division Day 1: Learn to count in 2s.

Day 2: Recognise odd/even numbers.

Day 3: Sorting numbers onto diagrams.

Day 4: Double numbers up to 12.

Day 5: Find half of numbers up to 24.

Day 1: 1. Count in 2s from different starting numbers.2. Recognise a sequence and continue it.

Day 2: 1. Recognise odd and even numbers up to 20.2. Sort numbers up to 20 into odd and even.

Day 3: 1. Using prior knowledge of numbers sort them onto Venn diagrams and into tables.2. Explain how and why they have sorted them in that way.

Day 4: 1. Double numbers up to 20.2. Explain what they are doing by doubling.

Day 5: 1. Halve numbers up to 20.2. Understand why it is tricky to halve odd numbers.

HAT outcomes 2 (2s), 13 and 15

Multiplication and division Day 1: Recognise multiples of 2, 5 and 10.

Day 2: Record multiplication facts for the 5 times table.

Day 3: Begin to relate multiplication with division.

Day 4: Understand grouping as one model of division.

Day 5: Solve a word problem.

Day 1: 1. Count in 2s, 5s and 10s from any number to 100.2. Recognise multiples of 2, 5 and 10.3. Describe patterns.4. Begin to investigate general statements.

Day 2: 1. Understand multiplication as repeated addition.2. Record multiplication facts for the 5 times table.

Day 3: 1. Use multiplication and division sentences to describe an array and groups of numbers on a number line.

Day 4: 1. Understand grouping and lots of as one model of division.2. Begin to understand that division can leave some left over.

Day 5: 1. Imagine what action would be needed to solve a word problem and decide what calculation is necessary (multiplication or division).

HAT outcomes 1 (2s and 5s), 16, 19, 20 and 21

Hamilton Investigation: Odds and evens NRICH link: Sorting dominoes

© Hamilton Trust

Week


6 Number Day 1: Show a 2-digit number, combining groups of 10 and1e.

Day 2: Know what each digit means in a 2-digit number.

Day 3: Compare 2 numbers less than 100.

Day 4: Give a number between 2 neighbouring multiples of 10.

Day 5: Investigate place value in 2-digit numbers.

Day 1: 1. Show a 2-digit number by combining groups of 10 and 1.2. Know what each digit means in a 2-digit number.

Day 2: 1. Know what each digit means in a 2-digit number.2. Estimate a number of objects and group in 10s when counting to check.

Day 3: 1. Compare 2 numbers less than 100, say which is more or less

Day 4: 1. Give a number between 2 neighbouring multiples of 10.

Day 5: 1. Investigate and make 2-digit numbers and say what each of the digits represents. 2. Begin to record findings in a systematic way.

HAT outcomes 4, 5 and 6

Number and FractionsDay 1: Compare two 2-digit numbers.

Day 2: Rounding to the nearest 10.

Day 3: Finding a half and a quarter.

Day 4: Find ½ and ¼.

Day 5: Find ½, ¼ and 1/3 of amounts.

Day 1: 1.Make comparisons about two 2-digit numbers.2.Describe properties of numbers and locate numbers on a number line.3. Find a number in between 2 given numbers.

Day 2: 1.Understand why and how we round numbers.2. Round numbers to the nearest 10.

Day 3: 1. Find ½ and ¼ of amounts by sharing objects between groups of 2 and 4.

Day 4: 1. Find ½ and ¼ by sharing and by using some number facts.

Day 5: 1. Find ½, ¼ and 1/3 of amounts by sharing and using number facts.


Hamilton Investigation: Square order NRICH link: Writing digits

© Hamilton Trust

Week


7 Money/Addition and subtractionDay 1: Find ways to pay up to 20p.

Day 2: Find totals of single-digit prices.

Day 3: Add 10p and 20p to amounts of money.

Day 4: Find change from 10p.

Day 5: Finding the difference.

Day 1: 1. Find ways to pay up to 10p.

Day 2: 1. Find totals of single-digit prices using known facts or counting on, including bridging 10p.

