Maths Year 2 Weekly Plan: Autumn

Length, position and direction

Week 5:

Objectives: Measure the length of objects using standard units (dm, cm and m); identify left and right; recognise whole, half and quarter turns,

Week 5 Tuesday

Week 5 Monday

both clockwise and anticlockwise; recognise that a right angle is a quarter turn.
Starters
Whole class teaching
Guided group and independent paired/indiv
Plenary
practice activities
Compare numbers to Measure using decimetre strips
Most children
Lay 5
30
Choose a child to lie on a table in front of the
Children make their own card decimetre strip
decimetre
Give each child a 1 to
class. How long is Annie? Discuss how we might
with their name on it (see resources). They work
strips end to
30 card. One pair
measure her length. Pass round some 1cm
as a group to lay their strips along the side of a
end. Can you
comes up to the front.
cubes. Show children a decimetre strip (see
tray to measure its length then width to the
see anything a
Which number is
resources). This is a decimetre; it is ten
nearest strip. Rpt for length and width of table.
bit longer than
bigger? That child
centimetres. Pass round several strips. Point out Harder: Children measure to the nearest strip.
5 decimetres?
keeps both cards.
that decimetres (ten centimetres) are useful
GUIDED: Medium
Just a bit
Repeat with all other
units for measuring things. How many
Help several groups of 2 or 3 children to measure shorter? About
pairs. Then 2 pairs with decimetres long is Annie? Encourage children to each other in decimetres. One child lies on the
5 decimetres?
cards come to the
estimate. Write some of their guesses on the
floor and others lay decimetres (cardboard strips
Children use
front. Who has the
flipchart. Collect up the decimetre strips and
or rods) along her length. They must make sure
the strips to
biggest number? That
point out that they are all exactly the same
that decimetre strips do not overlap and also that check.
child keeps all 4 cards!
length. Lay decimetre strips along the length of
there are not big gaps between each one.
Repeat
with
pairs untilMeasure
Annieusing
and work
out howunderstand
long she is.there
Discuss
Children
takeactivity
it in turns to be the one lying
on round your
Count to
100
centimetres;
are
Whole class
Draw
Use the 1-100 grid
10cm in a decimetre
Give each child a sheet of A5 paper
outstretched hand and
to support counting Children look at their decimetre strips. Discuss the
and ask them to work in pairs to draw show children how to
to 100 in unison.
fact that these are all the same length. Point out
round their partners foot and then to
measure a hand span. Do
Children sit in a
that each one is divided into 10. This is because it is
measure the length of the foot outline you think your hand span
circle. Pass a bean
ten centimetres long. Children put their finger on
to the nearest centimetre using
will be more or less than
bag to one child
one space on the decimetre. One centimetre is
several decimetre strips made of
20cm? Children work in
who says 1, pass it
about one finger wide. A centimetre is a very small
paper so they can cut the last one to
pairs to draw around their
the next child who
unit and is useful for measuring smaller things. A
the right length. They neednt take of hands, and use paper
says 2 and so on to centimetre is used to measure things by people all
their socks! They record the number
decimetre strips to
100. Pass back
over the world. It is always the same! Draw round
of centimetres long. Sit with diferent
measure their hand span
(more slowly!)
your foot on paper, and hold it up. How many cm
groups, giving help to those needing
to the nearest cm,
children counting
long do you think my foot is? Write some of the
support first.
recording this on the
backwards, using
childrens suggestions on the flipchart. Demonstrate Harder: Some children may be able to drawing. Each group work

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 5 Autumn

Maths Year 2 Weekly Plan: Autumn

Length, position and direction

WednesdayWeek 5

Starters
Order
numbers to
100
Each child
writes a 2digit number
on a Post-it
note. Show
a 0-100
washing line
with multiples
of 10. Who
has a number
that goes
between 10
and 20?
Those
children
come to the
front, put
themselves in
order and
then place
Post-it
notes on
the line.
Repeat for
each interval
of 10.

Whole class teaching

Measure using rulers measured in
centimetres and metres Show the class a
30cm ruler. Show that it is the same length
as 3 decimetres, 30cm long by laying 3
decimetre rods or strips along the ruler.
Show children a metre stick. This is as long
as 10 decimetre strips. Demonstrate that
this is true by laying 10 strips along the
metre. How many cm long is the metre?
Give each child a 30cm ruler. Where does
10cm come up to on this ruler? Can you see
anything in the classroom that might be
shorter than 10cm long? Draw a table with
headings Less than 10cm, Between 10cm
and 30cm, Between 30cm and 100cm and
More than 100cm and list their
suggestions in the appropriate column.
Choose a few to check. Ask children how
long their ruler is. Can you see anything
that might be longer than 10cm, but
shorter than 30cm? Choose a few to
measure. Ask children if they can see
anything that is longer than their ruler,
30cm but shorter than a metre. Choose a
few to measure. Can you see anything
longer than 100cm? Choose a few to
compare against the stick.

