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Medium Term Plan Level 2b Term 3 Class:

Problem Solving Strategy: Construct a Table

Unit Days Outcomes Overview of Key Learning Activities Assessment ResourcesL.I. We are learning to…

INTERACTIVE TEACHNG STUDENT ACTIVITES

Unit 1 : Number & Place Value

52bNN01 Understand, use and begin to read vocabulary related to place value and properties of number

2bNN02 Describe and extend number sequences: count on or back in steps of 1, 10 or 100 from any 2-digit number and 3-digit number

2bNN03 Identify the number that is 1, 10 or 100 more or less that any 2-digit or 3-digit number

2bNN04 Read and write whole numbers up to at least 1000

2bNN05 Count and represent collections of objects up to 1000 by grouping

2bNN06 Partition a 3-digit number into hundreds, tens and ones

2bNN08 Use knowledge of place value to order sets of whole numbers to at least 1000

2bNN09 Make estimates of numbers and measurements in a range of practical contexts e.g. estimate a group of objects up to about 100

Partition numbers

How can you model the number 345? THINK PAIR SHARE

Remind students of the different ways: using arrow cards counting out the number

using Base Ten materials rewrite the number in a place

value chart write the number in expanded

form 500 + 30 + 4

Students model numbers in different ways.

Write what each digit represents in numbers e.g. What is the 3 in 364 worth?

Complete statements with missing numbers: 364 = + 60 + 4

Can students count by grouping?

Can students use knowledge of place value to partition numbers?

Can students order a set of numbers?

Can students round numbers to the nearest ten?

Cubes

Lollies, stickers etc.

Base Ten materials

Place value charts

Arrow cards

Number lines

Order sets of numbers to at least 1000

Range of activities over 2 days

What’s wrong with this number line? Show students a number line with the following numbers:

234 873 198 504

Discuss that the numbers not in order. Model how to reorder numbers. Write in the place value chart and model each number using base ten materials. Reorder the numbers correctly.

Order a range of numbers using different models to help.

base ten materialsplace value chartarrow cards

Round numbers to the nearest ten


Show students 27 stickers on a sheet. Would they say there are about 20 or about 30?

Model finding 27 on a number line and looking to see which multiple of 10 it is closest to.

Repeat with some other examples. For example 52, 67 etc.

Introduce a number with a 5 in the

Round a range of numbers to the nearest ten, extending to 3 digit numbers if appropriate.

Include a range of contexts – number of sweets in a jar, money, number of people etc.

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2bNN10 Round 2-digit and 3-digit numbers to the nearest ten or hundred

2TM 01 Describe mathematical situations and methods using everyday language and some mathematical language, actions, concrete materials, diagrams and symbols; present solutions in an organised way

ones column. What should we do with 35? Explain that although it’s in the middle, we would round up to the next ten.

Create an anchor chart with a number line diagram and statements clearly written: digits less than 5 are rounded down – the tens number stays the same, digits 5 or higher are rounded up.

2bNN02, 2bNN03 will be a focus during the mental starters; mental addition strategies for counting forward and back begin to add a 2-digit number to a multiple of 10 without crossing 100 e.g. 30 + 28 add/subtract a multiple of 10 to /from a 2-digit number without crossing 100 e.g. 52 +

30

Unit 2: Addition & Subtraction

102bNA01 Use and begin to read vocabulary related to addition and subtraction

2bNA05 Recognise that subtraction is the inverse of addition and vice versa; use this to derive and record related addition and subtraction number sentences

2bNA06 Recall addition and subtraction facts for each number to at least 20 and pairs of multiples of 10 with a total of 100

2bNA07 Recall addition doubles for all numbers up to at least 15; multiples of 5 up to 50; multiples of 10 up to 100

2bNA08 Use a range of

Use mental strategies to solve addition problems efficiently

Focus: near doubles


There are 6 apples and 7 oranges. How many pieces of fruit are there altogether?

Model using double 6 and then adding 1 to find the answer.

Josh scored 8 points on his first go. One his next turn, he scored one less. How many points did he score altogether?

Students solve a range of problems using near doubles.

Play different matching games with near doubles and dominoes.

Can students use the compensation strategy to add and subtract 9 accurately?



Can students use informal recordings to add 2 digit numbers?

Can students use informal recordings to subtract 2 digit numbers?

Near double dominoes

Near double games

Counters, cubes

Hundred squares

Number lines


Focus: compensating (add 9 and 19)

Problem: There are 34 stalls at the market. 9 more mamas arrive to sell their veggies. How many stalls are there now?

