Maths Plan- Year- Term- School Name- Preston Candover CE Pr Sc Teacher- Class-

Year Interim Statements (for Year 2 and Year 6)

National Curriculum Objectives:

Day and L.O Main Focus Starter Teaching input Main Task & differentiation, Plenary
(arithmetic/ deployment of LSA (refer to
fluency) target group, core, SEN,
more able, PP, FSM )
Monday Name common 3D Find 1/2, Hold up a cuboid and a cube, naming each, and pass Y1 Easier (TA if Sit chn in a circle
L.O shapes and their 1/4 & 3/4 of several cuboids and cubes around the group so that chn available) and give each child
faces. amounts can handle them. What is the same about these two Work together as a group a 2D shape. Show
Name common 3D
Show table shapes and what is different? Draw out that they have to do the same activity as a 3D shape, one at
shapes and their
Name 3D shapes. on Resource flat faces and that some faces are squares and some Harder chn. Discuss the a time (cube,
faces.
sheet 1408. are rectangles. Point to each face to help chn 3D shapes and see if chn cuboid, cylinder,
Chn work in understand how this word is used in maths. Chn may can remember their cone, pyramid) and
Name 3D shapes.
pairs to describe one shape as longer than the other. Draw out names. Attach a sticky ask chn to name
.
complete that all faces of the cube are the same size. Can you note with the name of those that they can
the table, think of where you might see this shape? Point out any each 3D shape to its tray. and to look carefully
finding a half examples of each in the classroom. Rpt with a cylinder, Y1 Harder at the faces. There
and quarter a sphere and a cone. Point out how these have curved Give each group a will need to be
of each faces. Do not worry about naming the curved faces of a collection of 3D shapes, some supportive
amount. cone or sphere! Show chn packaging/objects including each shape in a tray of discussion about
a cone, cylinder, sphere, cube, cuboids of different different coloured paint. the curved faces on
proportions and a square-based pyramid. Show the Each child takes a shape the cylinder and
pyramid. This shape has flat faces, but do you think it and uses it to print as cone. Chn hold up
would be good to build with? People don’t use this many different 2D shapes their 2D shape if
shape to build, but the Egyptians made buildings in this as possible. They write they can see it on
shape. This shape is called a square-based pyramid, the 3D shape name on the 3D shape.
just like the Egyptians’ pyramids. What shapes are its the paper. (Have
faces? Pyramids can have other shapes on the bottom. reference set of shapes
The other faces are always triangles. Write the shape’s on display so that chn
name on a sticky note and attach to the package. can copy the names –
Discuss how the shapes might look a bit different, e.g. Resource sheet 62).
the square-based biscuit tin might look different from the They do this for at least 2
shoe box, but both are cuboids. shapes. They then write
 the name of each 2D
shape by the side.
GUIDED Y2 Easier
Work together to make a
display of packaging,
photographs of objects
round the classroom (and
perhaps outside) and
photographs downloaded
from the internet,
including a cube, cuboid,
cylinder, cone, sphere
and square-based
pyramid. Label each
shape and ask chn to use
interlocking geometric
shapes to make similar
shapes to go with the
display. Chn describe
each shape and add
these as labels.
Abacus Y2 WB2 p22
Y2 Harder
Give each table a set of
3D shapes for reference.
Chn draw 2 over-lapping
sets on A3 paper, and
label them ‘has flat faces’
and ‘has curved faces’.
Chn work in pairs to sort
3D shapes into these
sets and then to sort
them in different ways.
They cut and stick
pictures of 3D shapes
(Resource sheet 62)
under their own
headings. They then label
as many properties of
each shape as they can.
Abacus Y2 WB2 p25
Key Vocabulary:
Physical Resources: maths packs, Resource sheet 1272; Resource sheet 1273; Resource sheet 1116; Digital Resources: Multiplication and division modeller tool; Bead string tool;
Physical Resources: bean bag; Abacus Y1 WB2; bead string; counters; Abacus Y2 TB; Abacus Y2 WB3
Tuesday Name and describe Sorting Hold up a large cuboid (such as a shoe box). How Y1 Easier Share the display
L.O common 3D shapes. shapes many faces does this shape have? Discuss a system for Give each group a made by the Y1
Show chn counting them, e.g. round the ‘middle’ and then both collection of 3D shapes. Harder group
Name and describe
Naming 3D shapes packaging in ends. Draw a table with headings ‘Shape’, ‘Number of Chn sort into those that focusing on the
common 3D shapes.
