Maths Year 1/2 Autumn Place Value

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

First time using Hamilton Maths?
Open Unit 1 and download the PowerPoint from 'Planning and Group Activities': a brilliant and ready-to-use maths lesson for your white board!

The PowerPoint incorporates step-by-step teaching, key questions, an in-depth mastery investigation, problem-solving and reasoning questions - in short, everything you need to get started.

All the other resources are there to support as-and-when required. Explore at your leisure - and remember that we are always here to answer your questions.

Unit 1 Counting and estimation (suggested as 3 days)

Objectives

Counting and estimation
Unit 1: ID# 12110

Y1: Count to 20 and estimate quantities.
Y2: Identify numbers, estimate quantities, count in 10s.

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

Y1 Hamilton objectives
5. Compare numbers to at least 20.
6. Read and write numbers to 20 in numerals and read numbers in words.
5a. Make reliable estimates of numbers up to 20.

Y2 Hamilton objectives
2. Count in 10s from 1-digit and 2-digit numbers.
4. Locate any 2-digit number on a 1–100 grid or a landmarked line; use this to order and compare numbers.
5. Read and write numbers to at least 100 in numerals; make recognisable attempts to write in words.

Planning and Activities

Day 1 Teaching
Swap numbers on 1 to 20 washing line. Remove all cards except 1, 5, 10, 15 and 20, but not pegs. Children say where the removed cards belong.
Further Teaching with Y2
Identify and mark 2-digit numbers on a 0–100 bead bar, 0–100 beaded line and a 0–100 landmarked line.
Group Activities: T with Y2
Y1 -- Make cube snakes to match numeral amounts; compare. Some children will order three numbers.
Y2 -- Generate random 2-digit numbers; mark on a beaded line and compare. Some children will Identify multiples of 10 that a third random number lies between.

Day 2 Teaching
Count in 10s from 5 on the 100 bead bar.
Further Teaching with Y1
Estimate then count up to 20 objects.
Group Activities: T with Y1
Y1 -- Estimate up to 20 objects in pots, or toys in different boxes; arrange and count.
Y2 -- Choose a number <10, marking it on a 100 beaded line or a 0-100 number line. Mark jumps of 10, labelling where each jump lands.

Day 3 Teaching
Place numbers on a 20-bead bar using the landmarks of 5, 10, 15, 20.
Further Teaching with Y2
Show a quantity of vouchers and ask children to estimate within a range. Model how to count the vouchers efficiently by grouping in 10s.
Group Activities: T with Y2
Use the in-depth problem-solving investigation ‘Fill the box’ as today’s group activity.
Or, use these activities:
Y1 -- Estimate the length of Plasticine worms; measure them against bead strings.
Y2 -- Estimate numbers to 50 , or to 100; use grouping in 10s to make counting more efficient and reliable.

You Will Need

  • 1–20 washing line numbers
  • 0–100 bead bar with tags
  • 0–100 and 1-20 bead strings
  • ‘0–100 beaded line’, ‘0–100 landmarked line’ (both enlarged, see resources)
  • Number cards 1–20, Cubes
  • Mini-whiteboards and pens
  • Sticky notes, 0-20 pegged number line
  • 0–9 dice, 1–10 dice, cloth
  • Additional activity sheets (see resources)
  • Various objects in boxes (up to 20 in each)
  • Counting objects, Plastic cups/pots
  • Coloured pieces of A3 paper
  • 3 similar sized boxes, selection of toys/objects for each one, plasticine
  • Supermarket vouchers, 0-20 bead bar
  • Small sorting hoops/plates for vouchers
  • Identical mugs or cups, pasta shapes

Short Mental Workouts

Day 1
Order teen numbers

Day 2
Say the number that is one more or one less

Day 3
Order numbers to 20 (Y1) and 100 (Y2)

Procedural Fluency

Day 1
Y1: Count on or back in 1s to fill in missing numbers on number snakes.
Y2: Compare and order 2-digit numbers.
Place 2-digit numbers between consecutive multiples of 10.

Day 2
Y1: Estimate the number of objects in a picture; count accurately.
Y2: Count in 10s to continue sequences.

Day 3
Y1: Identify numbers on a 0 to 20 beaded line.
Y2: Estimate the number of objects in a picture; count accurately in 10s and 1s.

