Year 2 Full Autumn Term

Autumn Scheme of Learning
Year 2
#MathsEveryoneCan
2020-21
©White Rose Maths
Notes and Guidance
New for 2020/21 Lesson-by-lesson overviews

Welcome
2020 will go down in history. The world has changed for We’ve always been reluctant to produce lesson-by-
all of us. lesson overviews as every class is individual and
has different needs. However, many of you have
We want to do as much as we can to support children,
said that if blended learning becomes a key feature
teachers, parents and carers in these very uncertain times.
of school life next year, a weekly plan with linked
We have amended our schemes for 2020/21 to: content and videos could be really useful.
highlight key teaching points
As always, we’ve listened! We’ve now produced a
recap essential content that children may have
complete lesson-by-lesson overview for Y1 to Y9
forgotten
that schools can use or adapt as they choose. Each
flag any content that you might not have covered lesson will be linked to a free-to-use home learning
during the school closures period. video, and for premium subscribers, a worksheet.
We hope these changes will add further value to the This means that you can easily assign work to your
schemes and save you time. class, whether they are working at home or in
school.
Inevitably, this lesson-by-lesson structure won’t suit

everyone, but if it works for you, then please do
make use of this resource as much as you wish.
2 ©White Rose Maths
Notes and Guidance
Teaching for Mastery Concrete - Pictorial - Abstract

Welcome
These overviews are designed to support a mastery We believe that all children, when introduced to a
approach to teaching and learning and have been new concept, should have the opportunity to build
designed to support the aims and objectives of the new competency by taking this approach.
National Curriculum.
Concrete – children should have the opportunity to
The overviews:
use concrete objects and manipulatives to help
• have number at their heart. A large proportion of them understand what they are doing.
time is spent reinforcing number to build
competency
Pictorial – alongside this children should use
• ensure teachers stay in the required key stage and pictorial representations. These representations
support the ideal of depth before breadth.
can then be used to help reason and solve
• ensure students have the opportunity to stay problems.
together as they work through the schemes as a
whole group
Abstract – both concrete and pictorial
• provide plenty of opportunities to build reasoning representations should support children’s
and problem solving elements into the curriculum.
understanding of abstract methods.
For more guidance on teaching for mastery, visit the
NCETM website: Need some CPD to develop this approach? Visit
https://www.ncetm.org.uk/resources/47230 www.whiterosemaths.com for find a course right for
you.
Notes and Guidance
Supporting resources
Welcome
NEW for 2019-20!
We have produced supporting resources for every small
step from Year 1 to Year 8.
The worksheets are provided in three different formats:
• Write on worksheet – ideal for children to use the
ready made models, images and stem sentences.
• Display version – great for schools who want to cut
down on photocopying.
• PowerPoint version – one question per slide. Perfect
for whole class teaching or mixing questions to make
your own bespoke lesson.
For more information visit our online training and

resources centre resources.whiterosemaths.com or email
us directly at [email protected]

Notes and Guidance
Meet the Characters
Welcome
Children love to learn with characters and our team within the scheme will be sure to get them talking and
reasoning about mathematical concepts and ideas. Who’s your favourite?
Teddy Rosie Mo Eva Alex
Jack Whitney Amir Dora Tommy
Dexter Ron Annie

WRM – Year 2 – Scheme of Learning 2.0s
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12
Consolidation
Multiplication
and Division
Autumn
Number:
Measurement:
Number: Place Value Number: Addition and Subtraction
Money
Geometry:
Spring
Number: Multiplication and

Statistics Properties of Number: Fractions
Division
Shape
Consolidation
Summer
Measurement: Geometry: Consolidation Measurement: Mass,

Measurement:
Length and Position and and problem Capacity and
Time
Height Direction solving Temperature

Autumn - Block 1
Place Value
©White Rose Maths

Year 2 | Autumn Term | Week 1 to 3 – Number: Place Value
Overview
Small Steps Notes for 2020/21
Counting forwards and backwards within 20

Tens and ones within 20
It is important to spend time early
on recapping numbers within 20
Counting forwards and backwards within 50 and 50 before moving onto
Tens and ones within 50 numbers to 100.
Compare numbers within 50
Many children will need this recap
Count objects to 100 and read and write numbers in numerals and words as they may not be secure in their
Represent numbers to 100 understanding of tens and ones
from Y1, even though they may
Tens and ones with a part-whole model
have met it.
Tens and ones using addition
Use a place value chart
Compare objects
Compare numbers
Order objects and numbers

Overview
Count in 2s We have separated the step

Count in 5s counting in 2s, 5s and 10s into
three recap steps in order to
Count in 10s
explore them in more detail.
Count in 3s

Year 1 | Autumn Term | Week 10 to 11 – Number: Place Value (within 20)
Count & Write Numbers to 20

Notes and Guidance Varied Fluency
Children are building on their existing knowledge of counting Match the representations to the correct numeral.
forwards and backwards by introducing the numbers 11-20
Children should explore the meaning of the suffix ‘teen’ and
what this tells us about a number.
11, 12, 13 and 15 are usually difficult for children to understand
because they cannot hear the single digit in the name like
others e.g. sixteen – six ones and a ten.
12 7 10
Write the number shown on the ten frames in numerals and
Mathematical Talk words.
Let’s count together from 9, 10, 11, 12, 13, 14, 15, 16
What do you notice about the sounds of the numbers? Use your own ten frames to show me the number:
Do you notice a pattern with the numbers? Fourteen 18 Nine 16
What comes after the number 10?
What do you notice about the ends of most of these numbers? Fill in the missing numbers.
What does ‘teen’ tell us about a number? 15 17
How do we say this number?
How would we write ______? 16 11
Count & Write Numbers to 20

Reasoning and Problem Solving
Circle the odd one out and explain why. 61 is the odd one Mr Monaghan says, Yes because 11 is
out. It should be between 8 and 20
16, the digits have
I am going to count
11 12 13 14
been swapped
round. to 20
15 61 17 18 I will start at 8
Will Mr Monaghan say 11?
Explain how you know.

Tens and Ones

Children learn each number from 11 to 19 has ‘1 ten and some Use the part–whole model to complete the sentences.
more’.
They will see 10 and 20 as having just tens and no ones. My number is ______ 13
Children still need to understand that numbers can be seen in
different ways. Discuss 1 ten being equal to 10 ones. One part is ______, the other part is ______
Base 10 will be introduced in this step. Children can use these
concretely but also draw them as ‘sticks and bricks’. A line The whole is ______
represents 1 ten and a dot represents 1 one.
My number is ______
Mathematical Talk
It has ______ tens and ______ ones.
What numbers come after 10?
Which numbers have the ‘teen’ sound in them? The whole is ______
What does the number ______ look like?
Which is greater 1 ten or 1 one? How do you know? Fill in the ten frames with counters to show 14 and complete the
What does ‘teen’ tell us about a number? sentence.
Can you swap tens for ones?
Will it change the amount? Explain.
Do we need to count the 10 individually?
Do we need to start counting from 0 every time? 14 has ______ ten and ______ ones.
Can you describe the number ______ using tens and ones? 12 ©White Rose Maths
Tens and Ones

How many ways can you complete the Open ended e.g. 1 Alex makes a part-whole model. Alex has counted
part-whole model to show numbers up to ten and 5 ones the ones as tens
20, using the Base 10 equipment – you make 15 and the tens as
do not have to use it all. ones.
She should say

there is 1 ten and
8 ones.
Her number is 18
She says:
There are 8 tens and

1 one.
Explain her mistake.
What is her number?

Year 1 | Spring Term | Week 5 to 7 – Number: Place Value (within 50)
Numbers to 50
Children count forwards and backwards within 50. They use a Use the number track to
number track to support where needed, in particular crossing • count forwards from 35 to 49
the tens boundaries and with teen numbers. • count back from 46 to 38
Children build on previous learning of numbers to 20
They learn about grouping in 10s and their understanding of 1
ten being equal to 10 ones is reinforced. Can you count from ___ to ___ without a number track?
These images both show the same number of counters.

Which counters are easier to count? Why?
Mathematical Talk
How can we count a larger number of objects more easily.
What happens when we get to 10? 20? 30?

How many muffins are there?
___ ones make ___ ten.
How many groups of 10 can we see in the number ___ ?
Which practical equipment is best for showing groups of 10?

Numbers to 50
Annie counts how many muffins she has. Possible answer: Eva is counting from 38 to 24 Eva will not say 39
I do not agree with or 19 because they
Annie because she Will she say the number 39? are not between 38
I have 35 muffins. has counted 30 Will she say the number 29? and 24
Will she say the number 19?
twice. There She will say 29
should be 36 Children could
muffins. show this on a
number track.
Do you agree with Annie? Ron and Whitney are counting. Ron has started
Ron says:
counting up after
Explain your answer. 40 when he should
43, 42, 41, 40, 41, 42
have continued
Whitney writes: counting back.
Whitney has also
written 41 instead
of 14. She has
Can you spot their mistakes?
reversed her digits.

Tens and Ones

Children use practical equipment to represent numbers to 50 Count out 23 straws. How many bundles of 10 can you make?
They continue to build their understanding that ten ones can
be grouped into one ten. They need to practice grouping There are ___ tens and ___ ones. 23
equipment into tens themselves (straws, cubes, lolly sticks, 10
frames) before introducing ready made tens or place value ___ tens + ___ ones = 23
counters.
It is important that children understand how a number is made What number is represented in the grid?
up of tens and ones, e.g. 34 = 3 tens and 4 ones.
Tens Ones There are ___ tens and ___ ones.
Mathematical Talk ___ tens + ___ ones = ___
How many have we got? How can we make them easier to

count? Match the pictures and words. How many?
How many tens are there?
How many ones are there? • Four tens and three ones
I have ___ tens and ___ ones. What number does that make?
How do we record this number in words? • Two tens and five ones
• Three tens and four ones
• Three ones and five tens

Tens and Ones

The children are completing the part Tommy is wrong. Dora and Amir both try to build the Amir is correct.
whole models. He has wrote 3 same number.
which should be Dora has got
32 Tommy 30 or 3 tens. mixed up with tens
Dora Amir and ones and
3 2 Rosie is correct – shown 4 ones and
29 she has just 2 tens (24).
recorded the ones 42 42
first.
Rosie 9 20
Jack is correct.
10 + 10 = 20
27 Two tens is the Who is correct?
Jack same as twenty.
10 7 Can you explain the mistake that has
10 been made?
Are they correct?