Model the strategy of compensating: adding 9 by adding 10 and compensating. Use the hundred square to help students identify the patterns.

Problem: There are 47 people in

Students solve a range of problems adding 9 and 19.

Use hundred boards and/or empty number lines.

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mental strategies to solve addition and subtraction problems involving 1-digit and 2-digit numbers; use informal jottings to explain solutions orally

2bNA09 Use concrete materials and informal written methods to add 2-digit numbers

2bNA10 Use concrete materials and informal written methods to subtract 2-digit numbers

2TM 02 Use concrete materials, actions, diagrams and technology to model and explore mathematical problems involving one and two steps; begin to check the reasonableness of solutions solutions

the queue at the bank. 19 more arrive. How many people are waiting now?

Extend the strategy to adding 19 by adding 20 and compensating.

Use mental strategies to solve subtraction problems efficiently

Focus: compensating (subtract 9 and 19)

Problem: Seeto Kui reduce the price of a carton of coke by K9. If it usually costs K43, how much is it now?

Model the strategy of compensating: subtracting 9 by subtracting 10 and compensating. Use the hundred square to help students identify the patterns.

Problem: There are 47 people in the queue at the bank. 19 get fed up of waiting and leave. How many people are waiting now?

Extend the strategy to subtracting 19 by subtracting 20 and compensating.

Students solve a range of problems subtracting 9 and 19.



Focus: compensating (adding 11)

Problem: There are 34 girls at a soccer tournament and another 11 arrive. How many girls are there now?

Model the strategy of compensating: adding 11 by adding 10 and compensating. Use the hundred square to help students identify the patterns.

Students solve a range of problems adding 11.


Use mental strategies to solve subtraction problems efficiently

Problem: There are 84 people at the bus stop. 11 get on a PMV, how many are left?

Model the strategy of compensating: subtracting 11 by subtracting 10 and compensating.

Students solve a range of problems subtracting 11.


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Focus: compensating (subtracting 11)

Use the hundred square to help students identify the patterns.

Use informal recordings to add 2-digit numbers

The students are organised into houses for sports. There are 32 students in Davetari and 24 students in Lahara. How many students are there altogether?

Model using an empty number line to record working for this problem.

Solve a range of problems adding two 2 digit numbers.

Include examples where the ones digits will need bridging through a multiple of 10. For example 35 + 28

NB : students may need to jump in ones but should be encouraged to take more efficient steps as shown above as their recall of number facts develops.

Use informal recordings to add 2-digit numbers

Investigate: John has K50. Which 2 toys can he afford to buy together?

Show students a variety of toys with price labels. Select 2 toys and add the prices together.

For example: Ball K23 and doll K32. Can he afford these two items?

Select other pairs of items and add using the number line. Decide whether or not John can afford them.

Use informal recordings to subtract 2- digit numbers

I have K65 in my purse and spend K24. How much money do I have left?

Solve a range of problems subtracting two 2 digit numbers.

Include examples where the ones

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Model using an empty number line to record working for this problem

digits will need bridging through a multiple of 10. For example, 62 -18

NB : students may need to jump in ones but should be encouraged to take more efficient steps as shown above as their recall of number facts develops.

Use informal recordings to subtract 2- digit numbers

Sam weighs 34kg and his Dad weighs 72kg. How much more does his dad weigh?

Remind students of the need to put the larger number first: 72 -34.

Model using the number line to calculate the difference.

Solve a range of problems subtracting two 2 digit numbers.

Students could generate their own subtractions by picking 2 digit number cards.

2bNA05, 2bNA06 and 2bNA07 will be a focus during the mental and oral starters.Mental strategy of bridging through multiples of 10.

Unit 3 : Pattern & Algebra

5 2bNP01 Use and begin to read vocabulary related to number sequences and pattern

2bNP03 Identify and describe patterns when skip counting forwards or backwards by twos, fours, fives and tens

2bNN11 Recognise odd and even numbers; make generalisations about odd and even numbers

2TM 03 Recognise and describe patterns and

Investigate number patterns

Display a 5 x 5 number grid. Count on in threes from 1. Colour the numbers you land on. What do you notice?

Students investigate other patterns on a 5 x 5 gird – for example stating at 2 or 3 and counting in 3s. Encourage them to predict what pattern will occur and describe to a partner the patterns they find.