Day 3: 1. Add 10p and 20p to 2-digit prices, answers less than £1.

Day 4: 1. Find change from 10p by counting on and using number bonds.

Day 5: 1. Find the difference between amounts of money less than 30p.

HAT outcomes 3, 7, 11, 12 and 22 plus Begin to understand the concept of difference and find a difference between two numbers (Not in HAT, nor on NC but needed in Y2)

Money/Addition and subtractionDay 1: Making 2-digit amounts using coins.

Day 2: Add 2-digit money amounts.


Day 4: Find change from 50p.

Day 5: Find change by counting up to find a difference.

Day 1: 1. Recognise coins. 2. Use coins to make 2-digit amounts.

Day 2: 1. Add 2-digit money amounts using partitioning.

Day 3: 1. Subtract 2-digit numbers where the number being subtracted has fewer 1s than the number being subtracted from.2. Use a number grid and spider to take away 10s first and then 1s.

Day 4: 1. Find change from 50p using pairs to 10.

Day 5: 1. Find change by counting up to find a difference.


Hamilton Investigation: Mr Know It All!

© Hamilton Trust

Week


8 Measures and data Day 1: Compare capacities, by direct comparison.

Day 2: Estimate, measure, compare capacities.

Day 3: Estimate, measure capacities.

Day 4: Create a block graph.

Day 5: Draw pictograms.

Day 1: 1. Compare and discuss capacities, by direct comparison. 2. Understand the vocabulary relating to capacity.

Day 2: 1. Estimate, measure and compare capacities, using cups.2. Use a uniform, non-standard unit to measure capacity.3. Order capacities from smallest to greatest.

Day 3: 1. Estimate, measure and compare capacities, using cups.2. Use a uniform, non-standard unit to measure capacity.3. Find containers that hold a greater capacity and order different capacities.

Day 4: 1. Understand how to read a pictogram.2. Create a pictogram and write a sentence describing what it shows.

Day 5: 1. Create a block graph and analyse the results.

HAT outcomes 17 (capacity) and 18 (capacity)

Measures and data Day 1: Measure liquid in uniform non-standard units (cupfuls).

Day 2: Measure liquid in litres.

Day 3: Estimate more/less than a litre.

Day 4: Draw/interpret a block graph.

Day 5: Draw and interpret a pictogram.

Day 1: 1. Estimate and measure capacity in cupfuls.

Day 2: 1. Begin to have a sense of a litre and make comparisons between other amounts.

Day 3: 1. Estimate which containers holds more or less than a litre.

Day 4: 1. Draw and interpret a block graph.

Day 5: 1. Draw and interpret a pictogram.

HAT outcomes 25 (capacity), 26 (capacity) and 32

Hamilton Investigations: Y1: Fill the bucket and Y2: Mystery potion

© Hamilton Trust

Week


9 Addition and subtraction Day 1: Split 8 and 9 into pairs and memorise the bonds.

Day 2: Relate addition and subtraction number facts.

Day 3: Adding doubles/near doubles.

Day 4: Add 10 to 2-digit numbers.

Day 5: Subtract small multiples of 10.

Day 1: 1. Find addition pairs to 7, 8, 9 and 10.2. Record the number pairs as addition number sentences.

Day 2: 1. Relate addition and subtraction number bonds by discussing the relationship between the numbers used.2. Write the corresponding subtraction number sentences.

Day 3: 1. Find doubles to double 6.2. Use these facts to work out near doubles.

Day 4: 1. Add 10, 20 or 30 to any 2-digit number (answers less than 100).

Day 5: 1. Subtract 10, 20 or 30 from 2-digit numbers.

HAT outcomes 3, 7, 8 (7, 8 & 9) 10, 12, and 13

Multiplication and division Day 1: Work out multiplication/division using models.

Day 2: Multiply and divide using models.

Day 3: Draw arrays, create multiplication problems.

Day 4: Draw arrays, make up division problems.

Day 5: Solve division/multiplication word problems.

