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... 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 etc 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 students 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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