Explain why.
Compare Numbers within 50

Building on previous learning of comparing practical objects Use the number track to compare the two numbers using words
within 50, children now compare two numbers within 50 using and inequality symbols.
the inequality symbols.
Children continue to use the language ‘more than’, ‘less than’ 21 is _________ than 26 __ is more than
and ‘equal to’ alongside the correct symbols to compare
numbers. 26 is _________ than 21 __ is less than
21 26 26 21 > <
Mathematical Talk Use the 1-50 grid to compare the numbers.
12 < 21
Which number is more? Which is less?
38 < nineteen
What could we use to represent the numbers?
40 < 39 + 1
What do <, > and = mean?
Use a number line or 1-50 grid to compare:
How do you know you have more or less?
fifteen 50 48 39
What could you use to help you compare?
28 29 2 tens <
Compare Numbers within 50

Teddy is comparing two numbers. Teddy’s number Dora compares the two Dora could change
could be 21 or 22 values. 23 = 2 tens and 3
My number is larger It can’t be 20 as ones or 33 = 3
than 19 but not one 3 tens and 3
more than 19
this is one more 23 < ones
tens and 3 ones.
than 19.
Change one thing in the values so they
are equal.
23 >
Pick two dominoes to represent two Children could do
two-digit numbers. this with a partner.
What could Teddy’s number be? For example,
43 21
What can’t it be? Possible response:
43 is larger than
21 as it has more
Then compare them using <, > or = tens.
43 > 21 21 < 43

Count Objects to 100

To build on skills learned in Year 1, children need to be able to Count and write the number of cars in the car park.
count objects to 100 in words and represent these numbers in one three four seven eight ten eleven
numerals.
Problems should be presented in a variety of ways e.g.

numerals, words and images. Variation should challenge
children by providing them with missing numbers which are There are ______ cars in the car park.
non-consecutive.
What numbers are represented below?
Write your answer in numerals and words.
Mathematical Talk
How can you count the cars?
Do you have a strategy?
What is one more/one less? Match the numerals to the words.
Which is the largest number?
17 48 38 70
Which number is tricky to write in words?
Which numbers sound similar? thirty-eight seventy forty-eight seventeen

How are 17 and 70 different? Can you show me?
Count Objects to 100

Jack says he has 61 Jack is incorrect. Each jar contains 10 cookies. There are 48
Is he correct? He has 16 not 61 (forty-eight)
cookies altogether.
10 10 10 10
Children may
count in 10s and
1s or know that
there are 4 tens
Explain your reasoning. which are equal to
How many cookies are there altogether? 40 and then count
Here are two sets of objects. The strawberries on 8 more.
are easier to count Write your answer in numerals and
because they are words.
set out on ten
frames. What strategy did you use?
Did your partner use a different method?
Which are easier to count? What is the best strategy to use?

Explain your answer.

Represent Numbers to 100

Children need to be able to represent numbers to 100 using a Here is part of a bead string.
range of concrete materials, such as bead strings, straws,
Base 10 equipment etc.
Complete the sentences.
Children should also be able to state how a number is made There are ______tens and ______ones.
up. For example, they can express 42 as 4 tens and 2 ones or The number is ______.
as 42 ones. Represent 45 on a bead string and complete the same sentence
stems.
Match the number to the correct representation.

Mathematical Talk
One ten and
How have the beads been grouped? How does this help you
five ones
count?
Thirty-five
Can you show me the tens/ones in the number?
Which resource do you prefer to use for larger numbers? Which

25
is quickest? Which would take a long time?
Represent 67 in three different ways.
Represent Numbers to 100

Where would 36 go on each of the How many two digit numbers can you 70, 20, 72, 27
number lines? make using the digit cards?
0
100
40
7 0 2
30 40
What is the largest number? The largest
One of these images does not show 23 C does not show Prove it by using concrete resources. number is 72
Can you explain the mistake? 23, it shows 32
They have What is the smallest number? The smallest
A B C reversed the tens Prove it by using concrete resources. number is 20
and ones.
Why can’t the 0 be used as a tens Because it would
number? make a 1 digit
number.

Tens and Ones (1)

Children should have an understanding of what each digit Complete the part-whole models.
represents when partitioning a number.
59
It is important that children can partition numbers in a variety
of ways, not just as tens and ones. For example, 58 is made
up of 5 tens and 8 ones or 4 tens and 18 ones, or 2 tens and 50
38 ones, etc.
Complete the part-whole models.
37 10 60 50
Mathematical Talk
37 92
Which part do we know? How can we use the whole and part to 92
work out the missing part?
The ten frames represent lemon and strawberry cupcakes.
Can you use concrete resources/draw something to help you Draw a part-whole model to show how many cupcakes there are
partition?
altogether.
How can you rearrange the counters to help you count the
lemon and strawberry cupcakes?

Tens and Ones (1)

Complete each part-whole model in a 6 tens
Complete the extended part-whole
different way. and model.
4 ones 76
6 tens
76
and
4 ones 40 36
6 tens 4 ones
30 10
50
64 ? ?
14
64
40 24 30 10
64
64

Tens and Ones (2)

Children continue to use a part-whole model to explore how Match the number sentence to the correct number.
tens and ones can be partitioned and recombined to make a
total. 20 + 19 10 + 4 40 + 0 80 + 1
Children will see numbers partitioned in different ways. For
example, 39 written as 20 + 19
This small step will focus on using the addition symbol to
express numbers to 100. For example, 73 can be written as 40 14 81 39
70 + 3 = 73
Complete the part-whole model and write four number sentences
to match.
Mathematical Talk
28 ______ + ______ = ______
______ + ______ = ______
What clues are there in the calculations? Can we look at the
______ = ______ + ______
tens number or the ones number to help us? ______ = ______ + ______
20
What number completes the part-whole model?
Dora has 20 sweets and Amir has 15 sweets.
What is the same/different about the calculations?
Represent the total number of sweets:
• With concrete resources.
What are the key bits of information? Can you draw a diagram • In a part-whole model.
to help you? • As a number sentence.
Tens and Ones (2)

Teddy thinks that, 40 + 2 = 42 Fill in the missing numbers. 1 ten + 3 ones =
Teddy has just 13
combined the 2 tens + 3 ones =
numbers to make 23
402 without
1 ten + 3 ones = 13 3 tens + 3 ones =
40 + 2 = 402
thinking about 33
their place value. 2 tens + ___ ones = 23 4 tens + 3 ones =
43
Explain the mistake he has made.
3 tens + 3 ones = _____
Can you show the correct answer using
concrete resources?
___ tens + 3 ones = 43
What would the next number in the 5 tens + 3 ones =

pattern be? 53

Place Value Charts

Children should formally present their work in the correct What number is represented in the place value chart?
place value columns to aid understanding of place value.
Tens Ones
It is important for children to use concrete, pictorial and
abstract representations in their place value chart.
Complete the place value chart using Base 10 and place value
counters to represent the number 56
Mathematical Talk Tens Ones Tens Ones
How many tens are there?
How many ones are there? What number is represented in the place value chart?
What is different about using Base 10 to using place value Tens Ones Write two different number
counters? sentences for this number.
Can you write any other number sentences about the place
value chart?
28
9 1 ______ + ______ = ______
______ = ______ + ______
©White Rose Maths
Place Value Charts

How many two digit numbers can you There are nine Do both place value charts show the Yes, they both
make that have the same number of possibilities: same value? have the same
tens and ones? 11, 22, 33, 44, 55, value of 41
66, 77, 88, 99 Tens Ones
Show each one on a place value chart. 40 + 1 = 41
A 30 + 11 = 41
Tens Ones
Same: Both A and
B show 41
Tens Ones Different: There
are a different
B number of tens
and ones in each
place value chart.
What is the same?
What is different?

Compare Objects
Comparing objects is introduced once children have a secure A packet of sweets contain 10 sweets.
understanding of numbers in a place value chart.
Rosie’s sweets Amir’s sweets
Children are expected to compare a variety of objects using
the vocabulary ‘more than’, ‘less than’ and ‘equal to’ and the
symbols <, >, =
Who has the most sweets?
Use cubes to show that:

• Eleven is less than fifteen
Mathematical Talk • 19 is greater than 9
• 2 tens is equal to 20
How can you arrange the objects to make them easy to
Use <, > or = to complete.
compare?
Do groups of ten help you count? Why?
Do groups of ten help you compare? Why?

Compare Objects
Rosie and Amir are comparing numbers Rosie is incorrect Add more Base 10 to make the number Children should
they have made. because Amir has shapes and the Base 10 equal. add 3 tens and 4
4 tens which ones to make 54
Rosie’s number Amir’s number makes 40 on both sides.
and Rosie has 3
tens and 6 ones If the symbol
which makes 36, changed to < the
=
therefore Amir has smallest amount
more. they could add is 3
My number is tens and 5 ones.
greater because I
have more objects.
Is Rosie correct?
How much did you add in total to make
Explain your answer. them equal?
What is the smallest amount you could

add if the symbol changed to <?

Compare Numbers
Children compare numbers using the language greater than, Complete the statements using more than, less than or equal to.
less than, more than, fewer, most, least and equal to.
42 is ____________________46
They are able to use the symbols <, > and = to write number
sentences. 81 is ____________________ 60 + 4
Children should have access to concrete resources to help 30 + 8 is ________________ thirty-eight

them justify their answers. Complete the number sentences.
4 tens and 9 ones > ____________________

Mathematical Talk __________________ < 70 + 5
__________________ = eight tens
Can you prove your answers using concrete resources?
Put <, > or = in each circle to make the statements correct.
Can you prove your answers by drawing a diagram?
28 30
Is there more than one answer? 90 70 + 28
Do you need to work the number sentences out to decide which 30 + 23 40 + 13

is greater? 20 + 14 24
Compare Numbers
How many different numbers can go in There are six Eva says, Disagree, for
the box? different numbers: example 19 is
14, 15, 16, 17, 18, 19 smaller than 21
13 < < 20 When comparing

numbers, the number
with the highest
number of ones is
always the bigger
number.
True or False?
One ten and twelve ones is bigger than True Do you agree?
2 tens. One ten and Give some examples to support your
twelve ones = 22 answer.
Explain how you know. Two tens = 20

Order Objects and Numbers

Children order numbers and objects from smallest to greatest Circle the numbers 48, 43 and 50 on the number line.
or greatest to smallest.
They should be encouraged to use concrete or pictorial
representations to prove or check their answers.
Children use the vocabulary ‘smallest’ and ‘greatest’ and may Put the numbers 48, 43 and 50 in order starting with the smallest.
also use the < or > symbols to show the order of their
numbers. Use Base 10 to make the numbers sixty, sixteen and twenty-six.
Write the numbers in order starting with the greatest number.
The diagrams represent different numbers.