Week 5:
Guided group and independent paired/indiv
Plenary
practice activities
Most children
Show two
Children choose 6 things on their tables to measure, e.g. rubbers,
childrens
pencils, books, pencil pots, ruler, w/b, zip wallet etc. Ensure that
lengths
there are items less than 10cm and things between 10cm and 30cm
from Mon
and some over 30cm, if not add some to each table. Without
which are
measuring them, but using estimating to help, children work in pairs
the same
to sort them into 3 groups as on the table (see resources), and then
to the
use rulers or decimetre strips to measure the length of each writing
nearest
the items and their lengths in the correct columns.
whole
Easier: Children sort items into 2 groups, those which they think
rod. But
might be shorter than 15cm and those that they think might be
now we
longer than 15cm (see resources).
know
about cm
GUIDED: Harder
we can
Make a short ramp from a piece of card on a large book. Were going
be more
to roll cars down this ramp, and measure how far they travel along
accurate!
the ground at the bottom. Show this with one car, and use the
Use
decimetre strips to measure the distance rolled across the floor.
decimetr
Count in 10s to get the distance in cm. If more than 100cm, show
e strips
how to use a metre stick. Write the distance in cm on a Post-it and
stick to the car. Take a 2nd car. Do you think this car will roll further or to find
the 2
not? How far do you think it might roll? Ask a child to let it go at the
lengths in
top of the ramp, and a pair to measure the distance it rolls. Did this
cm. So
car roll further or not? Write the distance rolled on a Post-it and
who is
stick it to the car. Repeat with each car. Children arrange cars in
taller?
order according to distances they rolled.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 5 Autumn

Week 5 Thursday

Maths Year 2 Weekly Plan: Autumn

Length, position and direction
Starters
Whole class teaching
Left and right
Identify left and right; give accurate directions
Remind children how Show children some shelves of objects (or display
they can make an
the resource sheet). Im thinking of an object on
L-shape using their
these shelves. Its on a shelf below the car, and left
left hands by holding of the dinosaur. What am I thinking of? Ask diferent
hands, palms facing
children to secretly choose objects and tell children
away, fingers
where they are on the shelves. Were going to write
together, thumbs
instructions to help Jimmy to reach the door.
stuck out.
Choose a destination that will mean
Remember, L is for
circumnavigating some tables. Give instructions:
left! Play Simon
turn left, turn right, any number of steps forwards.
says Wave your
But he sometimes muddles left and right, so well
left arm. Simon says
need to watch him! Stand up Jimmy and face the
wave your left arm.
board. What does Jimmy need to do first? Which
Simon says look to
way does he need to turn? How many steps do you
the right. Remember think he needs to take now? Ask Jimmy to take this
that children should
number of steps. Was this too many or too few?
look to their right,
What does he need to do next? Record the
not yours! Raise
instructions as you discuss them, making any
your right hand.
necessary alterations. Once Jimmy has reached the
Follow
Understand clockwise and anticlockwise turns and right
directions
angles as quarter turns
Give each pair a
Ask children to pretend they are standing in the middle
copy of the
of a huge clock. Place numbers 12, 3, 6 and 9 on
Robots maze
opposite walls to represent the quarter hours. Stand and
from yesterday.
face the number 12 on the clock. They need to pretend
Secretly choose
their arms are the hands on a clock. Which way will you

Week 5:
Guided group and independent paired/indiv
Most children practice activities
Children work in pairs to write simple instructions to
help a robot get through a maze (see resources). It
might help to walk their fingers around the route or
use a play person.
GUIDED: Medium
Show chn how they can program a floor robot to
move backwards, forwards, left & right. Draw a
simple map, e.g. of a town with wide streets, and a
home for the floor robot. (Alternatively you could
draw a map related to a topic you are working on,
such as a jungle, space, mountains and rivers, or
copy the maze from the paired practice activity.)
Make sure that the roads are all at right angles to one
another. Place the floor robot at one end of the map.
Robbie the Robot wants to go home. We need to
write a program for him to get home. He cant crash
into peoples houses, they wouldn't be very happy, so
we must try to keep him on the roads. What do you
think he should do first? And then? Lets try that out.
Most children
Children count the number of turns in a route
through a maze (see resources). They then make up
another route through the maze again counting the
number of turns necessary.
Harder: Children record how many turns are
clockwise and how many are anticlockwise.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 5 Autumn