Day 1: 1. Understand arrays and the facts that can be found from them.2. Work out multiplication/division using beaded lines and ringing groups or lots.

Day 2: 1. Work out multiplication/division using beaded lines and drawing hops.

Day 3: 1. Draw arrays and create their own multiplication word problems.2. Use beaded lines/landmarked lines to work out multiplication problems.

Day 4: 1. Draw arrays and create their own division word problems.2. Understand that division is the inverse of multiplication.

Day 5: 1. Sort word problems into division and multiplication.2. Understand that division is the inverse of multiplication and use this to check answers.


Hamilton Investigations: Y1: Pyramid sums and Y2: Mrs Multiple’s cakes NRICH links: Y1: 2, 4, 6, 8 Y2: Money Bags

© Hamilton Trust

Week


10 Addition and subtraction Day 1: Number bonds to 10.

Day 2: Bridge 10 with bead strings/beaded lines.

Day 3: Add amounts, bridging 10p.

Day 4: Use pairs to 10 to add numbers by bridging 10.

Day 5: Sort calculations to help work them out.

Day 1: Know all number bonds to 10.

Day 2: 1. Use pairs to 10 to bridge 10 with the support of bead strings and beaded lines.

Day 3: 1. Use pairs to 10 to bridge 10 with the support of money lines.2. Add coins and amounts which total more than 10p.

Day 4: 1.Use pairs to 10 to bridge 10 with the support of beaded lines.

Day 5: 1. Sort calculations according to whether they will bridge 10 or not.2. Choose the most effective method for working out additions.

HAT outcomes 7, 9, 11 and 12 plusRealise that addition can be done in any order. (Not in HAT, nor on NC but needed in Y2)

Addition and subtraction Day 1: Add five 1-digit numbers.

Day 2: Sort additions to help work them out.

Day 3: Sort subtractions according to how they can be worked out.


Day 5: Solve word problems using addition or subtraction.

Day 1: 1. Add 5 small numbers spotting pairs to 10 or doubles.

Day 2: 1. Sort additions according to whether they are known facts or need to be worked out.2. Work out additions using different methods.

Day 3: 1. Sort subtractions according to whether they are known facts or need to be worked out.2. Work out subtractions using different methods.

Day 4: 1. Subtracting two 2-digit numbers (where units are smaller in the number being taken away) using the grid and Spider.

Day 5: 1. Decide whether a word problem requires addition or subtraction to solve it.2. Solve addition/subtraction word problems using Spider and number grid.


Hamilton Investigation: 10 to 50 challenge NRICH link: One big triangle

© Hamilton Trust

Week


11 Measures/SubtractionDay 1: Measure objects in cubes.

Day 2: Measure lengths of string in cubes.

Day 3: Find a difference in lengths using cubes.

Day 4: Find a difference in heights.

Day 5: Investigate differences between towers of cubes.

Day 1: 1. Measure objects accurately using cubes. 2. Compare lengths.

Day 2: 1. Measure lengths of string in cubes, including wiggly lines.

Day 3: 1. Estimate and compare lengths. 2. Find the difference in length using uniform, non-standard units (cubes).

Day 4: 1. Find the difference between two towers of cubes. 2. Measure height using uniform, non-standard units (cubes).

Day 5: 1. Find towers that have a difference of 3. 2. Begin to use a systematic way of going about investigating a problem. 3. Recognise patterns.

HAT outcomes 5, 17 (length) and 18 (length) Plus: Begin to understand the concept of difference and find a difference between two numbers (Not in HAT, nor on NC but needed in Y2)

Addition and subtractionDay 1: Add 2-digit numbers using the 1–100 grid.

Day 2: Add 2-digit numbers.

Day 3: Subtract 2-digit amounts of money by counting up and finding the difference.

Day 4: Use Frog on a beaded line to subtract (counting up).

Day 5: Use Frog on a landmarked line to subtract (counting up).

Day 1: 1. Add 2-digit numbers using a number grid and Spider and Fly to add the 10s and then the 1s. 2. Write addition number sentences.