Mathematical Talk
How does the number line help you order the numbers?
How does Base 10 prove that your order is correct?
How did you know which of the diagrams represented the

Circle the greatest number.
smallest/greatest number?
Circle the smallest number.
Complete the number sentence ______ > ______
Did you look at the tens or ones?

Order Objects and Numbers

Order the numbers below. If I ordered them Mo has written a list of 2-digit numbers. 14, 23, 32, 41
Which would be the fourth number? from smallest to
largest:
29, 33, 34, 37, 43, The digits of each number
33 53 37 53 then 37 would
be the fourth
add up to five.
None of the digits are zero.
number.
Alternatively, if I
29 34 43
Can you find all the numbers Mo could
order the numbers have written?
from largest to
smallest: Write the numbers in order from
Explain how you ordered them. 53, 43, 37, 34, 33, smallest to largest.
29 then 34 would
be the fourth What strategy did you use?
number.

Count in 2s
Children build on their previous knowledge of counting in How many socks are there?
multiples of 2 and go beyond 20 up to 50
They will apply previous learning of one more and one less to There are ___ socks in total.
counting forwards and backwards in twos. For example, two How many gloves are there?
more than and two less than. The 1-50 grid can be used to
spot and discuss patterns that emerge when counting in 2s.
There are ___ gloves in total.
Represent the gloves using ten frames.
Mathematical Talk Continue colouring in 2s on the grid. What do you notice?
How can we count the pairs?

What does it mean to count in pairs?
Can we use tens frames to help us count in 2s?

Can you see any patterns when you count in 2s? Complete the number
lines by counting in 2s.

Count in 2s
Count in 2s backwards to complete the 38, 36, 34 Rosie counts back from 50 in 2s. Rosie says 11
number track. Possible answer: Amir counts up from 12 in 2s. numbers to reach
Children will not 30
? ? ? 40 42 44 46 say 25 because it Amir says 10
is not a multiple of 50, 48, 46, 44… numbers to reach
2, they will say 28, 30
2 less 2 less 2 less 2 less 2 less 2 less
26, 24 and 22 So Amir will get
If you continue counting, will you say the there first.
number 25? 12, 14, 16…
Always, sometimes, never… They say their numbers together.

Sometimes. It
Who will say 30 first.
When you count in twos, depends on your
your digits will be 0, 2, 4, starting number.
6, 8 For example 1, 3,
5…
Prove it! Also for 12, 14, 16,
the tens digit is 1

Count in 5s
Children build on previous learning of counting in fives to go How many fish are there?
beyond 20 and up to 50
The 1-50 grid can be used to spot and discuss patterns that There are ___ fish in each tank.
emerge when counting in 5s. There are ___ tanks.
There are ___ fish altogether.
How many grapes are there?
There are ___ grapes in each bunch.

Mathematical Talk There are ___ bunches.
There are ___ grapes altogether.
How can we count the groups of 5?
Continue counting in 5s on the grid.
Can you describe the pattern when you count in 5s?
Will _____ appear on our number line? Why/why not?

Complete the number lines by counting in 5s.

Count in 5s
Amir is making this flower pattern with Annie is wrong Work in groups. Children can
counters. because 43 does Create a circle with your hands. You can practise counting
not end in a 5 or a choose to put in one hand or both in 5s and
0 hands. recognise one
Annie says,
hand is worth 5
If you make 9 flowers,
If she makes 9 They may start to
you will use 43 counters.
flowers she will spot patterns and
use 45 counters. reason about how
Do you agree with Annie? many there will be.
Odd One Out 27 because you

would not count it Count how many fingers and thumbs
25 30 if you were you can see altogether.

counting in 5s.
Can you predict how many? Count to
27 45 Children also may
check.
give other
Which is the odd one out? Explain your responses.
answer.
Year 1 | Summer Term | Week 1 to 3 – Number: Multiplication and Division
Count in 10s
Children count in groups of tens for the first time. Previously How many birds are there altogether?
they have counted in 2s and 5s.
They use pictures, bead strings and number lines to support
their counting.
Counting in 10s on a hundred square will also support children There are _____ birds in each tree.
to see the similarities between the numbers when we count in There are _____ trees.
tens. There are _____ birds altogether.
How many flowers are there altogether?
Mathematical Talk
How many birds/flowers are there in total?
There are _____ flowers in each bunch.
How can we use our number lines to help us count them? There are _____ bunches.
There are _____ flowers altogether.
Will ______ appear on our number line? Why?
Use a 0-100 bead string to count in tens.
What is the same about all the numbers we say when we are Can we count forwards and backwards in tens?
counting in tens?
Can we count in tens on a number track as well?
How does this match counting on a bead string?
Count in 10s
In a shop, grapes come in bunches of 10 Yes there are Jemima is counting in 10s on part of a Jemima will say
enough grapes. hundred square. 10, 20, 30, 40 and
There are fifty
50
grapes and Max
only needs forty. All the numbers
have the same
ones digit (0)
They all have
different tens digit.
She starts at 10 The tens digit goes
Max wants to buy forty grapes. up by 1 for each
Shade in all the numbers Jemima will new number she
Are there enough grapes? say.
says.
What is the same about the numbers
she says?
What is different about the numbers?

Count in 3s
Children count forwards and backwards in 3s from any What do you notice about the numbers that are circled?
multiple of 3 Continue the pattern.
Encourage children to look for patterns as they count and use 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

resources such as a number track, a counting stick and
concrete representations. Complete the number sequences.
15
Mathematical Talk 9 27
6 24
What do you notice about the numbers?
Are the numbers in the sequence getting larger or smaller?

0 18
Can you spot a pattern?
Amir has 15 stickers. He collects 3 more each day.
Complete the number track to show how many he will have in six
What are you counting up in? days.
15
Count in 3s
False. Teddy is counting in 2s and Jack is If Teddy and Jack
True or False? If I count in 3s I counting in 3s. add their numbers
say 3, 6, 9, 12, 15.... together they will
Teddy 2 4 6 8 be counting in 5s.
I start at 0 and count in 3s Jack 3 6 9 12
I say the number 14 If Teddy and Jack
both count in 5s
+
their new pattern
would be counting
Teddy says, in 10s.
If we add our
numbers together as
we count we can
Explain your answer. make a new number
pattern.
What pattern do they make?

What happens if both Teddy and Jack
count in 5s and they add them together
to make a new pattern?

Autumn - Block 2
Addition & Subtraction
©White Rose Maths

Year 2 | Autumn Term | Week 4 to 8 – Number: Addition & Subtraction
Overview
Fact families – addition and subtraction bonds to 20
Check calculations
Compare number sentences
Related facts
Adding by making 10 can be a
Bonds to 100 (tens) difficult concept for children to
Add and subtract 1s grasp therefore we have included
this as a recap from Year 1.
10 more and 10 less
Add and subtract 10s Similarly subtraction crossing 10
Add by making 10 is recapped before children move
onto more formal subtraction.
Add a 2-digit and 1-digit number – crossing ten
Subtraction - crossing 10
Subtract a 1-digit number from a 2-digit number – crossing ten
Add two 2-digit numbers – not crossing ten – add ones and add tens
Add two 2-digit numbers – crossing ten – add ones and add tens

Overview
Subtract a 2-digit number from a 2-digit number – not crossing ten

Number bonds are an important
Subtract a 2-digit number from a 2-digit number – crossing ten – subtract ones and tens aspect of mathematics. Extra
Find and make number bonds time is devoted to this to help
children become fluent.
Bonds to 100 (tens and ones)
Add three 1-digit numbers

Fact Families
Children apply their understanding of known addition and Using concrete apparatus, can you talk about the relationships
subtraction facts within 20 to identify all related facts. between the different flowers?
This will include an understanding of the relationship between
addition and subtraction, and knowing the purpose of the
equals sign, as well as the addition and subtraction signs.
Showing the link between representations, such as part-whole
models and bar models can support and deepen the One relationship shown by this part-whole model is 15 + 5 = 20
children’s understanding. Can you write all associated number sentences in the fact family?
20
Mathematical Talk
What if we took away the red flowers? What are the parts? 15 5
What is the whole?
Does it change the answer if we add the blue and red flowers in Look at the bar model below.
a different order? Can you write all of the number sentences in the fact family?
What does each circle represent on the part-whole model? 17

How many different number sentences are there in the fact 13 4
family?
Fact Families
Here is an incomplete bar model. 7 and 11 Which of the representations are The number line,
The total is greater than 10 but less 8 and 12 equivalent to the bar model? the part-whole
than 20 9 and 13 model and
What could the missing numbers be? 10 and 14 12 12 = 9 + 3
How many different combinations can 11 and 15 3 9
you find? 12 and 16
13 and 17
14 and 18 There are 9
4 15 and 19
12 = 9 + 3 cars in a car
park, 3 cars
8− 5= 3
leave.
8− 3 = 5 12
8= 5− 3 9 − 3 = 12
3 = 8− 5
Rosie says, Ron is correct 9 3
I think that all of these because 8 is not
facts are correct −3
equal to 5 − 3
because the numbers
are related
Ron disagrees.
Who is correct? Can you prove it?
Check Calculations
It is essential that children have the opportunity to discuss and Use concrete objects to check and prove whether the calculations
share strategies for checking addition and subtraction are correct.
calculations.
Checking calculations is not restricted to using the inverse. 12 − 4 = 8
Teachers should discuss using concrete resources, number
lines and estimating as part of a wide range of checking 7 + 8 = 15
strategies.
Can you use inverse operations to check 5 + 12 = 17?
17
How many possible inverse calculations are there?