Students skip count in different multiples on a hundred square. Describe the patterns they find.

Can students describe a range of patterns?

Can students continue sequences?

Can students continue using odd and even sequences?

Can students use different examples to test a statement?

Can students use results to draw

5 x 5 number grids

Hundred squares

Cubes

Continue number sequences

Describe the pattern 4, 8, 12, 16. What is the rule?

What are the next three numbers?

Use the term multiple to help describe the pattern.

With a partner, describe and extend a range of sequences.

Create a sequence with given constraints. E.g. A sequence which has the numbers 6 and 12 in it. How many different sequences can

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relationships involving numbers or shapes; make and test predictions (conjectures))

you find? conclusions?

Create sequences using odd and even numbers

Remind students of odd and even numbers. Show students numbers with cube towers. Discuss whether they are odd and even, how can we know without even counting the cubes?

Describe the difference between models of even numbers and models of odd numbers.

Ring the odd numbers: 65 70 77 88 91 94.

Continue and describe a range of sequences.

E.g. odd numbers going up: 35, 37, 39, 41…

Even numbers going down 68, 66, 64…

Create a sequence including only odd numbers/ only even numbers/mixture of the two.

Investigate a mathematical statement

(adding even numbers)

Investigate: When you add two even numbers the answer is always even. Is this always, sometimes or never true?

Model using some examples to test the statement.

Problem solving focus: Record in a table.

No. 1

No. 2 Ans Odd or Even?

4 6 10 Even12 18 28 Even

Students test further examples. Encourage students to think about the models of even numbers.

(2 even numbers so no spare cubes. When put them together won’t be a spare cube so the answer will be even)

Extend to adding two odd numbers.

Investigate a mathematical statement

(adding consecutive numbers)

Investigate: When you add two consecutive numbers together the answer is always odd. Is this always, sometimes or never true?

Model using some examples to test the statement.

Problem solving focus: Record in a table.

Students test further examples. Encourage students to think about the models of odd and even numbers.

(When the spare cube from an odd number is put with an even number there will still be a spare cube so the answer will always be odd.)

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No. 1

No. 2 Ans Odd or Even?

3 4 7 0dd12 13 25 Odd

Extend to adding three or four consecutive numbers to investigate if there is a pattern.

Describe the combinations of odd and even numbers that give an even answer.

Unit 4: Multiplication & Division

102bNM01 Use and begin to read related vocabulary for multiplication and division to respond to oral questions phrased in a variety of ways

2bNM02 Count in multiples (skip count) of: 2, 4, 5, 10; recognise 2-digit and 3-digit multiples of 2, 5 and 10; count in multiples of 100 from zero to 1000

2bNM04 Derive quickly doubles of multiples of 5 up to 50 e.g. 35 x 2

2bNM05 Derive quickly doubles of all multiples of 10 up to 100; halves of multiples of 10 up to 100 e.g. half of 70

2bNM06 Recognise and represent multiplication as repeated addition, groups and arrays to solve simple problems

2bNM07 Recall multiplication facts: x2, x4, x5, x10

2bNM08 Multiply and divide by multiples of 10: Multiply a single digit by 1 or 10 e.g. 7 x 10; 3 x 1

Recognise 2-digit and 3-digit multiples of 2, 5 and 10

Investigate: What patterns are there for multiples of 2, 5, 10?

Model colouring in multiples of 2 on a hundred square. What patterns can students describe?

Students skip count and colour multiples of 5 and 10.

Describe the patterns they identify and write rules to describe which numbers are multiples of 2, 5, 10. This could be brought together in a mini plenary if needed.

Identify which numbers are multiples of 2, 5, 10 in a list.

Can students identify and describe patterns when skip counting?

Can students model multiplication as repeated addition?

Can students record repeated addition using a number line?

Can students model division as repeated subtraction?

Can students record repeated subtraction using a number line?

Can students derive double of multiples of 5?

Can students multiply a single digit by ten?

Can students divide a multiple of 10 by 10?

Can students use arrays to model multiplication?

Can students use arrays to model division?

Hundred squares

Dice

Counters/marbles/ cubes etc.

Number lines

Use repeated addition to solve problems

Wendy has seven K5 notes. How much money does she have? Record on a number line, 7 jumps of 5. Skip count and label the landing points 5, 10, 15, 20, 25, 30, 35

Show different purses with K2, K5 and K10 notes in. Work out how much money there is by using the number line and skip counting.