Mastery: Reasoning and Problem-Solving

Y1

  • Place 6, 9, 16 and 19 on a washing line in the correct order.
  • How many numbers come between 10 and 15?
  • Which numbers are in the wrong place on this line?
    14, 17, 15, 18, 16

Y2

  • Draw a line. Mark the ends 0 and 100. Draw marks for 50, 80 and 20.
  • Which numbers are in the wrong place on this line?
    87, 88, 90, 91, 89
  • Fill in the missing numbers in each sequence:
    36, 46, 56, ___, ___
    98, 88, 78, ___, ___
    ___, 89, 79, ___, ___, 49, ___

In-depth Investigation: Fill the Box
Children fill a matchbox with items, estimate and count them accurately.

Extra Support

Y1: Monster Maths
Matching numerals 1 to 6 to spoken numbers; Ordering numbers 1 to 6

Y2: Beady Numbers
Locating 2-digit numbers on a bead string; saying which is more

Unit 2 Teens and place value in 2-digit numbers (suggested as 2 days)

Objectives

Teen numbers and pace value in 2-digit numbers
Unit 2: ID# 12126

Y1: Explore PV in numbers 11-20
Y2: Partition 2-digit numbers; write PV additions

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

Y1 Hamilton objectives
6. Read and write numbers to 20 in numerals and read numbers in words.
4a. Partition ‘teen’ numbers into 10 and 1s.

Y2 Hamilton objectives
2. Count in 10s from 1-digit and 2-digit numbers.
4. Recognise the place value of each digit in a 2-digit number.
5. Read and write numbers to at least 100 in numerals; make recognisable attempts to write in words.

Planning and Activities

Day 1 Teaching
Use a bead string to show a number of beads. Demonstrate partitioning into 10s and 1s. Model other base-10 representations that are familiar to children.
Further Teaching with Y1
Show teen numbers on a bead string.
Group Activities: T with Y1
Y1 -- Make a tower of 10, adding more to make teen numbers. What’s the biggest teen number?
Y2 -- Partition a 2-digit number using place value cards and/or a bead string; record place value addition number sentences.

Day 2 Teaching
Partition each teen number into 10 and some more using fingers and toes.
Further Teaching with Y2
Rehearse finding 2-digit numbers on a bead bar and reading these as some tens and ones. Then use place value cards to rehearse place value additions, e.g. 40 + 5 = 45, and subtractions.
Group Activities: T with Y2
Use the in-depth problem-solving investigation ‘Writing digits’ from NRICH as today’s group activity.
Or, use these activities:
Y1 -- Make teen numbers in pairs using fingers.
Y2 -- Solve place value additions and subtractions.

You Will Need

  • Bead strings
  • Bead string/bar to demonstrate
  • Cubes, number cards 11–99
  • 1–10 dice
  • Sticky notes, whiteboards and pens
  • 10s and 1s place value cards (small for children)
  • 10s and 1s place value cards (large for demonstrating)
  • Slidy box cards with place value additions and subtractions, e.g. 30 + 7 = 37, 25 – 5 = 20

Short Mental Workouts

Day 1
Compare and estimate numbers

Day 2
Count, read and write numbers to 100

Procedural Fluency

Day 1
Y1: Count in 10s and 1s on bead strings.
Partition teens numbers; write place value additions.
Y2: Show understanding of partitioning in 2-digit numbers by writing place value additions.

Day 2
Y1: Count towers of cubes in 10s and 1s.
Write place value additions to help re-build towers of teen numbers.
Y2: Show understanding of partitioning in 2-digit numbers by writing place value additions. Solve place value additions and subtractions.

Mastery: Reasoning and Problem-Solving

Y1

  • Fill in the missing numbers:
    5 + ☐ = 15
    17 – ☐ = 10
    10 + ☐ = 11
  • What teen numbers are larger than 12 and smaller than 15?
  • True or false? One more than a teen number is always another teen number.

Y2

  • Fill in the missing numbers.
    5 + ☐ = 65
    30 = 37 – ☐
    10 + ☐ = 61
  • How many numbers between 0 and 100 have the same number of 10s and 1s?
  • Mystery number:
    My digits add to 5.
    I am more than 30.
    I am less than 40.
    What number am I?

In-depth Investigation: Writing Digits
Lee was writing all the counting numbers from 1 to 20. She stopped for a rest after writing seventeen digits. What was the last number she wrote?
1. Lee carried on until she got all the way to the number 20. How many digits has she written now?
2. How many digits would Lee write to reach 30? 40? 50? Can you describe any patterns you spot? Writing Digits from nrich.maths.org.

