1. Place Value and Fractions
Ordinal numbers, Place value
Properties of 2-digit numbers, Rounding
Objectives
Day 1
Use ordinal numbers in context up to 10th and beyond.
Day 2
Compare numbers using the symbols < and >.
Day 3
Round 2-digit numbers to nearest multiple of 10.
Day 4
Before teaching, be aware that:
On Day 1 you will need a selection of age birthday cards (to include 1st, 2nd, 3rd, 6th, 9th; children will need mini-whiteboards and pens.
On Day 2 you will need landmarked line (see resources), black card strips and fasteners to make <, and > signs, cubes, card, 0-9 cards.
On Day 3 you would be best-served by using a bead bar and tags; children will need mini-whiteboards and pens.
On Day 4 you will need items for sale with price labels [17p, 25p, 32p, 49p, 55p, 63p, 74p, 86p and 99p], a landmarked line (see resources).
Year 2

2. Place Value and Fractions
Ordinal numbers, Place value
Properties of 2-digit numbers, Rounding
Starters
Day 1
1 more/1 less (pre-requisite skills)
Day 2
Order 2-digit numbers (pre-requisite skills)
Day 3
Place value (simmering skills)
Day 4
Rounding (simmering skills)
Choose starters that suit your class by dragging and dropping the relevant slide or slides below to the start of the teaching for each day.
Year 2

3. Place Value and Fractions
Ordinal numbers, Place value
Properties of 2-digit numbers, Rounding
Starter
1 more/1 less
Pre-requisite skills – to use this starter, drag this slide to the start of Day 1
Ask children to write a number on their whiteboards between 10 and 50. Choose a child to stand up and show their number. Draw 3 boxes next to each other on IWB. Write that number in the middle box. Choose children to come up and write the number one more on the right side and the number that is one less on the left. Repeat with other numbers. As children get used to the activity, simply point at the boxes and have children call out/ show you with a number fan the numbers 1 more and 1 less
Year 2

4. Place Value and Fractions
Ordinal numbers, Place value
Properties of 2-digit numbers, Rounding
Starter
Order 2-digit numbers
Pre-requisite skills – to use this starter, drag this slide to the start of Day 2
Put children in groups of 4. They each write a 2-digit number on a whiteboard and then work together to put them in order from the smallest to largest. Show a grid (see resources) for them to check. Repeat then ask 2 groups of 4 to combine and order all 8 on whiteboards.
Year 2

5. Pre-requisite skills – to use this starter, drag this slide to the start of Day 2
Put children in groups of 4. They each write a 2-digit number on a whiteboard and then work together to put them in order from the smallest to largest. Show a grid (see resources) for them to check. Repeat then ask 2 groups of 4 to combine and order all 8 on whiteboards.
Year 2

6. Place Value and Fractions
Ordinal numbers, Place value
Properties of 2-digit numbers, Rounding
Starter
Place value
Simmering skills – to use this starter, drag this slide to the start of Day 3
Show children how to show 35 using hands. Close your hands, flash 10, three times, and then hold up 5 fingers. Hold up a 2-digit number, say 3, 2, 1. Children show the number. Repeat.
Year 2

7. Place Value and Fractions
Ordinal numbers, Place value
Properties of 2-digit numbers, Rounding
Starter
Rounding
Simmering skills – to use this starter, drag this slide to the start of Day 4
Use the hall or an outside space. Children stand holding numbers: 0, 10, 20… 100. Give other children a card each. A group at a time, they stand between the correct multiples of 10, then move to the closest 10.
Year 2

8. Day 1: Use ordinal numbers in context up to 10th and beyond.
Look at these birthday cards.
Talk to your partner.
What do you notice about the numbers on the cards?
Numbers like this that show an order are called ordinal numbers.
1st, 2nd, 3rd…
Show children a selection of birthday cards which show ordinal numbers, e.g. Happy 9th Birthday! Ensure that they include 1st, 2nd and 3rd so that you can discuss how these are written differently.
Year 2

9. Look at how 21st is written on this card. Which person is the oldest?
Day 1: Use ordinal numbers in context up to 10th and beyond.
Look at how 21st is written on this card.
You don’t normally get birthday cards for someone who is But how might it be written?
22nd
And 23?
23rd
Which person is the oldest?
And the youngest? ?
Year 2

