# Maths Year 1/2 Spring Place Value and Number

Each unit has everything you need to teach a set of related skills and concepts.

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## Unit 1 2-digit place value (suggested as 3 days)

### Objectives

2-digit place value
Unit 1: ID# 12412

Y1: Place value, including making numbers on beaded lines.
Y2: Place value, including making and rounding numbers on landmarked lines.

National Curriculum
Y1: Num/PV (ii) (iv)
Y2: Num/PV (ii) (iii) (iv)

Y1 Hamilton Objectives
4. Locate any number on a 1–100 grid or a 0–100 beaded line.
5. Compare numbers to at least 20.
6. Read and write numbers to 100 in numerals and read numbers in words to 20.

Y2 Hamilton Objectives
3. Identify any number on the 1–100 grid, understanding that each number is a multiple of ten and some ones.
4. Locate any 2-digit number on a 1–100 grid or a landmarked line; use this to order and compare numbers with <, > and = signs.

### Planning and Activities

Day 1 Teaching
Use 10p and 1p coins, then base-10 equipment to make 2-digit numbers.
Group Activities: T with Y1 or Y2
Y1 -- Make prices on labels using 10p and 1p coins. Roll dice to determine number of 10ps and 1ps to add together to make a 2-digit amount.
Y2 -- Make 2-digit numbers using base-10 equipment. Roll dice to determine the number of sticks of 10 and single cubes to add together to make a 2-digit number; write place value additions.

Day 2 Teaching
Use place value cards to make 2-digit numbers, mark on a beaded line.
Further Teaching with Y2
Compare 2-digit numbers using > and <. Mark on a landmarked line, think of a number in between.
Group Activities: T with Y2
Y1 -- Make numbers on a bead string and record as an addition number sentence. Make 2-digit numbers using place value cards and position them on a beaded line.
Y2 -- Compare two 2-digit numbers, using symbols to correctly write inequalities.

Day 3 Teaching
Ask Y1s to place numbered tags on a bead bar and Y2s to round to the nearest multiple of 10. Discuss numbers that sit halfway between the target multiples, and the convention to round up.
Further Teaching with Y1
Think of numbers between neighbouring multiples of 10 on the bead bar.
Group Activities: T with Y1
Use the in-depth problem-solving investigation ‘Square order’ as today’s group activity.
Or, use these activities:
Y1 -- Find numbers between two neighbouring multiples of 10 and label these on a beaded line. Create 2-digit numbers and order them from smallest to largest.
Y2 -- Round 2-digit numbers to the nearest 10.

### You Will Need

• Interactive whiteboard coins
• Base-10 equipment (e.g. Dienes blocks)
• Base-10 pictures: 47 and 53 (see resources)
• Price labels (cut from resources)
• Pots of nine 10p and nine 1p coins
• 0–9 dice & digit cards
• Number cards (cut from resources)
• Pots of nine sticks of 10 and nine cubes
• 10s and 1s place value cards
• 0–100 beaded line (see resources)
• 2-digit number cards
• Feely bag
• 0–100 & 0 to £1 landmarked lines (see resources)
• Inequalities (see resources)
• 1–100 grids (see resources)
• Tens number cards (10–100)

### Short Mental Workouts

Day 1
Count in 1s and 10s to 100

Day 2
Recite numbers to 100

Day 3
Place value

### Procedural Fluency

Day 1
Y1: Use place value to write then draw amounts of money.
Y2: Write totals of 10s and 1s; complete place value additions.

Day 2
Y1: Locate 2-digit numbers on a beaded line.
Y2: Complete a table showing inequalities.

Day 3
Y1: Find numbers between pairs of neighbouring 10s numbers.
Find numbers on a beaded line and label. Label two numbers between these.
Y2: Round prices <£1 to the nearest 10p.

### Mastery: Reasoning and Problem-Solving

Y1

• Use place value cards to create these numbers:
46, 72, 81, 18.
• For each pair, circle the number that has more 10s.
(a) 34 and 51
(b) 14 and 41
(c) 59 and 61
(d) 80 and 28
• How many 10ps and 1ps in each amount?
 10ps 1ps 6 6 = 36p 4 8 = p  2 = 52p 7  = 70p

Y2

• Fill in the missing numbers:
49 = 9 + ☐
☐ – 7 = 30
90 = 94 – ☐
• Write the missing number or symbol: < or >.
87 ☐ 78
73 < ☐
14 ☐ 41
39 ☐ 62
19 > ☐ > 14
• Round these numbers to the nearest tens number:
26, 37, 61, 75, 94, 86, 55
• Write all the numbers that round to 60 as the nearest 10.