What resources could you use to check your calculation?
Eva writes this calculation: 18 − 5 = 13
Can you check it in more than one way? Which of the following could she use to check her work?
Why do we need to check our calculation? 13 + 5 13 − 5
Is there another way you could represent this?
18 − 13 5 + 13
Check Calculations
Eva did the following calculation: It should have Teddy is checking Dora’s work but All of the
been 8 + 4 = 12 doesn’t do an inverse calculation. calculations
or 4 + 8 = 12 involve errors:
12 − 8 = 4 6 has been added
These calculations to the tens instead
can’t be right. of the ones.
She checked it by using the inverse.
25 and 23 are
She did 12 + 8 = 20 and said that her
very close in value
first calculation was wrong. 24 + 6 = 84 and therefore can’t
25 − 23 = 12 result in such a
What advice would you give her?
18 − 3 = 21 large difference.
18 and 3 have
How might he know? been added
instead of
What errors have been made in each subtracted.
calculation?

Compare Number Sentences

Children should be encouraged to examine number sentences How can we use the following representation to prove that
to find missing values using structure rather than calculation. 5 + 3 = 4 + 4?
Using numbers within 20 to explore mathematical
relationships will give the children confidence and allow them
to spot patterns because they are working within the context
of familiar numbers.
Children should compare similar calculations using greater
than, less than and equal to symbols. Fill in the circles with either <, > or =
6 +4 6+5
Mathematical Talk 6 +4 3+6
11 − 4 12 − 5
What other numbers make the same total?
11 − 4 12 − 4
Do we need to calculate the answer to work out the missing Complete the missing numbers.
symbol?
5 + 3 = 6 + ______
Do you notice a pattern? What would come next? 5 + 3 = ______+ 6 = 7 + ______
______+ 3 =______ + 4 = 5 + 5

Compare Number Sentences

Rosie thinks she knows the missing 17 is two more Both missing numbers are less than 10 Lots of different
number without calculating the answer. than 15, so the combinations, the
missing number left number has to
15 must be two more be smaller than
than 7 the right.
7+ < 7+
The missing
8 7 number must be 9 Possible answers:
How many different possible answers 1 and 2
can you find? 1 and 3
17 1 and 4
1 and 5
1 and 6
1 and 7
8 ? 1 and 8
1 and 9
Can you explain how this could be 2 and 3
possible? Etc.

Related Facts
Children should have an understanding of calculations with I have 3 blue pens and 4 black pens. Altogether I have 7 pens.
similar digits. For example, 2 + 5 = 7, so 20 + 50 = 70 Tommy has 30 blue pens and 40 black pens. How many pens
This involves both addition and subtraction. It is important to does he have in total?
highlight the correct vocabulary and help children to notice
what is the same and what is different between numbers and Use concrete apparatus to show your thinking.
calculations.
‘Tens’ and ‘ones’ should be used to aid understanding. Complete the part-whole models below:
Using Base 10 can also help the children to see relationships.
10 100
Mathematical Talk
6 40
What is the same? What is different?
How does Base 10 help us to see the relationships between the Find the missing numbers in the related facts.
different numbers and calculations?
5+4=9 8=3+5 4 = 10 − 6
What do you notice about the part-whole models?
50 + 40 = ______ 80 = 30 + ______ 40 = ______ − 60
Is there a relationship between the numbers that are
represented?
Related Facts
Continue the pattern. 60 = 100 – 40 Whitney has 3 jam tarts. 30 + 60 = 90
50 = 100 – 30
90 = 100 − 10 Etc. If all of the red
80 = 100 − 20
70 = 100 − 30 tarts are eaten
Tommy has 6 jam tarts.
then
What are the similarities and difference 1+2=3
between this pattern and the following The digits are the so
one? same but the 10 + 20 = 30
place value
9 = 10 − 1 Altogether they have 9 jam tarts.
changes. If all of the purple
8 = 10 − 2
7 = 10 − 3 tarts are eaten
3+6=9
So then
Alex says, ____ + ____ = 90 2+4=6
If I know 9 + 1 = 10, I
can work out 90 + 10 so
___ = 100 What if all of the red jam tarts are eaten? 20 + 40 = 60
All the numbers
are ten times What if all of the purple jam tarts are
Find the missing number and explain greater. eaten?
how Alex knows.
Bonds to 100 (Tens)

Teachers should focus at this stage on multiples of 10 up to Match the 10 frames to the sentences below:
and within 100
Links should be made again between single digit bonds and

tens bonds. One hundred
equals eighty 100 = 100 + 0 40 + 60 = 100
Using a 10 frame to represent 100 would be a useful resource plus twenty
to make this link. Fill in the missing numbers. Use Base 10 to represent the numbers..
Mathematical Talk 2+6=8 20 + 60 = ______
2___ + ___0 = 80 80 = ___0 + 6___

What does the word multiple mean?
Continue the pattern
What does the blue represent? What does the yellow represent? 90 = 100 − 10
80 = 100 − 20
Why is it different to a normal 10 frame?
What patterns can you see? How does this help us to make up Can you make up a similar pattern starting with the numbers 60,
our own? 30 and 90?

Bonds to 100 (Tens)

Eva thinks there are 10 different Amir because Solution
number bonds to 90 using multiples of 0 + 90 is the same
10 as 90 + 0
Amir thinks there are only 5 Eva has repeated her
answers – the
Who is correct? multiples have been
written the opposite
Can you help the person who is wrong
way around.
to understand their mistake? Squares are worth 10
Triangles are worth 20
Using multiples of 10, how many 20 and 30 both have Circles are worth 30
number bonds are there for the 2
following numbers? 40 and 50 both have Can you complete the grid above so that
3 all horizontal and vertical lines equal 60?
20 30 40 50
When the tens digit is
Can children create another pattern on
odd it has the same
What do you notice about the amount an empty grid where each line equals Lots of possible
number of bonds as
of bonds for each number? 60? solutions available.
the previous tens
How many possible ways are there to
If 80 has 5 bonds, predict how many number. 90 would solve this?
90 would have. also have 5

Add and Subtract 1s

Children should start seeing the pattern when we add and Create sentences based on the picture.
subtract 1 and comment upon what happens.
Example
There are 4 children playing in a park.
This is the step before finding ten more than or ten less than, One more child joins them so there will
as bridging beyond a 10 should not be attempted yet. be 5 children playing together.
The pattern should be highlighted also by adding 2 (by

adding another one) and then adding 3 Continue the pattern
22 = 29 − 7
22 = 28 − 6
Mathematical Talk
Can you create an addition pattern by adding in ones and
starting at the number 13?
What happens when we add 2?
What is the link between adding 1 and adding 2? Continue the number tracks below.
What about if we want to add 3?
31 34 45 48
How can a bead string help when we are adding 1, 2, 3 etc.?
Where will be the best place to start on each number track? 67 13
Why?
Add and Subtract 1s

True or False? Jack’s house
These four calculations have the same True, because they
answer. all equal 7 and Annie’s house
addition is
1+4+2 4+2+1 commutative.
2+4+1 4+1+2 Jack lives 5 km from school.

Annie lives 4 km from school in the
same direction.
What is the distance between Jack and 1 km

These four calculations have the same
answer. Annie’s houses?
False, because No, he will walk 2
subtraction isn’t After travelling to and from school, Jack km further. 1 km
7−3−2 2−3−7
commutative. thinks that he will walk 1 km more than on the way to
3−2−7 7−2−3 Annie. Is he correct? school and 1 km
on the way home.
What will be the difference in distance
walked after 2 school days? 4 km
10 More and 10 Less

Teaching needs to focus on the importance of the tens digit. Continue the number tracks below.
Using a 100 square, explore with the children what happens
to the numbers in the columns. 10 20 30
Draw attention to the idea that the tens digit changes

while the ones digit remains the same.
Children will need to see how the number changes with 35 45 55
concrete materials before moving onto more abstract ideas.

Using a 100 square, circle the number that is 10 more than 27
Circle the number that is 10 less than 27
Mathematical Talk Repeat in different colours for different numbers.
What do you notice?
What’s the same? What’s different? Using concrete materials, complete the missing boxes.
Will you start with 35 or 55? Why? 10 less Number 10 more
When you look at a hundred square, what do you notice about

the numbers that are ten more and ten less than 27? 2 12 22
Which direction will your finger move on a hundred square if

you are finding ten more/ten less? 37
10 More and 10 Less

SALE Red Apple 5 p 43
Green Apple 12 p They will have four

full packs left
15 p 22 p 35 p 68 p Banana 25 p
which is four tens,
The cost of each piece of fruit is Lemon 58 p and three crayon
reduced by 10 p. Class 3 gives one of their full packets of
crayons away. which represents
three ones.
What are the new prices?
Mo says, How many crayons do they have left?

I know that 10 more Yes, because when
than 72 is 82 you add ten you Explain your reasoning.
because I only have aren’t adding ones.
to look at the tens
digit. Rosie is counting backwards in 10s. 19 because you
She says forty-nine, thirty-nine, twenty- take one ten away
Is he correct? nine and then stops. from 29, then 9
Explain your reasoning. What numbers comes next and why?

Add and Subtract 10s

Children should make use of place value to add and Continue the number track by adding 20 each time.
subtract 10s from a given number within 100
The key teaching point again is the importance of the tens
digit within the given numbers, and children should be 23
encouraged to see the relationship.
Use the place value charts and concrete materials to complete the
For example 64 + 20 = 84
calculations.
Tens Ones
+4 0
What is the number sentence that will help us to find the first
missing number in the number track?
What is the same/different about the next number sentence? Tens Ones
5 6
Why is there a blank ones box? −3 0
Which column changes?
Which column stays the same?

Add and Subtract 10s

23 Rows
33 (top to bottom)
43 80
Tommy has three spare red beads. He doesn’t have to 80
use all of the
What numbers could he make? 30
Explain your answer. beads.
Here are Class 2’s crayons. Discussion could Circles represent 20

Triangles represent 10 Columns
be had about
Squares represent 50
whether it’s a full (left to right)
week or a school What is the value of each row and 80
They are given a new box of 10 each week. column?
day for a week. 80
Answers would be
How many crayons do they have at the 96 or 76 30
end of the week? respectively.