10. Look at these two birthday cards…
Day 1: Use ordinal numbers in context up to 10th and beyond.
Look at these two birthday cards…
If a person is older than 6 but younger than 9, what might be on their card?
7th, 8th
Year 2

11. Day 1: Use ordinal numbers in context up to 10th and beyond.
Time to line up…
Take your whiteboard and pen with you…
Now write your position in the order on your whiteboard!
Now read your ordinal number – who’s 1st?
Year 2

12. Gina, Peter and Sam are 2 m , 6th, 8th, 7th, 2nd, 3rd, 1st
Day 1: Use ordinal numbers in context up to 10th and beyond.
Can you crack this code?
Gina, Peter and Sam are 2
15th
m , 6th, 8th, 7th, 2nd, 3rd, 1st
m e e t i n g
Today would be a great day to use a problem-solving investigation – Racing Riddles – as the group activity, which you can find in this unit’s IN-DEPTH INVESTIGATION box on Hamilton’s website.
Alternatively, children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT: Describe multi-coloured cube towers using ordinal numbers
ARE/ GD: Work out secret messages using ordinal numbers.
4th, 7th
a t
9th, 5th, 15th
2 p m
Year 2

13. Challenge
The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT: Solve puzzles with ordinal numbers to 10th (Sheet 1).
ARE/ GD: Solve puzzles with ordinal numbers to 15th (Sheet 2).
Year 2

14. 35 51 83 Day 2: Compare numbers using the symbols < and >. 35 51 83
Where is 51 on this line?
Is it closer to 50 or 60?
Where would 35 go on this line?
Imagine ten beads between 30 and 40.
Where would you put 83 on this line?
Nearer 80 or 90?
Closer to 80 or 85, which is halfway between 80 and 90?
Year 2

15. 27 42 78 Day 2: Compare numbers using the symbols < and >. 27 42 78
What about 78?
Show me where would 27 go on this line…
And where does 42 sit?
Year 2

16. Day 2: Compare numbers using the symbols < and >.
Using your card strips and two towers of cubes, complete a demonstration to model
equals
greater than
less than.
Make an equals sign by securing 2 strips of black paper with brass fasteners to a background piece of card. Explain:
The equals sign means that whatever is on each side must balance.
There is space for more cubes at this end than at the other, we call this a greater than sign: what’s on this side is greater than what is on the other side. Record 3 > 1.
The smaller number goes on the left this time, there’s less space here. Record 1 < 3.
Year 2

17. What 2-digit numbers can we make with these cards?
Day 2: Compare numbers using the symbols < and >. 38 83
What 2-digit numbers can we make with these cards?
Which number is bigger? 8 3
Write an inequality to show this, using < or >.
38 < 83
83 > 38
Year 2

18. Day 2: Compare numbers using the symbols < and >. 17 71
What 2-digit numbers can we make with these cards?
Which number is bigger? 1
Write an inequality to show this, using < or >. 7
17 < 71
71 > 17
Year 2

19. Day 2: Compare numbers using the symbols < and >. 56 65
What 2-digit numbers can we make with these cards?
Which number is bigger? 6 5
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT: Using beaded and landmarked lines, children record inequalities between two 2-digit numbers, using symbols for inequalities.
ARE: Using a landmarked line, pick 2-digit numbers to complete inequalities, using symbols for inequalities.
GD: As ARE and mark number sentences on the ‘Inequalities’ sheet (see resources).
Write an inequality to show this, using < or >.
56 < 65
65 > 56
Year 2

20. Challenge
The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT: Complete a table showing inequalities. Use a beaded line to model position of numbers (Sheet 1).
ARE/ GD: Complete a table showing inequalities. Use a landmarked line to model position of numbers. Complete a ‘loop’ challenge (Sheet 2).
Year 2

21. Where would 32 go on this line?
Day 3: Round 2-digit numbers to nearest multiple of 10. 32
Where would 32 go on this line?
Is it nearer to 30 or 40?
To round 32 to the nearest 10 we round it ‘down’ to 30 because that’s the closest multiple of 10.
If we were adding the prices of lots of toys, and just needed to know roughly how much the whole lot would be, we could round each price to the nearest £10 and then add them.
Year 2