In-depth Investigation: Square order
Children place four digit cards on a grid to create 2-digit numbers and order them. They move the digits around to make smaller/larger numbers.

### Extra Support

Y1: Make the Number
Understanding place value in teens numbers

Y2: Tag, You're It
Locating 2-digit numbers on a beaded line

More or Less
Comparing pairs of 2-digit numbers.

## Unit 2 Numbers and quantities (suggested as 2 days)

### Objectives

Numbers and quantities
Unit 2: ID# 12428

Y1: 1 or 10 more/less than 2-digit numbers.
Y2: Numbers on lines, 10, 20 or 30 more/less.

National Curriculum
Y1: Num/PV (iii) (iv)
Y2: Num/PV (i) (iii) (v)

Y1 Hamilton Objectives
1. Count on and back in ones to and from 100 and from any 1-digit or 2-digit number. Given a number up to 100, identify one more and one less.
3. Count on and back in tens from any 1-digit or 2-digit number, e.g. 23, 33, 43, 53. Continue to just over 100.

Y2 Hamilton Objectives
2. Count on and back in 10s from any number.
4. Locate any 2-digit number on a 1–100 grid or a landmarked line
5. Read and write numbers to at least 100 in numerals and make recognisable attempts to write numbers in words
10. Add a 2-digit number and tens.
11. Count back in ones or tens or use number facts to take away, e.g. 27 – 3 = [_] or 54 – 20 = [_].

### Planning and Activities

Day 1 Teaching
Use the bead bar to support questions such as: What is the number after 45? What is the number before 45? Repeat with 37 and other 2-digit numbers on a 0–100 beaded line and a 1–100 grid.
Further Teaching with Y2
Ask children to estimate numbers marked on a landmarked line. They write their estimates in words.
Group Activities: T with Y2
Use the in-depth problem-solving investigation ‘That Number Square!’ as today’s group activity.
Or, use these activities:
Y1 -- Give clues for children to find numbers on a 1–100 grid. Describe each number’s position. Find numbers to make a blank number statement true.
Y2 -- Play a game in pairs estimating numbers on landmarked lines and writing them in words.

Day 2 Teaching
Use spider counting to count on and back in 10s. Find numbers that are 10 more or less (Y1), then 20 or 30 more or less (Y2).
Group Activities: T with Y1
Y1 -- Find 10 more and 10 less using a grid and counters.
Y2 -- Find 10 or 20 more and 10 or 20 less using a grid and counters. Some children will find 20 or 30 more and 20 or 30 less using a grid and counters.

### You Will Need

• 100 bead bar and tags
• 0–100 beaded line (see resources)
• 1–100 grid (see resources)
• Counters
• 0–100 landmarked line (see resources)
• Numbers as words (see resources)
• Mini-whiteboards and pens
• 0–100 landmarked lines, copied onto A3 paper (see resources)
• Flipchart and pens
• Plastic spider

### Short Mental Workouts

Day 1
Count in 10s from 10

Day 2
Numbers to 100

### Procedural Fluency

Day 1
Y1: Find one more and one less than a 2-digit number.
Y2: Estimate numbers marked on landmarked lines; read and write numbers in words.

Day 2
Y1: Find ten more and 10 less than 2-digit numbers.
Y2: Find 10, 20 or 30 more and less than 2-digit numbers.

### Mastery: Reasoning and Problem-Solving

Y1

• What is the number after:
(a) 46? (b) 59? (c) 80?
• What is the number before:
(a) 81? (b) 70? (c) 39?
• Mystery number
• I add 10 to my number and get 75. What is my number?
• 10 less than my number is 42. What is my number?
• Finish the sequences:
68, 58, 48, , , , 
32, , 52, 62, , , 

Y2

• What number adds to 63 to make 83?
• What number is subtracted from 85 to give 55?
• Write the missing numbers in the sequences:
13, , 53, , 93
96, 76, , , 
81, , 61, , , 

In-depth Investigation: That Number Square!
Explore 'smart' strategies to put numbers back in the correct place on the 100-grid.

### Extra Support

Y1: Tower Trios
Finding one more and one less than numbers up to 20

Spider Counting
Counting in 10s from 10 Spr PV Unit 2