Medium Term Plan : Year 2 Autumn Term Block A1.a: Count on and back in 1s or 10s from a 2- digit number; write figures up to 100 Block A1.b: Begin to count up to 100 objects by grouping in 5s or 10s; estimate up to 50 objects [Y2] Count on and back in 1s or 10s from a 2-digit number [Y2] Read and write numbers up to 100 in figures [Y2] Say the numbers in order up to at least 100, from and back to zero [Y2] Begin to count up to 100 objects by grouping in 5s or 10s [Y2] Estimate a number of objects up to 50 Block A1.c: Partition 2-digit numbers into T and U [Y2] Know what each digit in a 2-digit number represents, including 0 as a place holder [Y2] Partition 2-digit numbers into T and U Block A1.d: Order numbers up to at least 100 and position them on a 100-square Block B1.a: Add by counting on in 1s from the larger number, crossing a multiple of 10 Block B1.b: Add three numbers by putting the largest number first Block B1.c: Rehearse addition and subtraction facts for pairs that total up to 9 Block B1.d: Relate addition and subtraction facts to missing number sentences [Y2] Order numbers up to at least 100 and position them on a 100-square [Y2] Add by counting on in 1s from the larger number, crossing a multiple of 10 [Y2] Recognise addition as counting on [Y2] Add three numbers by putting the largest number first [Y2] Recognise that addition can be done in any order [Y2] Use the + and = signs to record addition sentences [Y2] Rehearse addition and subtraction facts for pairs of numbers that total up to 9 [Y2] Use the +, - and = signs to record addition and subtraction sentences [Y2] Recognise the use of a symbol to stand for an unknown number [Y2] Rehearse addition and subtraction facts for pairs of numbers that total 10
Block C1.a: Estimate, measure and compare lengths in centimetres; use a ruler Block C1.b: Estimate, measure and compare lengths in metres [Y2] Relate addition and subtraction facts to missing number sentences [Y2] Estimate, measure and compare lengths using standard units: centimetres [Y2] Use a ruler to draw and measure lines to the nearest centimetre [Y2] Estimate, measure and compare lengths using standard units: metres [Y2] Recognise the relationship between metres and centimetres Block C1.c: Use units of time: hours in a day, days in a week Block C1.d: Use units of time: months in a year, seasons in a year Block D1.a: Use the names of common 2D shapes; sort 2D shapes and describe their features Block D1.b: Begin to recognise line symmetry; make symmetrical patterns Block D1.c: Count back in 1s, not crossing a multiple of 10 Block D1.d: Count back in 1s, crossing a multiple of ten, beginning to partition Block E1.a: Know doubles for numbers up to at least 15 and corresponding halves Block E1.b: Begin to derive doubles of multiples of 5 up to 100 and corresponding halves [Y2] Understanding shape [Y2] Understanding shape [Y2] Use units of time and know the relationship between them: hours in a day, days in a week [Y2] Use units of time and know the relationship between them: months in a year, seasons in a year [Y2] Order the months of the year [Y2] Use the names of common 2D shapes, including: pentagon, hexagon, octagon [Y2] Sort 2D shapes and describe their features: number of sides and corners [Y2] Begin to recognise line symmetry [Y2] Make symmetrical patterns by folding and cutting [Y2] Begin to sketch the reflection of a simple shape in a mirror line [Y2] Count back in 1s, not crossing a multiple of 10 [Y2] Extend understanding of subtraction as taking away [Y2] Count back in 1s, crossing a multiple of 10, beginning to partition [Y2] Recognise halving as the inverse of doubling [Y2] Know by heart doubles for numbers up to at least 15 and the corresponding halves [Y2] Begin to derive doubles of multiples of 5 up to 100 and the corresponding halves