Plenary
Show the
instructio
ns for
Robbie
the
robot,
and set
him of
so
children
can see
him go
home!
See if
children
can
follow
where he
is in the
instructio
Children
from the
Guided
group
programm
e the robot
to make

Week 5 Friday

Maths Year 2 Weekly Plan: Autumn

Length, position and direction
a square on the
grid and give
children
instructions to
reach it. They
draw the journey
the robot takes.
Did they all end
up in the same
place?

turn? We call this direction clockwise because it is the

same direction as the hands move on the clock. Turn
clockwise to face number 3. How far have you turned?
Agree that children have made a quarter of a turn
clockwise. Explain that we also call this quarter turn a
right angle turn. Tell children to turn to face 12 again
and point out that they are turning anti-clockwise. Now
turn to face the number 6. How far have you turned?
Did you turn anticlockwise or clockwise? Now turn to
face 3. Repeat asking children to face 12, 3, 6 or 9,
making , and whole turns either anti-clockwise or
clockwise. Give clear instructions. Walk 2 steps forward
and then make a quarter turn clockwise.

Week 5:
GUIDED: Easier
Draw a clock face on a large piece of paper and
place a floor robot in the centre. Show children how
to programme it to turn through and turns,
clockwise and anticlockwise. Lets make the robot
face the number 9. How can we do this? Try out
childrens suggestions. How can we make it face 12
again? How is this instruction similar and how is it
different? Repeat asking children to programme the
robot to face 12, 3, 6 or 9 and also back to a
previous number to practise clockwise and anticlockwise.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 5 Autumn

or turns
clockwise
or
anticlockwi
se. The
rest of the
class
describe
the
movement
.

Maths Year 2 Weekly Plan: Autumn

Length, position and direction

Week 5:

Resources
1-30 cards
1cm cubes
Thin card
Scissors
Template for decimetre strips (see resources)
Decimetre strips made of paper (lots!)
1-100 grid
Bean bag
A5 paper
0-100 washing line with multiples of 10
Post-its
Metre stick
30cm rulers
Piece of A4 card and book
Selection of diferent sized cars
Objects less than 30cm for children to measure
Tables to record measurements (see resources)
Floor robot such as a Roamer
Large piece of paper
Help the robot to get home Activity sheet (see resources)
How many quarter turns? Activity sheet (see resources)
Abacus Year 2 Workbook 1

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Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 5 Autumn

Maths Year 2 Weekly Plan: Autumn

Length, position and direction
Scroll down for Abacus Workbook Pages for Alternative/Additional Practice and Outcomes

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 5 Autumn

Week 5:

Maths Year 2 Weekly Plan: Autumn

Length, position and direction

Week 5:

Abacus Workbook Pages for Alternative/Additional Practice

Day
Monday

Group
Most children

Page
Workbook 1, page 48

Tuesday

Most children

Workbook 1, page 46

Wednesday

Easier
Most children
Harder
Most children

Workbook
Workbook
Workbook
Workbook

Thursday

1,
1,
1,
1,

page
page
page
page

49
50
51
47

Scroll down for outcomes

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 5 Autumn

Maths Year 2 Weekly Plan: Autumn

Length, position and direction

Week 5:

Outcomes
Monday
1. Use a uniform unit to
measure to the length to the
nearest unit.

Tuesday
1. Measure length to the
nearest centimetre.

Outcomes for most children

Wednesday
1. Choose from a range to
estimate the lengths of
objects.
2. Measure length to the
nearest centimetre.

Thursday

Friday

1. Follow and give

instructions involving
position, direction and
movement including left and
right.

1. Recognise whole, half and

quarter turns, both clockwise
and anticlockwise.
2. Recognise that a right
angle is a quarter turn.

Default (outcomes for children not on statements but not able to reach the outcomes for most children)
1. Use a uniform unit to
measure to the length to the
nearest unit.

1. Measure length to the

nearest centimetre.

1. Estimate whether items

are longer or shorter than
15cm.
2. Measure length to the
nearest centimetre.

1. Follow and give

instructions involving
position, direction and
movement including left and
right.

Only record names of children who struggled or exceeded these outcomes

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 5 Autumn

1. Recognise whole, half and

quarter turns, both clockwise
and anticlockwise.