Year 1 | Spring Term | Week 1 to 4 – Number: Addition & Subtraction
Add by Making 10
Children add numbers within 20 using their knowledge of Rosie has used the 10 frames to calculate 6 + 7
number bonds. I partitioned the 7
It is important that children work practically using ten frames into 4 and 3 so
and/or number lines to help them see how number bonds to that I could make
a full 10
10 can help them calculate.
They will move towards using this as a mental strategy. Use Rosie’s method to complete:
Mathematical Talk
Mo has used a number line to calculate 6 + 8
How can you partition a number and use your number bonds
to 10 to help you? I partitioned 8 into 4 and 4 to make it easier.
How does using the counters help you to see this strategy? +4 +4
How does using a number line help you to see this strategy?
Use Mo’s method to calculate:
5+8= 9+4= 6+8=

Add by Making 10
Teddy and Eva are adding together 7 They are both Dexter uses ten frames to calculate eight Dexter is wrong
and 8 using a number line. correct because plus six. because the
addition is answer should be
Teddy shows it this way:
commutative and He says, 14. He should have
the answer to both filled the first ten
calculations is 15 8 + 6 = 16 frame before
starting a second
Teddy has started Do you agree? one.
Eva shows it this way: with 7 and Explain why.
partitioned the 8 Partitioning the 6
Annie is calculating 8 + 6
into 3 and 5 to Which of these methods is most helpful? into 4 and 2 is
make 10 Why? helpful as 8 and 2
make 10
Who is correct? Eva has started
Explain your answer. with 8 and Partitioning the 8
partitioned the 7 into 4 and 4 is
into 2 and 5 to helpful as 6 and 4
make 10 make 10
Add 2-digits and 1-digit

Before crossing the 10 with addition, children need to have a 17 + 5 =
strong understanding of place value. The idea that ten ones are Can you put the larger number in
the same as one ten is essential here. They need to be able to your head and count on the
count to 20 and need to be able to partition two-digit numbers smaller number? Start at 17 and
in order to add them. They need to understand the difference count on 5
between one-digit and two-digit numbers and line them up in
columns. In order to progress to using the number line more
efficiently, children need to be secure in their number bonds. Can we use number bonds to solve the addition more
efficiently? 3
We can partition
Mathematical Talk 5 into 3 and 2
5
and use this to 2
bridge the 10
Using Base 10, can you partition your numbers?
Find the total of 28 and 7
Can we exchange 10 ones for one ten? • Partition both the numbers.
Tens Ones 2 8 • Add together the ones.
How many ones do we have? How many tens do we have? + 7 • Have we got 10 ones?
3 5 • Exchange 10 ones for 1 ten.
1 • How many ones do we
Can you draw the Base 10 and show the addition pictorially?
have?
• How many tens do we
65 have? ©White Rose Maths
Add 2-digits and 1-digit

Always, Sometimes, Never Sometimes, Here are three digit cards.
because if your
I am thinking of a two-
ones total 10 or
more you will have
6 7 8
digit number, if I add ones to exchange them Place the digit cards in the number 67 + 8 = 75
to it, I will only need to which will change sentence. 68 + 7 = 75
change the ones digit.
the tens digit. 76 + 8 = 84
How many different totals can you find? 78 + 6 = 84
86 + 7 = 93
+ = 87 + 6 = 93

What is the smallest total? 75 is the smallest
total.
What is the largest total? 93 is the largest

total.

Subtraction – Crossing 10 (1)

For the first time, children will be introduced to subtraction First there were 13 Then 5 were eaten Now there are 8
where they have to cross ten. This small step focuses on the jam tarts jam tarts.
strategy of partitioning to make ten.
Children should represent this using concrete manipulatives or
pictorially to begin with. Ten frames and number lines are
particularly useful to model the structure of this strategy.
Children will move towards using this as a mental strategy.
Rosie has used the ten frames to calculate 12 − 5

Mathematical Talk
How can you partition a number to help you subtract?
How does using the counters help you to see this strategy? 10 − 3 = 7
Use her method to complete:
How does using a number line help you to see this strategy?
Can you think of another way to represent this problem?

10 − = − = − =
.
Subtraction – Crossing 10 (1)

Rosie is calculating 16 − 7 Partitioning the 7 Teddy works out 15 – 6 Teddy has used
into 6 and 1 is This is Teddy’s working out: the = sign
incorrectly.
useful as Rosie
Which of these methods is most helpful? 15 – 5 = 10 – 1 = 9 10 – 1 is not equal
can subtract the 6 to 15 − 5
Why?
to make 10 then Why is Teddy’s working out wrong? He should have
subtract the 1 written:
15 – 5 = 10
10 – 1 = 9
Use <, > or = to make the statements
correct.
I can do this without
working out any answers.
17 − 5 12 − 5 17 − 5 > 12 − 5
Could you find a way to partition 16 to If you partition 16
14 − 4 18 − 8 14 − 4 = 18 − 8
help you subtract 7? into 7 and 9, you
can subtract 7 11 − 7 11 − 4 11 − 7 < 11 − 4
Is Whitney correct? Explain how you know.
Subtract 1-digit from 2-digits

Just as with addition, children need to have a strong 22 − 7 =
understanding of place value for subtraction. Children need Can you put the larger
to be able to count to 20 and need to be able to partition number in your head and
two-digit numbers in order to subtract from them. They count back the smaller
need to understand the difference between one-digit and number? Start at 22 and
two-digit numbers and line them up in columns. count back 7
In order to progress to using the number line more efficiently,
children need to be secure in their number bonds. Can we use number bonds to subtract more efficiently?
We can partition 5
Mathematical Talk 7 into 5 and 2
7
and use this to
bridge the 10 2
Are we counting backwards or forwards on the number line?
Have we got enough ones to subtract? Subtract 8 from 24

• Do we have enough ones to take 8
Tens Ones 1
Can we exchange a ten for ten ones? 2 4
1 ones away?
− 8 • Exchange one ten for ten ones.
How can we show the takeaway? Can we cross out the cubes? 1 6 • Take away 8 ones.
• Can you write this using the
column method?
Subtract 1-digit from 2-digits

Jack and Eva are solving the subtraction Eva’s method is Mo is counting back to solve 35 − 7 Mo is not correct
23 − 9 most efficient as he has included
because there are He counts
Here are their methods: 35 when counting
less steps to take. back.
35, 34, 33, 32, 31, 30, 29
Jack The numbers are
I put 9 in my head This is a common
and counted on to 23 quite far apart so Is Mo correct?
Jack’s method of mistake and can
finding the Explain your answer. be modelled on a
difference takes a number line.
I put 23 in my head
long time and has Match the number sentences to the
and counted back 9
number bonds that make the method
more room for
Eva more efficient.
error.
42 − 5 42 − 2 − 3
Who’s method is the most efficient?
42 − 7 43 − 3 − 3
Can you explain why?
43 − 8 43 − 3 − 5
Can you think of another method to
solve the subtraction.
43 − 6 42 − 2 − 5

Add 2-digit Numbers (1)

This step is an important pre-requisite before children add Find the sum of 34 and 23
two-digit numbers with an exchange.
Tens Ones
Focus on the language of tens and ones and look at
different methods to add the numbers including the
column method. +
It is important that teachers always show the children to
start with the ones when adding using the column method.
64 + 12 = ______
Tens Ones
4 ones + 2 ones = ______
Mathematical Talk
6 tens + 1 ten = ______ +
Can you partition the number into tens and ones?

______ tens + ______ ones = ______
Can you count the ones? Can you count the tens?
Mo has 41 sweets. Whitney has 55 sweets.
Can you show your addition by drawing the Base 10 to help?
How many sweets do they have altogether?
How could you represent the problem?


Annie has 12 marbles. Ron has 25 What digits could go in the boxes? Possible answers:
marbles. 1 and 7
Ron has 13 marbles more than Annie. 2 and 6
Altogether they 2+ 5 = 87 3 and 5
How many marbles do they have have 37 marbles.
altogether? 4 and 4
5 and 3
6 and 2
Amir has been asked to complete the Amir has found
7 and 1
bar model. the digit totals and
put the digits
? Interesting
together to make
discussion could
52 17 78
be had around is 1
The whole is 78 The correct and 7 different to
because 5 + 2 = 7 answer is 69 and 7 and 1?
and 1 + 7 = 8 this could be Etc.
shown by using
Explain to Amir what he has done
wrong. How could you help him work Base 10 and a
out the correct total? place value chart.

Children use Base 10 and partitioning to add together 2- 64 + 17 = ______
digit numbers including an exchange. They could be 64
encouraged to draw the Base 10 alongside recording any 4 ones + 7 ones = ______ + 1 7
11
formal column method. + 70
6 tens + 1 ten = ______
81
They have already seen what happens when there are more
than 10 ones and should be confident in exchanging 10 ones ______ tens + ______ ones = ______
for one 10.
Find the sum of 35 and 26
• Partition both the numbers.
Mathematical Talk • Add together the ones. Have we got 10
ones?
+ • Exchange 10 ones for 1 ten.
Can you represent the ones and tens using Base 10? • How many ones do we have?
What is the value of the digits? • Add together the tens. How many do we
How many ones do we have altogether? have altogether?
How many tens do we have altogether?
Can we exchange ten ones for one ten? Class 3 has 37 pencils.
What is the sum of the numbers? Class 4 has 43 pencils.
What is the total?
How many have we got altogether? How many pencils do they have altogether?

Can you create a calculation where There are lots of Find all the possible pairs of numbers 13 + 29
there will be an exchange in the ones possible solutions. that can complete the addition.
and your answer will have two ones and 19 + 23
be less than 100? E.g. 33 + 29 = 62
14 + 28
18 + 24
How many different ways can you solve Children might
19 + 11? add the ones and 15 + 27
then the tens.
Explain your method to a partner. 17 + 25
Children should
Use concrete or pictorial resources to 16 + 26
notice that 1 and 9 How do you know you have found all the
help explain your method. are a number pairs?
bond to 10 which
What is the same about all the pairs of All the pairs of
makes the
numbers? ones add up to 12
calculation easier
to complete
mentally.

Subtract with 2-digits (1)

This step is an important step before children start to 78 minus 34 = ______ Tens Ones
look at subtraction where they cross a tens boundary.
8 ones − 4 ones = ______
Children need to use concrete materials but also draw images
of the Base 10 so they can independently solve problems. 7 tens − 3 tens = ______
Some children might think that they need to ‘build’ both We have ______ tens and ______ ones.
numbers in the calculation, unpicking this misconception
through modelling and discussion will help develop their
34 − 13 = ______
understanding.
34
• Partition the number 34.
Mathematical Talk 30 4 • Partition 13 and subtract the ones
and the tens.
−10 −3
• Place the partitioned number back
Do we need to make both numbers in the subtraction before together.
20 1
we take away?
Subtract 13 from 28
Which number do we need to make? The larger number or
the smaller?
What are the numbers worth? Tens or ones?
2 8
−1 3
What happens if we have nothing left in a column? Which 1 5
number do we write?

