•Day 1D

ay 2D

ay 3

Read 3-digit numbers in words.Chn write any 3-digit number on whiteboards (Y2s in numerals, Y3s in words). Divide class into 2 teams. One child from one team holds up their number, child from opposite team reads it. Continue like this, choosing different chn. Extend to 4-digit numbers.

Recall addition pairs to 6, 7, 8, 9.Stick large digit cards 0–9 randomly face down on board. Child turns over a card, eg 4. They must try to turn over a second card that is its partner to 9 (5). If they find a pair they keep the cards, if not replace them. Chn take turns.

Demonstrate how to use the ruler to draw a line 10 cm long. Challenge chn to try this at their tables. Emphasise the need to keep hand firmly on the ruler.

Y2 2.1 p22Measuring objects in cm

AllShow the length of a straw. Compare with other objects: Are they longer/shorter than the straw? Hold up a ruler. The markings are 1 cm apart. Length is measured in cms. Write centimetre and cm on the board. Ask chn to show a cm on their ruler. Show it is the length between the markings. Choose object that is shorter than the ruler, use ruler to measure how many cm long it is. Count and write how many cm it is. Rpt with chn measuring other objects.

AllShow tape measure. It is 5 m long. Choose a long length. Chn estimate. Show how to measure using tape measure. Compare results with estimates. Rpt for other lengths. Choose a very long distance. The distance is a lot of metres and for very long distances we measure in kilometres. Write 1000 m = 1 km.

Y3 3.1 p35Choosing appropriate measures

Y2 C1.a.2Measuring objects using 10 cm rod

Y3 3.1 p34Measuring in centimetres

Y3 C1.a.4Calculating distances in m and calculating if this is more/less than a km

Y2 C1.a.4Measuring books using a ruler

Y2 C1.a.5Measuring lengths of string using rulers

Y3 C1.a.3Investigating the relationship between head circumference and arm length

Y3 C1.a.3Investigating the relationship between head circumference and arm length

Y2 C1.a.1Finding things longer and shorter than a shoe

Y2 and Y3: Estimate, measure and compare lengths in cm and m; Use a rulerY3: Use decimal notation for m and cm

Y3 C1.a.1Measuring strips of card to make a puppet

Y2 2.1 p22Measuring objects using cm

Y2 C1.a.4Measuring books using a ruler

Y2• Recognise a

cm as a unit of measurement

Y3• Measure in cm

using a ruler• Know

relationship between m and cm

Put chn in 2s and 3s and give each group a 10 cm rod. Each group tries to find an object that is 1 cm, 2 cm…5 cm long. Discuss results.

Y2• Measure using

a 10 cm rod• Recognise a

cm as a unit of measurement

Y3• Measure in cm

and m • Begin to use a

tape measure• Know the

relationship between km and m

Investigate how many chn lying end to end on the floor make a line of 10 m. Use this to estimate how many will make a line of 100 m and a line of 1 km.

Y2Hold up a 10 cm rod. What is it? What units does it measure in? The markings are 1 cm apart, like the ruler. Show a big book. How can we measure this using 10 cm rods? Discuss then line up end to end to measure. [ITR Y2 C1.a]

AllUse school hall or outside space. Show tape measure again. Show that 2 tape measures make 10 m. Ask four Y3 chn to help measure out a rectangle 6.5 m × 3 m on the floor. Two chn measure 5 m. Hold a finger to mark 5 m. How much more do we need? (1 m 50 cm) Mark the distance with masking tape. Ask two more chn to measure a width of 3 m. Mark with tape. Discuss the length and width of the rectangle. Can you think of any objects which are the same size as this shape? (eg a lorry?)

Y2• Begin to use a

tape measureY3• Understand

1 m = 100 cm• Measure

using a tape measure in m and cm

• Use decimal notation for m and cm

Maths Weekly Plan: Year 2 and 3A

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Activities OutcomesPlenaryObjectives Main teaching

Add by counting on, starting with the larger number.Chn have 0–20 number lines in front of them. Write an addition eg 4 + 7 = , chn add mentally by counting from the larger, placing a counter on the number that matches their answer. Rpt with different additions.