Block E1.c: Find totals of sets of coins: relate to adding three or more numbers Block E1.d: Pay an exact sum using smaller coins up to 2 [Y2] Using and applying mathematics [Y2] Begin to halve multiples of 10 up to 100 [Y2] Recognise all coins and begin to use.p notation for money [Y2] Find totals of sets of coins: relate to adding three or more numbers [Y2] Using and applying mathematics [Y2] Pay an exact sum using smaller coins up to 2 [Y2] Solve real-life problems involving money (paying an exact sum) Spring Term Block A2.a: Count on and back in 1s, 10s or 100s [Y2] Count on and back in 1s or 10s from a 2- or 3-digit number [Y2] Count on and back in 100s from a multiple of 100 Block A2.b: Begin to recognise odd and even numbers up to at least 50 Block A2.c: Understand and use ordinal numbers up to at least 100th Block A2.d: Compare 2-digit numbers; say a number lying between two numbers Block B2.a: Rehearse addition and subtraction facts for pairs that total up to 10 Block B2.b: Begin to add three 1-digit numbers mentally Block B2.c: Know that a right angle is a measure of a quarter turn; recognise right angles [Y2] Count on in 2s (revise) [Y2] Begin to recognise odd and even numbers up to at least 50 [Y2] Understand and use ordinal numbers up to at least 100th [Y2] Compare two or more 2-digit numbers; introduce the greater than (>), less than (<) signs [Y2] Say a number lying between two numbers, up to at least 100 [Y2] Rehearse addition and subtraction facts for pairs of numbers that total up to 10 [Y2] Begin to add three 1-digit numbers mentally [Y2] Understanding shape [Y2] Recognise whole, half and quarter turns [Y2] Know that a right angle is a measure of
Block B2.d: Recognise clockwise and anticlockwise turns Block C2.a: Estimate, measure and compare weights in kilograms and grams Block C2.b: Read the time to the hour and half hour on analogue and digital clocks a quarter turn [Y2] Recognise right angles in simple shapes [Y2] Understanding shape [Y2] Give instructions for moving along a route in straight lines and round corners [Y2] Recognise clockwise and anticlockwise turns [Y2] Estimate, measure and compare weights using standard units: kilograms, grams [Y2] Begin to recognise the relationship between grams and kilograms [Y2] Begin to read simple weighing scales to the nearest labelled division [Y2] Read the time to the hour and half hour on analogue and 12-hour digital clocks Block C2.c: Sort, organise and interpret information in a block graph Block C2.d: Sort, organise and interpret information in a pictogram [Y2] Handling data [Y2] Sort, organise and interpret information in a block graph [Y2] Handling data [Y2] Sort, organise and interpret information in a pictogram Block D2.a: Use the names of common 3D shapes [Y2] Understanding shape [Y2] Use the names of common 3D shapes, including: cube, cuboid, cylinder, sphere, cone [Y2] Relate solid shapes to pictures of them Block D2.b: Sort 3D shapes and describe their features Block D2.c: Subtract a multiple of 10 from a 2-digit number by counting back in 10s Block D2.d: Add and subtract 9, 11, 19 and 21 by adding and subtracting 10 and 20 Block E2.a: Count on in 2s, 5s or 10s; recognise odd and even numbers [Y2] Understanding shape [Y2] Sort 3D shapes and describe their features: number of faces and corners [Y2] Subtract a multiple of 10 from a 2-digit number by counting back in 10s [Y2] Add and subtract 9 and 11 by adding and subtracting 10 [Y2] Begin to add and subtract 19 and 21 by adding and subtracting 20 [Y2] Count on in 2s, 5s or 10s up to 100 [Y2] Begin to recognise odd and even numbers up to at least 100 Block E2.b: Understand multiplication as lots of and [Y2] Introduce multiplication as lots of
use the sign [Y2] Introduce the sign Block E2.c: Introduce multiplication as repeated addition; record facts using and = [Y2] Introduce multiplication as repeated addition or as describing an array [Y2] Record multiplication facts using and = in number sentences Block E2.d: Begin to understand division as grouping [Y2] Begin to understand division as grouping [Y2] Introduce division as the inverse of multiplication [Y2] Understand that division sometimes leaves a remainder [Y2] Introduce the sign Summer Term Block A3.a: Begin to partition 3-digit numbers into H, T and U Block A3.b: Begin to round numbers less than 100 to the nearest 10 Block A3.c: Begin to add by bridging a multiple of 10 Block A3.d: Find the difference between