Annie has 33 stickers. Here the children Find the missing numbers. 9 and 7
are working out
Dexter has 54 stickers. 8 and 6
the difference.
How many more stickers does Dexter
6 7 and 5
Children might use
have? subtraction to − 2 6 and 4
solve the problem
What method did you use to solve the 4 2 5 and 3
or they might
problem?
count on to find 4 and 2
the difference. Is this the only possible solution? Explain
3 and 1
your answer.
Dexter has 21
2 and 0
more stickers than Make the numbers using Base 10 to help
Annie. you find your answer.


Children use their knowledge that one ten is the same as ten Use the number line to subtract 12 from 51
ones to exchange when crossing a ten in subtraction.
Continue to use concrete manipulatives (such as Base 10)

and pictorial representations (such as number lines and part-
Can you subtract the ones first and then the tens?
whole models) to develop the children’s understanding.
Can you partition the ones to count back to the next ten and then
The skill of flexible partitioning is useful here when the subtract the tens?
children are calculating with exchanges.
42 − 15 =
Mathematical Talk 42 We can’t 42 Now we can subtract
subtract the the ones and then
40 2 ones. Can we 30 12 subtract the tens.
−10 −5 partition −10 −5 42 − 15 = 27
Have we got enough ones to take away? differently? 20 7
Can we exchange one ten for ten ones?
How many have we got left? Take 16 away from 34
What is the difference between the numbers? 2
3 14
Do we always need to subtract the ones first? Why do we −1 6
always subtract the ones first? 1 8
Which method is the most efficient to find the difference,
subtraction or counting on?

Eva and Whitney are working out some Whitney’s answer Find the greatest whole number that can
subtractions. is 18 complete each number sentence below.
Whitney
Eva’s answer is 9 45 − 17 > 14 + ____
13
I am working out
Eva’s question
74 − 56
could be 15 − 6 or 26 + 15 < 60 − ____
24 − 15 18
One of my numbers
in my question is 15
Eva
Whitney’s answer is double Eva’s

answer.
What could Eva’s subtraction be?

Find & Make Number Bonds

Children see that working systematically helps them to find all What number bond is represented in the pictures?
the possible number bonds to 20
They will use their knowledge of number bonds to 10 to find There are ___ red counters.
number bonds to 20 There are ___ blue counters.
Using examples such as, 7 + 3, 17 + 3 or 7 + 13 encourages Altogether there are ___ counters.
children to see the link between bonds to 10 and bonds to 20 ___ + ___ = ___ ___ + ___ = ___
and reinforces their understanding of place value. There are ___ red counters.
There are ___ blue counters.
Altogether there are ___ counters.
Mathematical Talk ___ + ___ = ___
___ + ___ = ___
What strategy could you use to make sure you find all the Continue the pattern to find all the number bonds to 12
number bonds? How do you know you have found them all?
What number bond can we see? How does this help us find 12 = 12 + 0
the number bond to 20? 12 12 = 11 + ____
12 = 10 + ____
How does knowing your number bonds to 10 help you to work
out your number bonds to 20?

Find & Make Number Bonds

Use equipment to represent each of the Children may Jack represents a number bond Possible response:
calculations below. notice that the = to 20 in the part whole model. Jack has put 20 as
is in a different a part but it should
What is the same? 20 be a whole.
place.
What is different?
They might notice 13
that the number of
7 + 3 = 10 7
ones remains the
same and that a
17 + 3 = 20 ten has been Can you spot his mistake?
added to create a
number bond to True or false? False – there are
20 = 7 + 13
20 There are double the amount of 11 number bonds
Mathematical numbers bonds to 20 than there are to 10 and 21
Explain your thinking. number bonds to 10
equipment such as number bonds to
ten frames or Base Prove it – can you use a systematic 20 Children can
10 will make this approach? show this in
clear. various ways.

Bonds to 100 (Tens and Ones)

Here children build on their earlier work on number bonds to Use a 100 square. If:
100 with tens together with number bonds to 10 and 20 • 40 squares are shaded, how many are not
shaded?
They use their new knowledge of exchange to find number • 45 squares are shaded, how many are not
bonds to 100 with tens and ones. shaded?
• 54 squares are shaded, how many are not
Using hundred squares, Base 10, bead strings etc. will help the shaded?
children develop their understanding.
Tommy is making 100 with Base 10
How much more does he need if he has:
Mathematical Talk •
Children could
How many more do we need to make 100? place their Base 10 on
• 5 tens and 3 ones top of a 100 piece to
How many tens are in 100?
help them calculate.
• 37
If I have 35, do I need 7 tens and 5 ones to make 100?
Explain why.
25 + ____ = 100 100 − 84 = ____
Can you make the number using Base 10?
Can you add more Base 10 to the number to make 100? ____ + 69 = 100 100 − ____ = 11
Bonds to 100 (Tens and Ones)

Teddy has completed the missing Teddy is incorrect. Complete the pattern. 30 + 70 = 100
number sentence. He has seen 35 + 65 = 100
number bonds to 15 + 85 = 100 The first numbers
20 + 80 = 100 are going up in
10 but forgotten
46 + 64 = 100 25 + 75 = 100
that he would 30 + ___ = 100 fives and the
need to exchange ___ + ___ = 100 second numbers
Is Teddy correct? ten ones for one are going down in
Explain your answer. ten. Can you explain the pattern? fives. All of the
46 + 64 = 110 number sentences
are number bonds
Each row and column adds up to 100.
to 100
Complete the grid.

Add Three 1-digit Numbers

Children need to use their knowledge of commutativity to find Use ten frames and counters to add the numbers 4 + 3 + 6
the most efficient and quick way to add the three one-digit
Can you add the
numbers. numbers in a 4 + 6 = 10
different way to find
They look for number bonds to 10 to help them add a number bond to
10?
10 + 3 = 13
more efficiently.
Find the totals of each row and column.
5 4 2
Mathematical Talk 3 7 8
5 7 3
Can we change the order of the numbers to make the

calculation easier?
Use <, > or = to compare the number sentences.
Why are we allowed to change the order of the numbers?
5+4+6 6+5+4 7+3+8 7+7+3
Which two numbers did you add first? Why?
9+2+5 8+3+5 8+4+2 2+5+8
What if you added a different two numbers first, would your
answer be the same?
Add Three 1-digit Numbers

Always, Sometimes, Never Always, children Take 3 consecutive one-digit numbers, 1+2+3=6
may recognise e.g. 4, 5 and 6. 2+3+4=9
that two odds 3 + 4 + 5 = 12
odd + odd + odd = odd
Add them together. 4 + 5 + 6 = 15
make an even so
5 + 6 + 7 = 18
Use one-digit numbers to test if this is three odds make What do you notice? 6 + 7 + 8 = 21
true e.g.
an odd. 7 + 8 + 9 = 24
3+5+7 Choose different groups of 3 consecutive
one-digit numbers and see if there is a If we order the
pattern. groups, we can see
Which numbers would you add together 3 and 7 first – that the totals go
first in the following number sentences? number bond to up by 3 each time.
Why would you add those first? This is because we
10
are adding one to
3+5+7= 8 and 2 first – each number each
number bond to time so we are
8+2+6= 10 adding 3 extra
4 and 4 first – altogether.
4+3+4= double a number.
Is there always an easier order to add

No, e.g. 5 + 6 + 7
three one-digit numbers?
Autumn - Block 3
Money
©White Rose Maths

Year 2 | Autumn Term | Week 9 to 10 – Measurement: Money
Overview
Recognising coins and notes

Count money – pence
Count money – pounds (notes and coins) Children may have missed
learning on money in Year 1.
Count money – notes and coins
Select money Before starting this block ensure
Make the same amount that children are familiar with
coins and notes.
Compare money
Find the total
Find the difference
Find change
Two-step problems

Year 1 | Summer Term | Week 9– Measurement: Money
Recognising Coins
Children will recognise and know the value of different Organise the coins on your table into pence and pounds.
denominations of coins. Can you name each coin?
Children will use their knowledge of place value to match coins
with equivalent values. For example, ten 1 pence coins is
equivalent to one 10 pence coin. This could be linked with the
concept of exchanging.
Teachers could use coins to support this activity (or pictures Write down the value of each coin.
where appropriate).
Mathematical Talk
Match the cards with equal values.
How have you organised the coins?
What is the value of each coin? How do you know?
How many 1 pence coins will you need to make 2 p? 5 p? 10

p? 20 p? 50 p? 1 pound?
How many 1 pound coins will you need to make 2 pounds?

Recognising Coins
Dora says: Dora is incorrect. The tooth fairy left some money for two Jack is wrong
children. because although
A 50 p coin isn’t the 50 pence coin
round. is physically bigger
All coins are round.
A 20 p coin isn’t it only has a value
round. of 50 pence, but
A £1 coin isn’t the pound coin has
round. a value of 100
pence.
Do you agree with Dora?
Justify your answer.
Jack has 50 pence. Mo has one pound.
Which is the odd one out? 8 p is the odd one

out because we do Jack thinks he has more money because
not have an 8 p his coin is physically bigger.
20 p 8p 2p 10 p coin.
Explain why Jack is wrong.

Why?