and identifying their a range of faces’ and ‘Number of corners’. We’re going to record roll and those that don’t. vocabulary used.
properties. shapes. We the information in a table. How many corners does a Give chn a table with Compare display
Naming 3D shapes
are going to cuboid have? Ask a child to come up and count them, headings ‘rolls’, ‘doesn’t Y2 easier made
and identifying their
sort these discussing how they do this, e.g. do they count those on roll’ and space for them yesterday.
properties.
shapes into one end and the other, or the corners round the top, to place the actual
those with then the bottom. Rpt with a cylinder. This shape has no shapes underneath the
only flat corners! It has 2 flat faces, and 1 curved round the appropriate heading
faces and middle. Rpt with a cone (pass this shape around if it is (Resource sheet 951 –
those that small) and a pyramid and a sphere (1 round face, no enlarged).
have curved corners). Point to an edge. Where 2 faces meet, we call Abacus Y1 WB2 p16
faces. Label this an edge. Look for edges on the shapes we have GUIDED Y1 Harder
2 hoops and looked at. Help chn to identify one or more edges on Work together to make a
ask chn to each shape. (Don’t count them at this stage.) display of packaging,
help you to photos of objects around
put the the classroom (and
objects into perhaps outside) and
the correct photographs from the
hoop. internet to include
examples of a cube,
cuboid, cylinder, cone
and sphere. Discuss
each shape and make
sure chn are confident
with naming them. Scribe
their ideas on labels to
add to the display. These
are likely to include a
mixture of colloquial and
mathematical language.
Abacus Y1 WB2 p17
Y2 Easier
Chn work in pairs to find
the numbers of faces and
corners of a cube,
square-based pyramid
and a triangular prism.
Chn identify edges but do
 not count them. Give
each table a set of 3D
shapes for chn to use.
Abacus Y2 WB2 p23
Y2 Harder (TA if
available)
Chn use interlocking
geometric shapes to
make pyramids with
different-shaped bases.
They count the numbers
of faces and corners and
make a description card
to go with each to form a
display about pyramids.
You could add pictures of
Egyptian and Aztec
pyramids to the display.
Chn could also make
prisms with different
ends.
Abacus Y2 WB2 p24
Key Vocabulary:
Physical Resources: maths packs Resource sheet 1274; Resource sheet 1272; Resource sheet 1273; Digital Resources: Multiplication and division modeller tool; Bead string tool; Physical
Resources: 3D shapes: cube, cuboid, cylinder, sphere, cone, square-based pyramid; 3D packaging and objects ( including a cone, cylinder, sphere, cube, cuboids of different
proportions and a square-based pyramid); sticky notes; trays; coloured paint; paper; photographs of objects in the classroom; downloaded images of real life 3D objects;
interlocking geometric shapes; Abacus Y2 WB2; A3 paper; 2D shapes
Wednesday: Describe common Count in Arrange chn in a circle. Put a collection of shapes Y1 Rotate chn round Display models that
LO: 3D shapes. halves and (cone, cylinder, sphere, cube and cuboid) in the centre the activities Y1 chn made and
Describe common quarters of the circle (preferably enough of each shape for one Y1 Activity 1 describe one of
3D shapes. Naming 3D shapes Work in between two). Chn close their eyes whilst you put one Give each table a them. Can chn
and identifying their groups of 2 shape in a feely bag. Describe it, e.g. referring to the collection of eight 3D guess which one it
Naming 3D shapes properties. or 3 to number and shape of faces, and whether they are shapes. Chn play ‘Guess is?
and identifying their practice curved or straight. Chn work in pairs to pick a shape like my shape’ in pairs. They
properties. counting in the one you are describing. Reveal. Name the shape. take it in turns to secretly
halves and Rpt with other shapes. Whilst chn close their eyes, choose a shape and
then place a shape in the feely bag, then pass the bag round describe it to their
quarters up the class. Ask a child to describe it to everyone. Chn are partner. If the partner
to 30. likely to use vocabulary such as ‘pointy’, ‘round’, ‘skinny’ correctly guesses they
and ‘fat’. Do not discourage this kind of vocabulary, but together win a counter.
prompt them if necessary and encourage Y2 chn to Which pair can win 8
describe whether the faces are flat or curved, what counters first?