two numbers by counting on [Y2] Read and write numbers up to 100 in words [Y2] Begin to partition 3-digit numbers into H, T and U [Y2] Begin to read and write numbers up to 1000 in figures [Y2] Begin to round numbers less than 100 to the nearest 10 [Y2] Add a 1-digit number to a 2-digit number, crossing a multiple of 10 (rehearse) [Y2] Begin to add by bridging a multiple of 10 (36 + 8 = 36 + 4 + 4) [Y2] Extend understanding of relationship of subtraction to difference [Y2] Find the difference between two numbers by counting on Block B3.a: Classify and describe common 2D and [Y2] Understanding shape [Y2] Classify and describe common 2D and 3D
3D shapes Block B3.b: Begin to recognise halves and quarters of shapes and numbers of objects Block B3.c: Know pairs of multiples of 10 that total 100; pairs that total up to 10 Block B3.d: Use pairs that total 10 to make the next multiple of 10 Block C3.a: Estimate a capacity, recording estimates; read a simple capacity scale Block C3.b: Estimate, measure and compare capacities in litres and millilitres Block C3.c: Add and begin to subtract a 1-digit number to and from a multiple of 100 [Y2] Using and applying mathematics shapes [Y2] Make models, shapes and patterns and describe their features [Y2] Recognise fraction notation [Y2] Begin to recognise halves and quarters of shapes [Y2] Begin to recognise halves and quarters of small numbers of objects [Y2] Know by heart addition and subtraction facts for pairs of numbers that total up to 10 [Y2] State the subtraction corresponding to a given addition, and vice versa [Y2] Know by heart pairs of multiples of 10 that total 100 [Y2] Use patterns of similar calculations [Y2] Know by heart addition and subtraction facts for pairs of numbers that total 20 [Y2] Use pairs that total 10 to make the next multiple of 10 [Y2] Estimate a capacity, recording estimates [Y2] Measure capacities using uniform nonstandard units (revise) [Y2] Begin to read a simple capacity scale to the nearest labelled and unlabelled division [Y2] Estimate, measure and compare capacities using standard units: litres, millilitres [Y2] Read a simple capacity scale to the nearest labelled and unlabelled division Block C3.d: Organise and interpret information in a table Block D3.a: Add a 1-digit number to a 2-digit number; add two 2-digit numbers [Y2] Handling data [Y2] Add and begin to subtract a 1-digit number to and from multiples of 10 and 100 [Y2] Organise information in a table [Y2] Interpret information from a table [Y2] Add a 1-digit number to a 2-digit number, bridging a multiple of 10 without crossing 100 [Y2] Add two 2-digit numbers using an appropriate
Block D3.b: Subtract one 2-digit number from another Block D3.c: Use units of time: hours, minutes, seconds Block D3.d: Read the time to the quarter hour on analogue and digital clocks Block E3.a: Understand multiplication as repeated addition; and division as its inverse Block E3.b: Recognise 2-digit multiples of 2, 5 and 10; and know their multiplication facts Block E3.c: Double multiples of 5; halve multiples of 10; add using near doubles Block E3.d: Recognise the relationship between halves and quarters strategy [Y2] Partition additions into T and U, then recombine [Y2] Subtract one 2-digit number from another using an appropriate strategy [Y2] Understand that subtraction is the inverse of addition, using missing number sentences [Y2] Use units of time and know the relationship between them: hours, minutes, seconds [Y2] Read the time to the quarter hour on analogue and 12-hour digital clocks [Y2] Begin to understand multiplication as repeated addition or as describing an array [Y2] Begin to understand division as the inverse of multiplication [Y2] Know by heart the multiplication facts for 2, 5 and 10 times tables [Y2] Begin to recognise 2-digit multiples of 2, 5 and 10 [Y2] Double multiples of 5 up to 50 [Y2] Halve multiples of 10 up to 100 [Y2] Add by identifying near doubles for multiples of 5 [Y2] Recognise that two quarters and one half are equivalent [Y2] Begin to recognise that two halves or four quarters make one whole [Y2] Begin to position halves on a number line