See stage 1 repeated addition in Teaching Written Calculations: Guidance for Primary Teachers.

Use repeated subtraction to solve problems

Problem: I have 24 packets of noodles. Each family gets 4 packets. How many families will get some noodles?

Act out giving the noodles out.

Record as repeated subtraction on an empty number line and as a number sentence.

Use counters and share into groups of 2, 4, 5, 10Record on a number line.

See stage 1 repeated subtraction in Teaching Written Calculations :Guidance for Primary Teachers

Derive quickly There are 35 students in two Grade Double multiples of 5 to solve

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2bNM09 Represent division as grouping into equal sets (repeated subtraction) or sharing; solve simple problems using these representations

2bNM10 Begin to derive division facts from known multiplication facts: x2, x4, x5, x10

2bNM11 Divide a 2-digit multiple of 10 by 1 or 10 e.g. 20 ÷ 1, 80 ÷ 10

2TM 02 Use concrete materials, actions, diagrams and technology to model and explore mathematical problems involving one and two steps; begin to check the reasonableness of solutions

doubles of multiples of 5 up to 50 e.g. 35 x 2

2 classes. How many students is this altogether?

Model doubling 30, doubling 5 and putting together. Record as 30 + 30 + 5 + 5= 60 + 10 = 70

Use tens and five frames to help model what is happening.

Repeat with other examples.

problems. Use tens frames to help show what is happening. Cut out or shade pictures to show doubling the multiples of 5 and how they fit together.

Can students use various representations of multiplication and division to solve simple problems?

Multiply a single digit by 10

There are 6 children. How many fingers? Skip count in tens, 10, 20, 30, 40, 50, 60.

Write the numbers in a place value chart. What has happened?

Repeat with a range of examples.

Tens Ones

6 children

6 0 fingers

Students work out a range of numbers x 10. Predict using place value table and check by skip counting.

As they skip count, use bundles of 10 paddle pop sticks.

Divide a 2-digit multiple of 10 by 1 or 10 e.g. 20 ÷ 1, 80 ÷ 1

30 counters must be shared between 10 children. How many counters will each child get?

Model sharing out the counters, record in a place value chart. What has happened? Repeat with a range of examples?

Tens Ones

3 0 counters

3 each

Students work out a range of numbers ÷ 10. Predict using place value table and check by skip counting. .

Use arrays to solve simple problems

How many are strawberries are there?

Show students a simple array.

Use 2 dice - one to represent the rows and the other the columns. Use one 1-6 dice and one dice with

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What does this show? Either 2 rows of 4, or 4 columns of 2.

Find total by skip counting in 2s, then by check by skip counting in 4s.

only 2, 4, 5,10 on. Roll arrays – predict how many by skip counting and then check making the arrays.

Use arrays to solve simple problems

(Division)

30 children sit in groups of 5 at tables. How many tables?

Use 5 frames to create an array.

How many do we need?

Solve a range of problems, by sharing out different numbers of counters into groups of 2, 5, and 10.

Solve simple problems using repeated addition, repeated subtraction and arrays

Problem: There are 15 biscuits which must be shared between 5 children. How many will each child have?

Problem: There are 4 packets of biscuits with 4 in each. How many altogether?

Worded problems for multiplication & division – select a method – this could be number line or arrays.A range of contexts over 2 days so that students have to consider the language which is used and decide whether to multiply or divide.

Students work to solve a range of worded problems using concrete materials.

Mixed multiplication and division problems over 2 days.

2bNM02, 2bNM05, 2bNM07 will be a focus during the mental starters.

2bNM04, 2bNM10 will be reinforced during mental starters after teaching in the main lesson.

Measurement 102bMM01 Use and begin to

Measure length using

Ask a student to measure the whiteboard using their hand span.

Estimate, then measure a range of lengths in the classroom and

Can students estimate lengths?

Metre rulersRulers

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read vocabulary related to measurement

2bMM03 Recognise and begin to use formal units of measurement for length, mass and capacity

2bNN09 Make estimates of numbers and measurements in a range of practical contexts e.g. estimate a group of objects up to about 100

2TM 02 Use concrete materials, actions, diagrams and technology to model and explore mathematical problems involving one and two steps; begin to check the reasonableness of solutions

metres Suggest that they’ve made a mistake. Model measuring it with your own hand span. Invite students to suggest why the numbers are so different – hands of different sizes.