Extra Support

Y1: Dicey Frustration
Counting up to 6 objects and finding the matching numeral, and vice versa

Y2: Beady Sums
Adding 10s and 1s to make 2-digit numbers

Unit 3 Numbers on a line; compare/order (suggested as 3 days)

Objectives

Place numbers on a line; compare and order numbers
Unit 3: ID# 12142

Y1: Compare and order numbers to 20, count in 10s from 10.
Y2: Compare and order numbers to 100, count in 10s from 1-digit numbers.

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

Y1 Hamilton objectives
3. Count on and back in 10s from 0 to 100.
5. Compare numbers to at least 20.

Y2 Hamilton objectives
2. Count in 10s from 1-digit and 2-digit numbers.
4. Locate any 2-digit number on a 1–100 grid or a landmarked line; use this to order and compare numbers.

Planning and Activities

Day 1 Teaching
Locate numbers on 20-bead bar and line, 100-bead bar and landmarked line.
Group Activities: T with Y1
Y1 -- Mark numbers on a beaded line; find numbers in between.
Y2 -- Investigate the gaps between pairs of 2-digit numbers with reversed digits.

Day 2 Teaching
Compare numbers up to 20, find a number in between, check on the beaded line.
Further Teaching with Y2
Compare numbers up to 100 using the symbols > and <, find a number in between, check on a landmarked line.
Group Activities: T with Y2
Y1 -- Mark two numbers less than 21 on beaded line, (some children will use number cards) agree which is less, and say a number in between; order all three numbers.
Y2 -- Compare pairs of 2-digit numbers. Some children will make a number in between.

Day 3 Teaching
‘Spider counting’ (counting in 10s) from 10, then 1-digit numbers on the 1–100 grid.
Group Activities: T with Y1
Use the in-depth problem-solving investigation ‘100 Square jigsaw’ from NRICH as today’s group activity.
Or, use these activities:
Y1 -- Count in 10s, find missing multiples of 10 and order multiples of 10.
Y2 -- Use spider counting to count on a 1–100 grid. Some children will also add 10 to 2-digit numbers.

You Will Need

  • 20-bead bar
  • 100-bead bar and tags
  • ‘0–20 beaded lines’ (see resources)
  • ‘0–100 landmarked lines’ (see resources)
  • ‘1–20 number track’ (see resources)
  • 1–20 number cards
  • Additional activity sheets (see resources)
  • Whiteboards or paper
  • Flipchart and pens
  • Toy Spider
  • Multiples of 10 cards
  • Counters

Short Mental Workouts

Day 1
Order numbers to 20

Day 2
Count to 20 and back

Day 3
Count from 50 to 100 in 1s

Procedural Fluency

Day 1
Y1: Mark numbers on 0–20 beaded lines.
Y2: Label marked positions on 0–100 beaded/ landmarked lines.

Day 2
Y1: Draw tags to show numbers on 0–20 beaded lines, and a number in between.
Y2: Use < and > to compare 2-digit numbers; order 3 numbers and write a number between.

Day 3
Y1: Complete sequences with missing multiples of 10.
Y2: Use spider counting to complete missing numbers in 100-grid columns.

Mastery: Reasoning and Problem-Solving

Y1

  • Which number in each pair is the biggest? Draw a circle around it.
    19, 9
    12, 18
    16, 14
    Now say a number between each pair.
  • Put these sets of numbers in order, smallest to biggest:
11, 7, 17
15, 5, 10
12, 8, 18, 20
  • Write the missing numbers:
    10, 20, 30, ☐, ☐, ☐
  • Write these multiples of 10 in order, smallest to biggest: 40, 20, 50, 80, 30

Y2

  • Which number in each pair is bigger?
    Show me using the > and < symbols.
9119
5670
1551
8279

Now say a number between each pair.

  • Write the missing numbers:
    7, 17, 27, ☐, ☐, ☐
    84, 74, 64, ☐, ☐, ☐
  • Mika says ‘If Spider starts counting at 17, she will reach 71’. Do you agree? Explain your ideas.

In-depth Investigation: 100 Square Jigsaw
Use your knowledge of counting to piece together a jigsaw of the 100-square. 100 Square Jigsaw from nrich.maths.org.