Day 2: 1. Add 2-digit numbers using a number grid and Spider and Fly to add the 10s and then the 1s. 2. Add, crossing the 10s barrier.

Day 3: 1. Subtract 2-digit amounts of money lying either side of a multiple of 10 by counting up on a penny line.

Day 4: 1. Use Frog (counting up) to subtract 2-digit numbers lying either side of a multiple of 10 on a beaded line.

Day 5: 1. Use Frog (counting up) to subtract 2-digit numbers lying either side of a multiple of 10 on a landmarked line.

HAT outcomes 10 and 12

Hamilton Investigation: Difference towers NRICH link: Robot monsters

© Hamilton Trust

Title of topic – colour code (see below)

GREEN – Place Value or number ORANGE – Addition or subtractionPURPLE – Multiplication or division (inc. scaling or square/cube numbers or multiples and factors...) GREY – Fractions or decimals or percentages or ratioBLUE – shape or measures or data BROWN – Algebra

The Hamilton plans do provide resources for practice of the relevant algorithms, skills and the reinforcement of crucial understandings. However, some teachers may prefer to use textbooks as an additional source of practice. We have agreed with Pearson, the publisher of Abacus, that we can reference the Abacus textbooks and that they will do a special deal if any Hamilton users wish to purchase a set of these textbooks. These are new books, written specifically to match the new National Curriculum. Any schools wishing to follow this up should go to this webpage: http://www.pearsonschoolsandfecolleges.co.uk/Primary/GlobalPages/AbacusFriendsofHamiltonTrust/SpecialOfferforFriendsofHamiltonTrust.aspx

Scroll down for Outcomes for Hamilton Assessment Tracker

© Hamilton Trust

Outcomes for Hamilton Assessment Tracker

Year 1 – Key Outcomes in bold

1. Count on and back in ones to and from 100 and from any single-digit or 2-digit number; given a number up to 100, identify one more and one less. N2. Count in 2s, 5s and 10s from 0. N3. Count on and back in tens from any 1-digit or 2-digit number, e.g. 23, 33, 43, 53... Continue to just over 100. N4. Locate any number on a 1-100 grid or a beaded line 0-100. N5. Compare numbers to at least 20. N6. Read and write numbers to 100 in numerals and read numbers in words to 20. N7. Know number bonds to 10, e.g. 5 + 5, 6 + 4, etc. Also know what is left if objects are taken from 10, e.g. 10 fingers, fold down 4, leaves 6 standing. AS8. Begin to know pairs which make 5, 6, 7, 8, 9 and 20. AS9. Begin to be aware of unit patterns, e.g. 2 + 4 = 6, 7 + 4 = 11, 12 + 4 = 16, 17 + 4 = 21, 22 + 4 = 26 etc. 27 + 4 = 31 etc. AS10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions. AS11. Add small numbers by counting on and subtract small numbers by counting back. AS12. Solve missing number problems and addition/subtraction problems in number stories. AS13. Recognise doubles to double 6 and find related halves (half even numbers up to 12). MD14. Solve simple problems involving multiplication/division, find answers with support using objects, pictorial representations or arrays. MD15. Recognise, find, name a half as 1 of 2 equal parts of an object, shape, quantity. FD16. Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. F D17. Compare objects according to height, length, weight, capacity, using appropriate mathematical language. MS18. Count uniform non-standard, then simple standard units to measure length/height, weight, capacity. MS19. Tell the time to the half hour on analogue and digital clocks. MS20. Use the language of time including days, months, earlier, later, yesterday, minutes, hours, days, weeks and years. MS21. Sequence events in chronological order. MS22. Recognise and know the value of different denominations of coins and notes. MS23. Sort items into lists or tables. MS24. Recognise the difference between 2-D and 3-D shapes; name and describe common 2-D and 3-D shapes. G25. Describe position, direction and movement, including whole, half, quarter and three-quarter turns. G

The letters in orange after each outcome indicate the strand in Hamilton Assessment Tracker to which each outcome belongs.