Introduce the idea of using a metre ruler to measure length. Model measuring different distances using a metre ruler. Emphasise the need for end to end measuring.

outside using a metre ruler. Can students use a ruler to measure in m, to the nearest 10cm and nearest cm?

Can students compare lengths?

Can students estimate the capacity of different containers?

Can students find containers which hold 1 litre of water?

Can students use a balance scale to find the mass of objects?

Can students find objects with a mass of 1kg?

Can students solve a range of word problems involving measures?

Balances Kg weightsLitre measuresA range of containers

Use multiples of 10 cm to measure length

Ask a student to measure the length of a book using a metre stick. Why is this difficult?

Explain there is another unit to measure smaller lengths in – cm. Discuss the markings on the metre ruler and how they show multiples of 10cm.

Estimate, then measure to the nearest 10cm a range of objects in the classroom. Find out which of two or more things is the longest / shortest by measuring in centimetres

Use a ruler to draw and measure lines

Draw a line on the whiteboard and model how to use a ruler to measure to the nearest cm.

Students draw a range of lines of different lengths. Swap with a partner and measure carefully to check partner’s work.

Measure the capacity of different containers

Which container holds more? Show students two differently shaped containers. Ask them which container holds more and how we can check. Use cups to compare.

Students estimate the size order of a range of different shaped containers. Check by filling with cups of water.

Estimate the capacity of containers (find which hold 1 litre of water)

Introduce the standard unit for capacity and show a 1L measuring container.

Show students another container and ask them if they think it holds more or less or exactly 1L.

Fill with water and check.

Give students a range of containers and ask them to predict whether they will hold more than a litre, less than a litre or a litre. Check by filling with water and pouring into a litre measure.

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Estimate the mass of objects

Show students a collection of objects and ask them which they think is heaviest.

Model balancing with 1kg weights on a balance scale, count the weights and record the mass.

Estimate and measure the mass of different objects.

Estimate and measure the mass of objects (find objects which weigh 1kg)

Show students a range of objects which are about 1kg. For example bag of rice, packet of flour, litre or milk.

Show that when they are on the balance the balance is level.

Students find items in the classroom with a mass of 1kg.

Solve word problems involving measures

Range of problems over 3 days

The classroom is 15 metres long. The library is 12 metres long. The classroom is longer than the library. How much longer?

My cat is 30 cm tall. My dog is 25 cm taller. How tall is my dog?

You have 50 litres of water. How many 10 litre buckets can you fill?

Students solve a range of problems involving measure and different operations.

Depending on available equipment it may be necessary to perform a carousel over several days. Students may rotate through different activities with two or more activities taking place each day and over the following days students completing a different activity. During the course of the unit, students should participate in a wide range of practical activities involving all 3 measures.

Unit 6: Data 52bSD01 Understand, use and begin to read vocabulary related to data

2bSD02 Identify a question of interest based on one categorical variable and gather data relevant to the

Represent data using a pictogram

Most people’s favourite fruit is apple. How could we test this?

Model collecting the information using a tally chart.

Create a pictogram using the data.

Our favourite drink is lemonade. Collect data using a tally chart in groups.

Create a pictogram using the data.

Can students use a tally chart to collect data?

Can students show data on a pictogram?

Can students investigate a Use data to

investigate a Investigate: names with 5 letters are most popular. Model recording

Create a block graph to show the

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question

2bSD03 Collect and create displays of data using lists, tables, tally charts, pictograms and block graphs with and without the using of digital technologies

2bSD04 Interpret simple data displays

2TM 01 Describe mathematical situations and methods using everyday language and some mathematical language, actions, concrete materials, diagrams and symbols; present solutions in an organised way

statement the first few names in a tally chart. Students work in pairs to create tally charts for the list of names in their class/ group.

data.

Does it support the statement that names with 5 letters are most popular? What else does it show?

statement?

Can students use software to create a block graph or pictogram?

Can students interpret a range of data?

Represent data on a block graph

All the animals in the farm have escaped and are muddled up. Model using a tally chart to count how many of each. Use software to create a block graph or pictogram.

Give students a sheet with lots of different pictures of fish. Use a tally chart to count how many of each. Use software to create a block graph or pictogram.

Interpret simple data displays


Use the graph to help model how to find answers to questions such as: What do most children like to drink? How many children did we ask?How many more liked milk than tea?

Students look at and interpret a range of graphs.Answer questions about a range of graphs. Discuss and describe what the graphs show with a partner.

Range of activities over 2 days.

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