Recognising Notes
Once children are able to identify and recognise coins they How many of each note can you see?
need to be able to recognise notes.
Children use their understanding of place value to see that one There are _____ 5 pound notes.
note can represent many pounds, for example, a ten pound There are _____ 10 pound notes.
There are _____ 20 pound notes.
note could be 10 pound coins or 3 two pound coins and 4 one
pound coins. Children also need to be aware that one note
may be worth many times the value of another note.
What is the value of each note?
Mathematical Talk = _____= pounds
= _____=__ pounds
Can you name each note?
= _____=__ pounds
What is the same about each note?
What is different about each note? Fill in the blanks.
How many ___ pound notes are equivalent to a ___ pound One =
note?
One =
Recognising Notes
Teddy is given one for Both Teddy and Jack, Rosie and Amir each have some Rosie could have a
Christmas. Eva are wrong money in their pockets. £5 note.
because they both Jack and Amir both have coins and Rosie She could not
Eva is given two
have £10. has a note. have a £10 or a
I have more money £20 note because
Eva has two £5 than Rosie. they are larger
I got more than you did
notes, which than Amir’s
because my number is
makes £10, and Amir amount.
bigger. Teddy has a £10
Teddy I have less money than
note.
Rosie.
I got more than you Jack
did because I got
two notes. What note could Rosie have?
Eva Always, sometimes, never Sometimes - if you
have £6 in coins it
is worth more than
Who is correct? Money in notes is worth more than a £5 note.
Explain your reasoning. money in coins. However you could
also have less than
£5 in coins.
Count Money - Pence

This block introduces the £ and p symbols for the first time. Count the money.
= ____ p
Children will count in 1 p, 2 p, 5 p and 10 p coins. Children can
also use related facts to count in 20 p coins. = ____ p
= ____ p
Children do not convert between pounds and pence, therefore
children will need to recognise the 50 p coin but they will not ____ p =
count up in 50 p coins. ____ p =
Use <, > or = to compare the money.
Mathematical Talk
What is different about the coins you have counted?
Is the group with the most coins always the biggest amount?
Why?
Count the money.
What do you notice about the totals?
= ____ p
Are silver coins always worth more than copper coins?
What different ways can you count the coins? = ____ p
Which is the quickest way?
Count Money - Pence

Jack selects four of these coins. Example answers: Draw coins to make the statements For the first one,
correct. any answer
20 p, 10 p, 10 p
showing less than
and 1 p makes 41 p. >
30 p on the right
5 p, 5 p, 5 p and is correct. E.g. two
He can use the coins more than once.
5 p makes 20 p. 10 p coins.
<
What total could he make? For the second
1 p, 20 p, 5 p and
What is the lowest total? 2 p makes 28 p. one, any answer
showing less than
What is the greatest total? The lowest total
25 p on the left.
would be 1 p, 1 p,
E.g. three 2 p
1 p and 1 p, makes
coins.
4 p.
The greatest total

would be 20 p,
20 p, 20 p and
20 p makes 80 p.

Count Money - Pounds

Children will continue counting but this time it will be in Count the money.
pounds, not pence. The £ symbol will be introduced.
= £____
Children must be aware that both coins and notes are used to
represent amounts in pounds.
£____ =
Children will count in £1, £2, £5, £10 and £20s.
In this year group, children work within 100, therefore they will
= £____
not count in £50s.
£____ =
Mathematical Talk Complete the bar models.

£30
Do the notes have a greater value than the coins?
Which is the hardest to count? Which is the easiest? Why? Match the money to the correct total.
What do you notice about the amounts?
Does it matter which side the equals sign is? £25 £60 £10
Can you find the total in a different way? Which is the odd one out? Explain why.
Count Money - Pounds

Ron thinks he has £13 No, because three Explain the mistake. £7 is the mistake.
£2 coins make £6 It is an odd
number. The 2
£10 and £6 is
£2, £4, £6, £7, £8, £10 times table are all
equal to £16
even.
He has mistaken
When counting in
his £2 coins for £1
£2s, we would say
coins.
£2, £4, £6, £8,
Is he correct? £10

Count Money – Notes & Coins

In this step, children will build on counting by bringing pounds How much money is there altogether?
and pence together.
Decimal notation is not used until KS2 therefore children will

write the total using ‘and’ e.g. £5 and 30 p rather than £5.30 There is £____ and ____p.
Children will not count across £1. They will count the pounds Complete the part-whole model.
and pence separately before putting them together.
Mathematical Talk
How did you work out the total amount of money?
What’s the same and what’s different about the parts?
What strategy did you use to count the money when there is
pounds and pence? Fill in the gaps to make the statements correct.
• £10 + £5 + 50 p = £_____ and _____p
Explain what to do when the pounds and pence are mixed up.
• £20 + £2 + 10 p + 10 p + 2 p = £_____ and _____p
• £5 + £___ + 50 p + 20 p + 20 p + 1 p = £10 and ____p
Count Money – Notes & Coins

How many ways can you complete the Example answers: Here are some coins and a note. No, Amir and
part-whole model by drawing money? Dexter have taken
the digits 2, 2, 5
£5 and 1 and added
and 20 p
them together.
The coins are a

Amir says, “There is 10 p”. mix of pounds and
Dexter says, “There is £10”. pence so need to
be counted
Are either of them correct? separately.
Explain why.
Mo has the following coins. Mo thinks the 5 p
is a 50 p coin. He
has 6 p.
Alternatively, he
has combined the
He thinks he has 51 p.
5 and 1 from each
Explain his mistake. coin.
Select Money
Children select coins to make an amount, from a set of coins Circle 56 p.
given to them. They will use these practically, draw them and
write the abstract amounts.
They will continue to use both pounds and pence to embed
previous learning.
Children are continuing to work on recognising money by
selecting the correct coins or notes from a wide range. Which does not show 50 p?
Mathematical Talk
How do you know you have made 56 p?
Is your answer the same as your partner? Draw money on the purses to match the amounts.
Can you find any other ways to make this amount?
Does it matter if you say pence or pounds first?

£21 and 32 p £13 and 40 p
Does this change the total?
Can you show this amount in a different way?

Select Money
Rosie says, No, because 3 Use the money to fill the purses. Example answer:
pence can only be
You can only use each coin or note once.
made with copper
I have 43 p in silver coins. Cross them out once you have used
coins. them.
£10 and 15 p
Do you agree?
Explain why. £10 £5

and 15 p and 51 p £5 and 51 p
Annie and Ron both claim to have 90 p. Yes, they can
because: Circle the odd one out. 28 p = 20 p, 8 p is
Annie has 3 coins and Ron has 4 coins. Annie = 50 p,
20 p, 20 p. because if you are
23 p = 20 p, 2 p, 1 p
Could they be correct? Ron = 50 p, 20 p, using coins there is
25 p = 20 p, 5 p
10 p, 10 p. not an 8 p coin.
Which coins could they have? 28 p = 20 p, 8 p
Children may give
other answers.
Make the Same Amount

Children explore the different ways of making the same Match the amounts.
amount. As before, they will not count pence over into pounds.
Examples need to be modelled where pounds and pence are

together but children need to continue to be encouraged to
count the pounds and pence separately.
Complete the part-whole models.

Mathematical Talk
Can the same amount be made using different coins?
How did you compare the amounts?
How is your way different to a partner?
The Base 10 represents money. What coin is represented by each
Can you swap a coin/note for others and still make the same circle?
amount?
What is the smallest amount of coins you can use to make

____?
Make the Same Amount

Make 50 p three ways using the coins Example answers: How many ways can you make 10 p Example answers:
below. using only copper coins?
20 p, 20 p, 10 p 2 p, 2 p, 2 p, 2 p,
You can use the coins more than once. Did you use a strategy? 2p
10 p, 10 p, 10 p,
10 p, 5 p, 5 p 2 p, 2 p, 2 p, 2 p,
1 p, 1 p
1 p (50 times)

Compare Money
Children compare two different values in either pounds or Circle the box with the greatest amount.
pence.
Children will see examples with both pounds and pence, but
they will only focus on one of these - the other must be the
same e.g. £3 and 10 p > £2 and 10 p where 10 p is the
constant.
Children recap comparing vocabulary such as greater/less
than and use the inequality symbols. Who has the most? Who has the least? How do you know?
Mathematical Talk I have £64 I have 64 p

Dora Teddy
What do you notice about the amounts you have compared?
Use <, > or = to compare the amounts.
What’s the same? What’s different?
How do you know who has the most, when they both have 64?
Can you add a value that will go in between the greatest and the
least?

Compare Money
Annie has three coins in her hand. It depends on the Only true when
True or False?
coins Annie has. 5 p is the silver
Jack says,
coin.
Children explore 5 copper coins can be worth more than 1
and show e.g. silver coin. Children should
I have more than you
explore different
because I have a 50 20 p, 20 p, 20 p
pence coin. true and false
> 50 p
answers.
5 p, 2 p, 2 p < Four 5 pence coins are worth more than No, they are equal
50 p two 10 pence coins.
Is he correct? to each other.
They both make
Explain why. 20 p.
Do you agree? Explain why.

Find the Total

Children will build on their knowledge of addition to add money Complete the table.
including: Pounds Pence Total
• 2-digit and 2-digit
• 2-digit and ones £4 25 p £____ and ____p
• 2-digit and tens £2 £2 and 40 p
• 3-single digits
65 p £20 and 65 pence
Children will be encouraged to use different methods to add the
amounts of money, such as count on, partitioning and regrouping. £15 and 20 p
55 pence
Mathematical Talk Complete the bar models.
How did you find the missing amounts? Share your strategies
with a friend. 7p 5p 9p £6 £4 £2
Was your method different to a friend? Amir buys bread and eggs.
What is the most efficient method? Why?
49 p 30 p
Can you write a worded question for a friend?
What was the greatest amount you found? How much does he spend?
Find the Total

Dexter has these coins and notes. Possible answers: Here is a shopping list. The ruler and the
Item Price pencil as 18 p and
£10, £10 and £5
32 p makes 50 p.
makes £25 Rubber 20 p
Ruler 18 p Two pens as 45 p
and 45 p makes
Pencil 32 p
£10, £5, £5, £2 90 p.
He makes an amount greater than £20 Crayon 27 p
makes £22
but less than £30 Children to
Pen 45 p
Etc. explore the totals
Draw the money he could have used. Glue 36 p that can be made
You can use each coin or note more • I spend exactly 50 p. Which two by adding two
than once. items did I buy? items together.
• I bought two of the same item and it The rubber and
How many different ways can you find? cost me 90 p. What was the item? the pen would cost
• Choose two items. How many 65 p as 20 p and
different amounts can you make? 45 p sum to 65 p.
• What is the closest you can get to
65 p?
Find the Difference

Children expand their knowledge of addition and subtraction Work out the difference between the cost of a bag of sweets and a
strategies by specifically finding the difference between two bar of chocolate.
amounts.
25 p ?
In this step, children should see both counting on and
counting back being modelled to them. 45 p
They need to discuss which is the most efficient for different
questions.
Find the difference between the amounts of money Amir and Mo
have.
Mathematical Talk
Which costs more? How do you know?
How can you work out how much more? Amir Mo
What’s the difference? Alex has £2 and 15 p.
Rosie has £2 and 40 p.
How much less?/How many fewer?
How much more money does Rosie have than Alex?
What method did you use to work this out?