© Hamilton Trust

Year 2 – Key Outcomes in bold

1. Count from 0 in steps of 2, 3, 5 and 10. N2. Count on and back in 10s from any number. N3. Identify any number on the 1-100 grid, understanding that each number is a multiple of ten and some ones. N4. Locate any 2-digit number on a 1-100 grid or a landmarked line; use this to order and compare numbers with <, > and = signs. N5. Read and write numbers to at least 100 in numerals and make recognisable attempts to write numbers in words. N6. Use place value and number facts to solve problems, e.g. 60 - = 20 N7. Know securely number pairs for all the numbers up to and including 20, e.g. pairs which make 15 (7+8, 6+9, 5+10, 4+11, 3+12, 2+13, 1+14, 0+15). AS8. Know different unit patterns when adding or subtracting, first when not crossing a ten and then when crossing a ten, in numbers up to 100. AS9. Add two or three single-digit numbers, using number facts and counting up. AS10. Add a two-digit number and tens; add two 2-digit numbers which total less than 100 by counting on in tens and ones. AS11. Count back in ones or tens or use number facts to take away, e.g. 27-3 = or 54-20 =. AS12. Begin to count up to find a difference between two numbers with a small gap, e.g. 42–38. AS13. Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot. AS14. Recognise that addition and subtraction are inverse operations; use addition to check subtractions and solve missing number problems. AS15. Solve problems involving addition and subtraction of numbers, quantities and measures, using recall of number facts and appropriate models and images. AS16. Know 2x, 5x and 10x tables, and related division facts, e.g. saying how many 10s in 40; use x and ÷ signs correctly. MD17. Understand equivalence in simple calculations: 3 x 4 = 6 x ☐ MD18. Double and halve numbers up to 20 and multiples of 5 to 50; recognise odd & even numbers. MD19. Write multiplications and divisions, using x, ÷ and = signs; calculate answers. MD20. Understand that multiplication can be done in any order (commutative) and division cannot. MD21. Solve multiplication/division problems in context, using recall of x /÷ facts, doubling, halving, arrays, ‘clever counting’. MD22. Count in halves and quarters, recognising fractions as numbers FD23. Begin to recognise the equivalence of 2/4 and ½ on the number line and in other practical contexts. FD24. Understand ½, ¼, 1/3, ¾, 2/3 as fractions of quantities in a practical context; solve problems using shapes, objects, quantities. FD25. Choose/use appropriate standard units to estimate and measure length/height, mass, temperature and capacity to the nearest appropriate unit using rulers,

instruments. MS26. Compare and order objects according to length, (mass) weight and capacity using suitable units, and record the results using >, < and =. MS27. Recognise/use symbols for pounds (£) & pence (p); combine amounts, find different combinations of coins that give the same amount. MS28. Solve simple problems in a practical context; add and subtract pence & pounds, including finding and giving change. MS29. Tell/write the time on digital/analogue clocks to ½ past, ¼ past & ¼ to the hour; draw hands on a clock face to show these times; MS

© Hamilton Trust

30. Begin to tell and write the time on digital and analogue clocks to the nearest 5 minutes. MS31. Know the number of minutes in an hour and the number of hours in a day and use this to compare and sequence intervals of time. MS32. Construct simple tables, pictograms, tally charts, block diagrams where unit scale is labelled in 1s or multiples of 2; interpret, ask & answer appropriate

questions. MS33. Identify/describe common 2-D shapes, referring to properties including on the surface of 3-D shapes; compare/sort 2-D shapes G34. Recognise symmetry in a vertical line G35. Identify/describe common 3-D shapes, referring to no. of edges, vertices, faces (curved and flat); compare/sort 3-D shapes. G36. Order and arrange combinations of mathematical objects in patterns and sequences. G37. Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line. G38. Distinguish between rotation as a turn and in terms of right angles for quarter, half & three-quarter turns (clockwise & anti-clockwise). G

The letters in orange after each outcome indicate the strand in Hamilton Assessment Tracker to which each outcome belongs.

© Hamilton Trust

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