All › Mixed Age Year 1 and 2 Place Value and Statistics Step 6 Resource Pack

Mixed Age Year 1 and 2 Place Value and Statistics Step 3 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 1 One More, One Less & Year 2 Block Diagrams for Summer Block 1.

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This Mixed Age Year 1 and 2 Place Value and Statistics Step 3 pack includes:

- Mixed Age Year 1 and 2 Place Value and Statistics Step 3 Teaching PowerPoint with examples.
- Year 1 One More, One Less Varied Fluency with answers.
- Year 1 One More, One Less Reasoning and Problem Solving with answers.
- Year 2 Block Diagrams Varied Fluency with answers.
- Year 2 Block Diagrams Reasoning and Problem Solving with answers.

Mathematics Year 1: (1N1a) Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

Mathematics Year 1: (1N2b) Given a number, identify one more and one less

Mathematics Year 1: (1N4) Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least

Mathematics Year 1: (1N2c) Read and write numbers from 1 to 20 in numerals and words

Mathematics Year 2: (2S1) Interpret and construct simple pictograms, tally charts, block diagrams and simple tables

Mathematics Year 2: (2S2a) Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity

Mathematics Year 2: (2S2b) Ask and answer questions about totalling and comparing categorical data

**Differentiation for Year 1 One More, One Less:**

**Varied Fluency**

**Developing **Questions to support understanding one more and one less. Numbers within 50 which do not cross the tens column. Pictorial support is given.

**Expected **Questions to support understanding one more and one less. Numbers within 100 including crossing the tens column. Pictorial support is given.

**Greater Depth **Questions to support understanding one more and one less. Numbers within 100 including crossing the tens column. Numbers may be written in numerals and words. No pictorial support is given.

**Reasoning and Problem Solving**

**Questions 1, 4 and 7 (Problem Solving)**

**Developing **Creating 2-digit consecutive numbers from given digits. Numbers are within 50 and do not cross the tens column. Pictorial support is given.

**Expected **Creating 2-digit consecutive numbers from given digits. Numbers are within 100 and may cross the tens column. Pictorial support is given.

**Greater Depth **Creating consecutive numbers from given digits. Numbers are within 100 and may cross the tens column. Numbers may be written in numerals or words. No pictorial support is given.

**Questions 2, 5 and 8 (Reasoning)**

**Developing **Consider a visual representation of manipulatives and a related statement with a misconception. Identify the misconception and explain the reasoning. Errors are of addition or subtraction in ones. Numbers are within 50 and do not cross the tens column.

**Expected **Consider a visual representation of manipulatives and a related statement with a misconception. Identify the misconception and explain the reasoning. Errors include place value based mistakes. Numbers are within 100 and may cross the tens column.

**Greater Depth **Work out the mystery number using knowledge of one more and one less. Numbers are within 100 and may cross the tens column. Numbers may be written in numerals or words.

**Questions 3, 6 and 9 (Problem Solving)**

**Developing **Check a test and correct any mistakes found. Numbers are within 50 and do not cross the tens column

**Expected **Check a test and correct any mistakes found. Numbers are within 100 and may cross the tens column.

**Greater Depth **Check a test and correct any mistakes found. Numbers are within 100 and may cross the tens column

**Differentiation for Year 2 Block Diagrams:**

**Varied Fluency**

**Developing **Questions to support constructing and interpreting block diagrams where each block represents 1 and questions refer to totalling and comparing data.

**Expected **Questions to support constructing and interpreting block diagrams where each block represents 2, 5 or 10 and questions refer to totalling and comparing data.

**Greater Depth **Questions to support constructing and interpreting block diagrams where each block represents 2, 3, or 10 (half blocks used for 2 and 10) and questions refer to totalling and comparing data.

**Reasoning and Problem Solving**

**Questions 1, 4 and 7 (Problem Solving)**

**Developing **Use the stem sentences to create questions about the block diagram where each block represents 1 and question stems refer to totalling and comparing data.

**Expected **Use the stem sentences to create questions about the block diagram where each block represents 2, 5 or 10 and question stems refer to totalling and comparing data.

**Greater Depth **Use the stem sentences to create questions about the block diagram where each block represents 2, 3 or 10 (half blocks used for 2 and 10) and question stems refer to totalling and comparing data.

**Questions 2, 5 and 8 (Reasoning)**

**Developing **Explain whose statement about the block diagram is correct. Each block represents 1 and statements refer to totalling and comparing data.

**Expected **Explain whose statement about the block diagram is correct. Each block represents 2, 5 or 10 and statements refer to totalling and comparing data.

**Greater Depth **Explain whose statement about the block diagram is correct. Each block represents 2, 3 or 10 (half blocks used for 2 and 10) and statements refer to totalling and comparing data.

**Questions 3, 6 and 9 (Reasoning)**

**Developing **Explain what is the same and what is different between the two different charts and graphs. In block diagrams, each block represents 1.

**Expected **Explain what is the same and what is different between the three different charts and graphs. In block diagrams, each block represents 2, 5 or 10.

**Greater Depth **Explain what is the same and what is different between the different charts and graphs. In block diagrams, each block represents 2, 3 or 10 (half blocks used for 2 or 10).

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