CLIC on Your Planning Year: 2

Transcription

1 CLIC on Your Planning Year: 2 C Counting Progress Drive Steps Saying Numbers in Order Page 6 Achieved by end of Year 1 Reading Numbers Page 7 Step 5 I can read multiples of 100 To begin Step 6 I can read 3 digit numbers Discuss as a staff- do we want follow CLIC S accelerated number reading progress drives??? Squiggleworth Page 8 Step 1 I can partition a 2 digit number Ordering Numbers Page 9 Counting Skills Page 10 Actual Counting Page 11 Counting On Page12 To begin I can partition a 3 digit number I can order 2 digit numbers Achieved in REC Achieved in REC Step 4 I can count on and back 4 Step 5 I can count on and back 5 Extend to forward and backward counting sequences Counting Multiples Page 13 Step 1 I can count in 2s I can count in 5s I can count in 10s Consolidate steps 1-3 as above from Year 1, and extend to counting on and back from any multiple within 100 Step 4 I can count in 3s Count Fourways Page 14 Counting Along (interpreting number lines and scales) Page 15 1s,10s and 100s 2s,20s and 200s 5s,50s and 500s Begin to count in 1/2s and 1/4s alongside a visual image I can count on even when the numbers are not written in

2 L Learn Its Addition p18-26 Term 1: Term 2: Term 3: Plus switcher facts eg 4+8=12 and 8+4=12 Multiplication p23-32 Term 1: 10x table Say the multiples 1-5 (up to 5 x ) Say multiples 1-10 (up to 10x10) Say the table Jumbled Tables Fact Family Term 2: 5x table Say the multiples 1-5 (up to 5 x ) Say multiples 1-10 (up to 10x10) Say the table Jumbled Tables Fact Family Term 3: 2x table Say the multiples 1-5 (up to 5 x ) Say multiples 1-10 (up to 10x10) Say the table Jumbled Tables Fact Family

3 I Progress Drive Pim p34 Amounts Measures Steps It s Nothing New Adding with Pim p 35 Step 1 I can add 10s I can add 100s eg know that 2 and 3 is 500 so 200 and 300 is 500 Doubling p36 I can double 2 digit multiple of 10 I can (begin to) double 2 digit numbers Halving p37 Begin I can double 2 digit multiples of 10 Also: I recall the halving facts that are linked to even number doubles learnt in Rec and Year 1. IE I use the inverse to help me understand that if double 2 is 4 then half of 4 is 2 etc (using doubles up to up to double 10). I link these halving facts to my work with multiples of ten (eg I know half of 8 is 4 so half of 80 must be 40) Jigsaw Numbers p38 To begin I know the missing piece to 100 X10 p39 To begin Step 1 I can multiply numbers by 10 Division by 10 p 40 Smile Multiplication P 41 Coin Multiplication p42 Where s Mully? p43 POM (multiples, factors, square no s, prime no s) p44 Begin Step 1 I know what a multiple is Fact Families p45 Step 1 I know the fact families for 1 digit +1 digit facts I can turn 1d+1d facts into multiples of 10

4 C Calculation Addition steps p Steps 12 to 24 I can add 1 to a 2 digit numbers Step 13 I can add 10 to a 2 digit tens number Step 14 I can add 10 to any 2 digit number Step 15 I can add a 1 digit number to a 2 digit tens number Step 16 I can solve a 2 digit add 1 digit Step 17 I can add a 2 digit tens number to another one Step 18 I can solve any one digit add one digit in my head Step 19 I can solve any 2 digit add 1 digit 0 I can add any 2 digit tens number to another one 1 I can add a 2 digit tens number to a 2 digit number 2 I can add any 2 digit tens number to a 2 digit number 3 I can add any 2d tens number to a 2 digit number 4 I can add a 2 digit number to a 2 digit number Also: Gain experience of adding multiples of 10 to a 2 digit number eg using counting on in steps of tens to calculate this (eg put 43 in your head and count on 53,63,73 ). Also, Show these jumps on a number line. More able only : Experience expanded column method for addition eg (A) T U (2 + 5) 5 0 ( ) 5 7 (50 + 7) And crossing 10: T U (6 + 7) 6 0 ( ) 7 3 ( ) (Method (A) is in line with East Worthing schools and new curriculum- discuss and agree as a staff. With or without content in

5 brackets??) OR (B) Adding tens first: Or C) Or D) Subtraction steps P Step 13 to 27 I can take 10 from a multiple of 10 Step 14 I can take 10 from a 2 digit number Step 15 I can take a multiple of ten from a multiple of 10 Step 16 I can take a 1 digit number form a multiple of ten Step 17 I can solve 2 digit take away 1 digit Step 18 I can solve any 2 digit take away 1 digit Step 19 I can solve any 3 digit take away 1 digit 0 I can spot the next multiple of 10 0 I can count to the next multiple of ten 2 I know the gap to the next multiple of 10 3 I know the 1 digit gap from a multiple of 10 4 I know the total gap across a multiple of 10 5 I can take a multiple of 10 from any 2 digit number

6 6 I can find the 2 gaps in a 2d-2d question 7 I can solve any 2d-2d (on a number line) Multiplication steps P Check E Worthing esp for column method Consolidate steps 1-6 to 6 from Year 1 and achieve greater independence with these: Step 1 I can set out groups of toys when I play eg 3 lots of 4 cars I can find the total amount of toys (eg set out 3 lots of 4 cars and find the total) I can set out groups of blocks when I play (eg set out 3 lots of 4 blocks) Step 4 I can find total amount of blocks (eg set out 3 lots of 4 blocks and find the total) Step 5 I can draw out groups of dots eg set out 3 lots of 4 dots Step 6 I can find the total amount of dots eg set out 3 lots of 4 dots and find the total AND Steps I can write out repeated addition Step 8 I can solve repeated addition Step 9 I can solve 1 digit times 1 digit Begin to learn Step 10 I can do smile multiplication (x2,3,4,and 5)

7 Division Steps P64-68 Steps 5 to 14 I can share 6,9 or 12, or 15 objects between 3 people Step 6 I can share 6,9,12 or 15 objects into 3 Step 7 I can share 8,12,16 or 20 objects between 4 people Step 8 I can share 8,12,16 or 20 objects into 4 Step 9 I can share equally to solve division problems Step 10 I can make groups of 2s 5s or 10s Step 11 I can find how many altogether by counting through each group Step 12 I can find how many altogether by counting in 2s 5s or 10s Step 13 I can arrange a division number sentence Step 14 I can solve a division number sentence with objects Notes Page numbers refer to small, spiral bound My CLIC pupil progress/ tracking book, which is useful for quick reference. However, this needs to be looked at in conjunction with the large CLIC folder, for a more detailed approach to planning and teaching. The above Steps are skills/ objectives that represent a minimum requirement for this year group, in the relevant term. All children should be secure with these Steps. However, they should not be regarded as a ceiling, as many children will be ready to progress beyond this level. If a child in your class is not reaching the appropriate step, then support/ interventions must be provided without delay. I can statements link directly to Steps within Progress Drives (see My CLIC Book and large folder) ITALICS refer to agreed additional learning at Bramber, to supplement the Progress Drives for the year group in question