# Early level 2 plan (term 3)

Planning notes

This plan is a starting point for planning a mathematics and statistics teaching programme for a term. The resources listed cover about 50% of your teaching time. Further resources need to be added to meet the specific learning needs of your class, to support your local curriculum and to provide sufficient teaching for a full term. ## Making benchmarks: Mass

Level Two
Geometry and Measurement
Units of Work
In this unit we will explore the idea of having benchmarks of 1 kilogram and 1/2 kilogram, or 500 grams, to aid in estimating the mass of given objects.
• Use objects of 1kg mass to estimate the mass of other objects.
• Discuss the need for having and using standard measures of mass.
• Make sensible estimates about the mass of given objects.
• Explain the meaning of metric prefix terminology (e.g kilo). ## Place value with two-digit numbers

Level Two
Number and Algebra
Units of Work
This unit supports students learning to understand the structure of two-digit numbers and how to operate with them.

Session One

• Group a set of objects in tens to aid in counting the objects.

Session Two

• Recognise how many tens and ones are in a given collection.
• Read two-digit numbers used to represent quantities.

Session Three

• Partition (break up) 100 into two numbers using tens and ones place value.

Session Four

• Rename... ## That's not fair!

Level Two
Statistics
Units of Work
In this unit we play probability games and learn about sample space and a sense of fairness.
• Use dice and related equipment to assign roles and discuss the fairness of games.
• Play probability games and identify all possible outcomes.
• Compare and order the likelihood of simple events. ## Fold and cut

Level Two
Geometry and Measurement
Units of Work
In this unit ākonga explore line or reflective symmetry and the names and attributes of two-dimensional mathematical shapes. They fold and cut out shapes to make shapes that have line symmetry.
• Explain in their own language what line symmetry is.
• Describe the process of making shapes with line symmetry.
• Name common two-dimensional mathematical shapes.
• Describe the differences between common two-dimensional mathematical shapes in relation to number of sides.
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