 shape they are and perhaps how many faces the shape GUIDED Y1 Activity 2
has. I wonder what it might be. Do you think it might be Give chn squares,
a cylinder? Why not? Rpt with other shapes & different triangles, pentagons and
chn. I spy something in the room that is shaped like a hexagons from an
cylinder. There is one on each table, and they have interlocking geometric
coloured pencils in them. What do you think it is? shapes kit. Ask them to
Where else can you see cylinders in this room? I spy experiment making 3D
something that is shaped like a cuboid. It has a very models. What numbers
bright light that you shouldn't look into, and it shines of faces are possible?
pictures onto our whiteboard. If you listen very carefully Help them to make labels
you might hear it making a noise. What do you think it to say how many of each
is? Where else can you see cuboids in this room? Do shape were used in each
you think there are more cuboids or cylinders? Rpt with model.
other shapes around the room. Easier: Abacus Y1 WB2
p18
Harder: Can you make a
shape using only
triangles? Squares and
triangles?
Y2 Easier (TA if
available)
Give the group a
collection of eight 3D
shapes. Chn play ‘Guess
my shape’ in pairs. They
take it in turns to secretly
choose a shape and
describe it to their
partner. If the partner
correctly guesses, the
pair win a counter. Which
pair can be first to win 8
counters? Encourage the
chn to use mathematical
vocabulary when they
can.
Y2 Harder
As Easier but they play in
pairs without adult
support.
Key Vocabulary:
Physical Resources: maths packs Photocopiables: Resource sheet 1275; Digital Resources: Place-value cards tool; Screen 2.19.1b; Physical Resources: packaging in various shapes;
hoops; large cuboid (e.g.shoe box); large cylindrical object; large conical object; large pyramid-shaped object; large sphere-shaped object; 3D shapes; Abacus Y1 WB2; packaging;
photographs of objects in the classroom; downloaded images of real life 3D objects; Abacus Y2 WB2; interlocking geometric shapes; blank cards; pictures of Egyptian and Aztec
pyramids
Thursday: Read the time to the Telling time Show 2 o’clock on the analogue clock on Clock tool, Y1 Easier Ask a few chn to
LO Read the time to half hour on on and then half past 2. This is the time half an hour later. Chn fill in missing times share what they do
the half hour on analogue clocks. analogue/ The hour hand is half way between 2 and 3 to show it is in a timeline with intervals at one of their
analogue clocks. digital half way between 2 and 3 o’clock, and the minute hand of 1/2 an hour (Resource chosen times, the
Telling time to clocks is half way round the clock. The minute hand moves sheet 1409). They rest of the class try
Telling time to nearest quarter on Show round the clock each hour. Move the minute hand on choose 2 times and draw and guess the time.
nearest quarter on analogue clocks. o’clock half an hour and ask the chn to join in as you count on what they might be doing
analogue clocks. times on steps of half an hour: half past 2, 3 o’clock, half past 3, at this time of day.
Clock tool. 4 o’clock… Ask chn to stand and use their arms to show Y1 Harder (TA if
Chn write 12 o’clock. Now show me half past 12. What time will it available)
the be half an hour later? Show me 3 o’clock. Now show Use cards o’clock, 1/2
equivalent me the time half an hour later. And half an hour later? past (Resource sheet
digital times Send Y1 away now to work with TA. 1410), and cards 1 to 12
on their In advance, colour the right hand side of the analogue (Resource sheet 562),
whiteboards. clock on Resource sheet 145 yellow and the left hand shuffled. Secretly take
side blue and laminate. Draw on long and short hands one number and another
to show 3 o’clock. When it’s 1/4 past something, which card. Set geared clock to
number does the long hand point to? Redraw the long show this time (or use
hand to point to 3, showing quarter past. Explain that Clock tool). What time
on this special clock, when the long hand is in the am I showing? Chn write
yellow it is a ‘past’ time. Ask the chn to chant Yellow the time on their
Past. Redraw the hands to show 1/4 to 3. How long is it whiteboards, e.g. 1/2 past
until the hour hand gets to the next o’clock time? It is 5. Reveal the 2 cards for
1/4 of an hour before the next o’clock time so we call chn to check. Rpt a few
this time ‘1/4 to’. The minute/long hand is now in the more times, and then ask
blue half of the clock, which shows us it is a ‘to’ time. chn to play the game in
Ask chn to chant several times Blue To. Draw 1/2 past pairs. Each child takes it
5. Ask chn what time they see. Agree that it could be in turns to take 2 cards,
half past or half to, but the norm is to say half past. one off the top of each
Show other 1/4 past/to and 1/2 past times, reminding shuffled pile. One child
chn of Yellow Past and Blue To. shows the clock, whilst
the other writes the time
on the whiteboard. If the
time on the whiteboard
and the time on the cards
match, the pair win a
cube.