Y2/Y3• Measure and

compare lengths using standard units: centimetres

Y2• Measure and

compare lengths using uniform non-standard units

Y3• Use a ruler

to draw and measure lines to the nearest half centimetre

• Know the relationship between kilometres and metres, metres and centimetres

Mental oral starter

Week 5

Group 1

Y2

Group 2

Y2

Group 3

Y3

Group 4

Y3

Day 4

Day 5

Estimate a set of objects up to at least 50.Show chn 40 cubes on a flat surface. Chn estimate how many cubes there are and write it on their whiteboards. Child counts the cubes by grouping in 10s. Check total against the estimates. Rpt.

Name 2D shapes.Get into shape teams, Circles, Squares, etc. Play ‘Behind the wall’. Use puppet to choose shape and show half of it, chn try and name it. Discuss its properties. Give shape to appropriate team. Rpt for different shapes.

Show 3 objects (table, pen, chair). What would you use to measure them? Discuss. Ruler is best for small objects (pen), tape measure for large objects (table) and metre stick for large objects that are less than a metre (chair).

Y2/Y3• Estimate,

measure and compare lengths in metres and centimetres

• Recognise the relationship between metres and centimetres

Y3• Use decimal

notation for metres and centimetres

Y2 C1.b.2Measuring heights in cm and drawing scale drawings

AllHold metre stick, show unmarked side. Write metre and m to show different ways of writing. How many cm in a metre? Write 100 cm = 1 m. Choose a length; ask chn to estimate how many cm or m long it is. Model how to measure using metre stick. Compare result with estimates.

Y3 Show piece of string (more than 1 m long). Is this more or less than 1 m long? Measure using metre stick. Write: Length is 1 m 34 cm OR 1·34 m. The (decimal) point is used to separate m from cm. How many cm long is the string? List other lengths of materials. [ITR Y3 C1.b]

AllShow the tape measure again. It’s divided into cm. Can you remember how long is it? Take suggestions. Ask 2 chn to stretch out the tape measure and help another child measure it using a metre stick. It is 5 m long. We are going to measure the heights of some of you using the tape measure. Fix it to the wall. Chn come out in pairs and measure each other’s heights. Discuss different ways of writing the height. Who is the tallest/shortest?

Y2 2.1 p25Estimating in m and cm

Y3 3.1 p38Estimating lengths in m and cm

Y3 3.1 p40Converting m/cm into cm and doing calculations

Y2 2.1 p24Estimating more or less than 1 m

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Y3 C1.b.1Measuring tables in m and cm

Y2 C1.b.1Using strips to mark metres and measure heights

Y2• Recognise

and use a metre stick

• Begin to know 100 cm = 1 m

Y3• Measure in cm

and m using a metre stick

• Use decimal for m and cm

Choose 5 chn to come and put themselves in height order. Ask the rest of the class to estimate the tallest child’s height. Measure using a tape measure and compare to estimates.

Y2• Begin to

measure using a tape measure

• Know a tape measure is 5 m long

Y3• Measure using

a tape measure in m and cm

• Use decimal notation for m and cm

Vocabularylargest/smallest length, long, longer than, longest height, high, higher than, highestwidth, wide, wider than, widesttall, taller than, tallest short, shorter than, shortest ruler markings centimetre, cmbetweenmeasure tape measure estimatemetre, m

kilometers, kmunitsmetre stickless/moredecimal pointhow many? distance compare nearly additionaddition pairs2D shapes properties

Resourcesdrinking straws10 cm rodsrulers marked in cmobjects shorter than 30 cmtape measuresa large bookmasking tapemetre sticks marked in cmpiece of string more than 1 metre long0–20 number lineslarge digit cards 0–9a puppeta selection of 2D shapesa shoe

objects with lengths between 2 cm and 20 cm

Post-it notes books of different sizesdifferent lengths of dampened stringglueBlu-tacktwo strips of paper in different colourslabelssplit pinslength of squared paper about 1·5 m by

0·5 m per childstrips of cardscissorsfelt-tip pens

place-value cards (HTU)calculatorball of string40 cubescounterswhiteboard

Activities OutcomesPlenaryMental oral starter Objectives Main teaching

Y3 3.1 p37Using km and solving word problems

Group 1

Y2

Group 2

Y2

Group 3

Y3

Group 4

Y3