Step 6: Compare Objects Year 2 Place Value Learning Video Clip
Jib is tidying his room. Help him organise his toys into groups and compare the amounts.
More resources for Autumn Block 1 Step 6.
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Discussion points for teachers
- Does Jib have more drawing pencils than writing pencils? Discuss how to count each type of pencil. Discuss how counting in tens and then counting in ones makes it easier and quicker.
- Help Jib to make a comparison statement about the paints and brushes using the phrases below. Could Jib make more than one statement? Discuss what each of the phrases mean. Discuss which item has fewer or greater and how to use this information to create a comparison statement. Is there more than one possibility of arranging either the phrases or the groups?
- Has Jib got an equal number of building blocks as books? Discuss what ‘equal’ means. Discuss how many building blocks and books there are. Should the blocks be counted as ‘one’ even though they are different sizes?
- Help him make a comparison statement using the symbols below and three groups of objects. Discuss each of the symbols and what they represent referring back to the phrases used earlier.
- Is Jib able to do this? Discuss what happens when you keep the symbols in the same place but move the groups around. Is the statement still true? Has it changed to being incorrect? Why?
Optional discussion points:
Discuss the various ways that the objects have been partitioned within their groups.
National Curriculum Objectives
Mathematics Year 2: (2N2b) Compare and order numbers from 0 up to 100; use <, > and = signs
Mathematics Year 2: (2N3) Recognise the place value of each digit in a two-digit number (tens and ones)
Mathematics Year 2: (2N4) Identify, represent and estimate numbers using different representations, including the number line
Mathematics Year 2: (2N6) Use place value and number facts to solve problems
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