Y2 Easier
Chn colour clocks on
Resource sheet 1411
blue (left half) and yellow
 (right half) before writing
the times underneath (1/4
past, 1/2 past and 1/4 to).
Abacus Y2 WB2 p47
GUIDED Y2 Harder
Look at the clocks on
Resource sheet 1411 and
discuss the times. What
would they be doing at
that time? Chn write
times (in words)
underneath pictures of
analogue clocks (1/4
past, 1/2 past and 1/4 to).
Challenge chn to find
times 1/4 and 1/2 hour
later.
Key Vocabulary:
Physical Resources: Resource sheet 2; Resource sheet 108; Resource sheet 109; Resource sheet 3; Resource sheet 134; Resource sheet 1116; Digital Resources: Bead string tool; Number
square tool; Physical Resources: geared teaching clock; small geared clocks; Abacus Y2 WB2
Friday Read 1/2 hour times No starter Launch Clock tool and show both analogue and digital Y1 Easier (TA if Show o’clock and
LO Read 1/2 hour on analogue/digital displays. Set time to 10 o’clock. Remind chn that the available) half past and some
times on clocks. number before the 2 dots tells us the hour, the number Give each pair the quarter to/past
analogue/digital after the 2 dots tells us how many minutes it is past the analogue and digital times on Clock tool.
clocks. Telling time to 1/4 hour. Choose 1/2 hour as the interval and click to clocks cards (Resource Hide the digital
hour. advance the 2 clocks. How has the digital clock sheet 1412). Shuffle the clock. Chn draw
Telling time to 1/4 changed? It’s now 30 minutes after 10 o’clock. There cards, and then match what they think is
hour. are 60 minutes in one whole hour and 30 minutes in the analogue and digital on the digital clock.
half an hour. We read this time as ten thirty. Rpt, clocks. Rpt. Chn then Reveal to check.
advancing the clocks by 1/2 an hour. share the 12 cards
Send Y1 away now to work with TA. between them so that
Display 4 geared analogue clocks showing 3 o’clock, each person has 6 cards.
1/4 to 4, 1/4 to 3 and 1/4 past 3. All these times are in If you have a time
the afternoon. Which one is the earliest? Latest? Work between 2 o’clock and 4
with a partner to write times in order from the earliest to o’clock, turn it over. If you
the latest. Now show these times on a digital clock on have a time between 10
Clock tool. Remind chn that 3:00 is 3 o’clock and that o’clock and 11 o’clock,
3:15 is quarter past because 15 minutes is a quarter of turn it over. If you have
an hour (60 minutes). Repeat to show 3:30 and 3:45, the time that is 1/2 hour
stressing these times as digital and analogue. later than 1 o’clock, turn
it over. If you have the
time that is 1/2 an hour
earlier than 1/2 past 9,
turn it over. If you have a
time 1/2 an hour later
than 1/2 past 4, turn it
over. Ask chn to think of
questions to ask so that
all other chn’s cards can
be turned over.
Abacus Y1 WB3 p39
Y1 Harder
Give each pair the
analogue and digital
clocks cards (Resource
sheet 1412). Shuffle the
cards. Challenge them to
match as many clocks
and times as they can
before the sand timer
runs out on their table.
Rpt. Are they getting
quicker? Chn record
some of the times in
digital format.
Abacus Y1 WB3 p41
GUIDED Y2 Easier
Pick out a few times from
set of analogue/written
times (Resource sheet
1413) and ask chn to
read them out loud. Ask
chn to find a matching
pair to their time. What
might you be doing at
this time? Put the times
back in the middle and
give chn another time.
They match pairs
together again before
discussing what they
would be doing at each
time.
Y2 Harder
Chn pick a card from set
of analogue/written times
 (Resource sheet 1413).
They make the time on
their small clocks and roll
the dice and move that
many lots of 5 minutes
forward. They try and
work out how to say that
time.
Abacus Y2 WB3 p35
Key Vocabulary
Photocopiables: Resource sheet 3; Resource sheet 134; Resource sheet 109; Resource sheet 110; Resource sheet 111; Resource sheet 1276; Resource sheet 1015; Digital Resources:
Number square tool; Bead string tool; Physical Resources: geared teaching clock; small geared clocks; Abacus Y1 WB3; sand timer; dice; Abacus Y2 WB3