Find the Difference

Example answers: Jack has 2 p. 4×2p
Mo could have 3 × 2 p and 2 ×
I have 57 p.
more by: Eva has 10 p. 1p
• 50 p, 20 p, 1 p 2 × 2 p and 4 ×
Whitney • 50 p, 20 p, 2 p Both of them have a 2 p coin. 1p
1 × 2 p and 6 ×
I have 2 silver coins Mo could have the 1p
What other coins could Eva have?
and 1 bronze coin.
Mo same by: 8×1p
• 50 p, 5 p, 2 p 5 p and 2 p and
What could Mo have? 1p
Mo could have less 5 p and 3 × 1 p
Work out the difference between the by:
amounts. • 5 p, 5 p, 1 p
• 20 p, 10 p, 2 p
How many different answers can you
find?

Find Change
Children build on their subtraction skills by finding change Dora has these coins.
from a given amount. They need to identify amounts from the
coins given, write the calculations and choose efficient
methods.
In this step, children will be introduced to converting £1 to She spends 53 p.

100 p to be able to subtract from £1. This links to their What money will she have left? What coins could it be?
number bond knowledge to 100.
Write the calculation and find the amount of change.
Mathematical Talk
____ − ____ = ____
How much does Dora have? How do you know?
Can you write a calculation to work out how much she will have
32 p
left?
Ron spends 65 p in the shop.
Why is it important to use the £ or p symbol?
He pays with a £1 coin.
What strategy did you use to find the change?
How much change will he receive?
Did you use concrete objects to help?

Find Change
I have 20 p. Example answers: I paid for my shopping with one coin. Could have paid
with a 20 p coin
My change is more than 5 p but less Chocolate bar or a Here is my change. and it would have
than 10 p. sweet and banana. cost 3 p.
Could have paid

What could I have bought?
with a 50 p coin
and it would have
cost 33 p.
What could I have paid with and how
much would the item have been? Could have paid
with a £1 coin and
Sweet: 7 p Apples: 18 p it would have cost
83 p.
Could have paid

with a £2 coin and
Chocolate: 12 p Banana: 4 p
it would have cost
£1 and 83 p.

Two-step Problems
Children draw together all of the skills they have used in this Rosie has £33 in her money bank, and gets £40 more.
block and consolidate their previous addition and subtraction Fill in the bar model and write a calculation to show her total.
learning. ____
Children may need some scaffolding to see the different
____ £40 ____ + ____ = ____
steps.
Bar modelling is really useful to see the parts and wholes, and
She then buys a top for £25. Complete the bar model and write a
supports children in choosing the correct calculation.
calculation to show what she has left.
____
____ − ____ = ____
Mathematical Talk £25 ____
Amir has these coins.

Where does the £33 go in the bar model?
How can you find the total?
Here is a one step problem. Can you think of a second step? He spends 54 p. How much does he have left?
Can you write your own two step word problem? A scarf is £12 and a bag is £25
Whitney buys one of each and pays with a £50 note.
Did you use a concrete or pictorial representation to help you? How much change will she receive?
Two-step Problems
No, because she Alex has 90 pence. 90 p – 30 p =
only has 80 p. She bought a rubber for 30 pence and 60 p
wants to buy a pencil.
Ghost Train: 90 p She would need 70 p > 60 p
10 p more.
She does not have
90 p > 80 p enough money to
Annie finds a 20 p coin. Pencil: 70 p buy the pencil.
She puts it with her other three 20p The shopkeeper will not sell her the
coins. pencil.
Explain why.
Does Annie have enough to ride the
ghost train?
Explain why.

Autumn - Block 4
Multiplication & Division
©White Rose Maths

Year 2 | Autumn Term | Week 11 – Number: Multiplication & Division
Overview
Make equal groups Use this time to recap the basics

Add equal groups of multiplication. Year 2
multiplication will be covered in
Make arrays
the Spring term.

Making Equal Groups

Children begin by using stories which link to pictures and Are the groups equal or unequal? Write a label for each.
concrete manipulatives to explore making equal groups and
write statements such as ‘there are ___ groups of ___.’ They will
recognise and explain how they know when they are equal or
not. Children see equal groups that are arranged differently so
they understand that the groups look different but can still be
equal in number.
At this stage children do not explore multiplication formally.
. Complete the sentences
Mathematical Talk There are ___ groups of ___ pencils.
How do I know that the groups are equal? What does equal
mean? There are ___ groups of ___ flowers.
How many pencils are there in each pot? How can I complete
the sentence to describe the groups? Josh is drawing equal groups of 3
What’s the same and what’s different?
Are Josh’s groups equal or unequal? How can we make them Complete his drawing.
equal? 113 ©White Rose Maths
Making Equal Groups

Dora and Rosie are making hay bundles. Possible answer: Use concrete materials or pictures to Children will show
Dora has made complete the questions. 4 groups where
Who has made equal groups? equal groups there are the same
because she has 3 Alex has 4 equal groups. amount in each
Show me what Alex’s groups could look
Dora Rosie groups of 3 hay group for Alex and
like.
bundles. 3 groups that are
Whitney has 3 unequal groups. unequal for
Rosie has two Show me what Whitney’s groups could Whitney.
unequal groups. look like.
Encourage
children to do this
in more than one
Explain how you know. way.

Add Equal Groups

Children use equal groups to find a total. They focus on How many wheels altogether?
counting equal groups of 2, 5 and 10 and explore this within
50. 2+2+2+2+2=
Children could begin by linking this to real life, for example
animal legs, wheels, flowers in vases etc. How many fingers altogether?
Stem sentences alongside number sentences can help
children link the calculation with the situation. Ensure children 5+5+5=
have the opportunity to say their sentences aloud.
How many apples are there? Complete the sentences.
Mathematical Talk
5 + 5 + 5 + 5 = ____
How many apples are there in each bag? There are ____ apples.
Do all of the bags have an equal number of apples? There are ____ groups of ____ apples which is equal to ___
How many equal groups can you see? How many fish are there?
How can we represent this with counters/cubes/on a number Complete the sentences.
line/in a number sentence etc? Can you show this using
ten frames?
What other equipment could you use to represent your
pattern? What’s the same? What’s different?
___ + ___ + ___ = ___
Which is more, 3 groups of 10 or 4 groups of 5? Prove why. There are ____ fish.
Add Equal Groups

Eva and Whitney are making equal Possible answer: Rosie and Eva have equal groups of Possible answers:
groups of bread rolls. I agree with both. either 2, 5 or 10 Rosie: 2 + 2 + 2 +
2 + 2 = 10
They are counting Eva: 5 + 5 + 5 = 15
in groups of 10 so
Each of their totals is less than 40
they need one Rosie: 5 + 5 + 5 +
Eva more group of 10 Rosie has 5 equal groups. 5 + 5 = 25
Tania We need one more Eva has 3 equal groups. Eva: 10 + 10 + 10 =
group to make 40 30
Eva’s total is more than Rosie’s total.
We need 10 more Rosie: 2 + 2 + 2 +
rolls to make 40 2 + 2= 10
What could they be counting in?
Whitney Eva: 10 + 10 + 10 =
30
Who do you agree with? Explain why. Use equipment to help you.

Make Arrays
Children begin to make arrays by making equal groups and Build an array with counters to represent the apples.
building them up in columns or rows. Complete the sentences.
They use a range of concrete and pictorial representations There are ____ apples in each row.
alongside sentence stems to support their understanding. There are ____ rows.
____ + ____ + ____ = ____
Children also explore arrays built incorrectly and recognise the There are ____ apples altogether.
importance of columns and rows.
Complete the table.
Mathematical Talk
How many equal groups do I have? How many in each group?
Can I represent my apples with counters?
What is the difference between columns and rows?

How many counters in each row? How many counters in each
column?
How can I record my array with a number sentence?

Make Arrays
Amir and Whitney are making arrays. Possible answer: Eva begins to make an array with 40 Possible answer:
Whitney has made counters. Array showing 10
Whitney a mistake because She has finished her first row and her + 10 + 10 + 10 =
Amir
her array is not in first column. 40
Complete her array.
columns. There
are an unequal Or
amount of squares
Who has made a mistake? Explain why. in each row. 4+4+4+4+4+
4+4+4+4+4=
Teddy and Alex are writing number Possible answer: 40
sentences to describe the array.
They are both
right. Teddy has
4 + 4 + 4 + 4 + 4 = 20
Teddy counted the Write two different number sentences to
columns. Alex has describe the finished array.
5 + 5 + 5 + 5 = 20 counted the rows.
Alex
Who do you agree with? Explain why.

Year 2 Full Autumn Term

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Autumn Scheme of Learning

New for 2020/21 Lesson-by-lesson overviews

Inevitably, this lesson-by-lesson structure won’t suit

Teaching for Mastery Concrete - Pictorial - Abstract

For more information visit our online training and

4 ©White Rose Maths

Teddy Rosie Mo Eva Alex

Jack Whitney Amir Dora Tommy

Dexter Ron Annie

Number: Multiplication and

Measurement: Geometry: Consolidation Measurement: Mass,

6 ©White Rose Maths

©White Rose Maths

Counting forwards and backwards within 20

8 ©White Rose Maths

Count in 2s We have separated the step

9 ©White Rose Maths

Count & Write Numbers to 20

Count & Write Numbers to 20

Will Mr Monaghan say 11?

Explain how you know.

11 ©White Rose Maths

Tens and Ones

Tens and Ones

She should say

There are 8 tens and

Explain her mistake.

What is her number?

13 ©White Rose Maths

These images both show the same number of counters.

What happens when we get to 10? 20? 30?

How many groups of 10 can we see in the number ___ ?

Which practical equipment is best for showing groups of 10?

15 ©White Rose Maths

Tens and Ones

How many have we got? How can we make them easier to

• Three tens and four ones

• Three ones and five tens

Tens and Ones

Are they correct?

Compare Numbers within 50

Compare Numbers within 50

19 ©White Rose Maths

Count Objects to 100

Problems should be presented in a variety of ways e.g.

Which numbers sound similar? thirty-eight seventy forty-eight seventeen

Count Objects to 100

Did your partner use a different method?

Which are easier to count? What is the best strategy to use?

21 ©White Rose Maths

Represent Numbers to 100

Match the number to the correct representation.

Which resource do you prefer to use for larger numbers? Which

Represent Numbers to 100

23 ©White Rose Maths

Tens and Ones (1)

24 ©White Rose Maths

Tens and Ones (1)

25 ©White Rose Maths

2_ + _0 = 80 80 = _0 + 6_