Extra Support

Y1: Missing Numbers Game
Ordering numbers from 1–12, or 1–15, or 1–20, depending on the needs of the group

Y2: Beady Sums
Adding 10s and 1s to make 2-digit numbers

Unit 4 Count to 100, 1 more/less; ordinals (suggested as 3 days)

Objectives

Counting to 100, one more/less; ordinal numbers
Unit 4: ID# 12158

Y1: Count on and back in 1s, use ordinal numbers
Y2: Count on and back in 1s and 10s, use ordinal numbers

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

Y1 Hamilton objectives
1. Count on and back in 1s to and from 100 and from any 1-digit or 2-digit number; given a number up to 100, identify 1 more and 1 less.
6a. Recognise ordinal numbers to 10.

Y2 Hamilton objectives
2. Count in 10s from 1-digit and 2-digit numbers.
4b. Order and compare: ordinal numbers.

Planning and Activities

Day 1 Teaching
Count on and back from 2-digit numbers in teams. Pass a teddy round the circle and back as children count on and back.
Group Activities: T with Y1
Y1 -- Count on/back from 2-digit numbers on a 1–100 grid. Some children will say whether numbers are above/below 50 before counting.
Y2 -- Say whether 2-digit numbers are above/below 50 before counting on/back on a 1–100 grid.

Day 2 Teaching
Find numbers 1 more and 1 less than numbers to 100; use a number grid to help reinforce these concepts.
Further Teaching with Y2
Find numbers 10 more and 10 less than numbers to 100; use ‘Spider’ on the number grid to help reinforce this concept.
Group Activities: T with Y2
Use the in-depth problem-solving investigation ‘Juggling 10s and 1s’ as today’s group activity.
Or, use these activities:
Y1 -- Find numbers on a 1-100 grid; work out 1 more or 1 less.
Y2 -- Play a game on a 1–100 grid adding and subtracting 1 and 10.

Day 3 Teaching
Use ordinal numbers up to the 10th number in context, making a line of children, then up to the 26th letter using the alphabet.
Group Activities: T with Y1 or Y2
Y1 -- Play a game involving lining up cubes and finding which one is 4th, 7th, etc.
Y2 -- Use ordinal numbers to write clues for favourite foods and animals. Some children will play a game involving lining up cubes and finding which one is 4th, 7th etc.

You Will Need

  • 1–100 grid (see resources)
  • Coin, teddy, counters and cubes
  • Mini-whiteboards and pens
  • Number cards to 100
  • 2 beanbags: 1 blue/ 1 red
  • Blank 6-sided dice: write 1 on three sides and 10 on three sides
  • Blank 6-sided dice: write + 1, – 1, + 10, + 10, – 10, – 10 on the sides
  • Squared paper and writing materials
  • Sticky notes
  • Internet access
  • Flipchart and pens

Short Mental Workouts

Day 1
Numbers to 100

Day 2
Count to 100 in 1s

Day 3
Count in 10s from 10 to 100 and back again

Procedural Fluency

Day 1
Y1: Fill in the missing numbers on the snakes.
Y2: Count on and back to fill in missing numbers.

Day 2
Y1: 1 more and 1 less number challenge: numbers 1-20, 20-50 or 50-100.
Y2: Find 1 more/less than starfish numbers, 10 more/less than shell numbers.

Day 3
Y1: What was Sammy the Snail’s position in the race?
Y1/2: Identify snails from a given finishing position.
Y2: Write words with letters of the alphabet identified by ordinal numbers.

Mastery: Reasoning and Problem-Solving

Y1

  • The animals are racing. Rabbit came after fox who came after cat. If cat was 3rd, what position was rabbit?
  • Cow was last and there were 8 animals in front of her. What number position was cow?
  • Write the missing numbers:
    9, ☐, ☐, ☐, 13, 14, ☐, ☐, 17, 18
  • Write the colour of the cubes in each position of the diagram (see download):

1st blue_______________

3rd __________________

6th __________________

4th __________________

2nd __________________

8th __________________

Y2

  • Complete the table:

10 lessnumber10 more
25
63
87
  • Fill in the missing numbers in this piece of the 1–100 grid:
74
  • Which letters of the alphabet are 1st, 5th, 10th, 15th and 20th?

In-depth Investigation: Juggling 10s and 1s
Count on and back in ones and tens.

Extra Support

Y1: Sticky Teens
Making teen numbers from 10 and some more

Y2: That Number Square!
Exploring the structure of a number square: how quickly can you put the number tiles in the right place on the grid? That Number Square! from nrich.maths.org.