22. Where would 68 go on this line?
Day 3: Round 2-digit numbers to nearest multiple of 10. 68
Where would 68 go on this line?
Is it nearer to 60 or 70?
To round 68 to the nearest 10 we round it ‘up’ to 70 because that’s the closest multiple of 10.
Year 2

23. Where would 43 go on this line? What is 43 rounded to the nearest 10?
Day 3: Round 2-digit numbers to nearest multiple of 10. 43
Where would 43 go on this line?
What is 43 rounded to the nearest 10?
To round 43 to the nearest 10 we round it down to 40 because that’s the closest multiple of 10.
Year 2

24. Round it to the nearest 10…
Day 3: Round 2-digit numbers to nearest multiple of 10. 97
To round 97 to the nearest 10 we round it up to 100 because that’s the closest multiple of 10.
Where would 97 go?
Round it to the nearest 10…
Year 2

25. What is 45 rounded to the nearest 10? Where would 45 go on this line?
Day 3: Round 2-digit numbers to nearest multiple of 10. 45
Talk to your partner.
What is 45 rounded to the nearest 10?
Where would 45 go on this line?
So, 45 is in the middle of 40 and 50.
We need a rule for rounding numbers that sit half-way between the target multiples.
We always round up.
45 rounded to the nearest 10 is 50.
Year 2

26. What is 25 rounded to the nearest 10?
Day 3: Round 2-digit numbers to nearest multiple of 10. 25 75 95
What is 25 rounded to the nearest 10?
What is 75 rounded to the nearest 10?
What is 95 rounded to the nearest 10?
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT: Make 2-digit numbers and round them to the nearest 10, using a beaded line to support locating numbers.
ARE/ GD: Shopping activity: make 2-digit prices and round them to the nearest 10, using a landmarked penny line to support locating numbers.
Year 2

27. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT/ ARE/ GD: Rounding amounts of money to the nearest 10p. Challenge to investigate totals with or without rounding to estimate (Sheet 1)
Challenge
Year 2

28. Let’s round each price to the nearest 10p.
Day 4: Round 2-digit numbers to nearest multiple of 10.
49p
Let’s round each price to the nearest 10p.
63p
55p
74p
32p
86p
17p
99p
Year 2

29. What are your strategies for adding multiples of 10?
Day 4: Round 2-digit numbers to nearest multiple of 10.
If we want to add these prices quickly, to know roughly how much they will be in total, it is much easier to round them first.
17p
49p
63p
Add, 20p, 60p and 50p…
50p
20p
60p
What are your strategies for adding multiples of 10?
What are the children’s strategies for adding multiples of 10? Are they using number facts to help, e.g by using 3 + 4? Or do they use ‘Spider’ to add 10s on the 100-square?
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT/ ARE: Identify numbers that will round to a given 10, using landmarked or penny number lines.
ARE/ GD: Round prices to the nearest 10p to keep a running total; use a calculator to find exact totals.
Year 2

30. Challenge
The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT/ ARE/ GD: Write numbers that will round up and down to each multiple of 10, from 20 to 100.
Year 2

31. Place Value and Fractions
Ordinal numbers, Place value
Properties of 2-digit numbers, Rounding
Well Done! You’ve completed this unit.
Objectives
Day 1
Use ordinal numbers in context up to 10th and beyond.
Day 2
Compare numbers using the symbols < and >.
Day 3
Round 2-digit numbers to nearest multiple of 10.
Day 4
You can now use the Mastery: Reasoning and Problem-Solving questions to assess children’s success across this unit. Go to the next slide.
Year 2

32. Problem solving and reasoning questions
In a race… Ali came 4th, Bella came 2nd, Carrie came 6th and Dave came 3rd.
Draw the children (using stick drawings!) in the order they arrived. Draw and give names to the ones who came before and between them.
Draw a line. Mark the ends 0 and 100. Draw marks for 59, 71, 19 and 91.
Write numbers to make these sentences true.
mm < 35
73 <
13 < < 17
How many numbers are less than 40 and more than 31?
(a) Write all the numbers that round to 50 as the nearest ten.
(b) Write the numbers that round to 10 as the nearest 10.
Have you written the same number of answers in (a) and (b)? You should have!
Year 2