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# Mixed Age Year 1 and 2 Place Value and Statistics Step 1 Free Resource Pack

## Step 1: Mixed Age Year 1 and 2 Place Value and Statistics Resource Pack

Mixed Age Year 1 and 2 Place Value and Statistics Step 1 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 1 Counting to 100 & Year 2 Make Tally Charts for Summer Block 1.

### What's included in the Pack?

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

• Mixed Age Year 1 and 2 Place Value and Statistics Step 1 Teaching PowerPoint with examples.
• Year 1 Counting to 100 Varied Fluency with answers.
• Year 1 Counting to 100 Reasoning and Problem Solving with answers.
• Year 2 Make Tally Charts Varied Fluency with answers.
• Year 2 Make Tally Charts Reasoning and Problem Solving with answers.

#### National Curriculum Objectives

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

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

Differentiation for Year 1 Counting to 100:

Varied Fluency
Developing Questions to support counting forwards and backwards to 50, grouping items in 10s where appropriate.
Expected Questions to support counting forwards and backwards to 100, grouping items in 10s where appropriate. Numerals and words used.
Greater Depth Questions to support counting forwards and backwards past 100, grouping items in 10s, 20s, or 50s where appropriate. Numerals and words used.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Fill in the missing parts of a hundred square. Missing numbers found by counting forwards or backwards horizontally. Numbers up to 50.
Expected Fill in the missing parts of a hundred square. Missing numbers found by counting forwards or backwards horizontally. Numbers up to 100.
Greater Depth Fill in the missing parts of a hundred square. Missing numbers found by counting forwards or backwards horizontally, vertically and diagonally. Numbers up to 100.

Questions 2, 5 and 8 (Reasoning)
Developing When counting forwards and backwards to and from a number up to 50, explain if a given number will be said in the sequence.
Expected When counting forwards and backwards to and from a number up to 100, explain if a given number will be said in the sequence.
Greater Depth When counting forwards and backwards to and from a number, explain if a given number will be said in the sequence. Sequences include numbers given in words and children need to decide whether they are counting forwards or backwards.

Questions 3, 6 and 9 (Reasoning)
Developing Explain the mistake that has been made when counting a group of items. Items grouped in 10s. Numbers up to 50.
Expected Explain the mistake that has been made when counting a group of items. Items labelled in 10s. Numbers up to 100.
Greater Depth Explain the mistake that has been made when counting a group of items. Items grouped in 10s, 20s and 50s. Numbers up to 100.

Differentiation for Year 2 Make Tally Charts:

Varied Fluency
Developing Questions to support constructing and interpreting tally charts using tallies up to 15 and where questions refer to totalling.
Expected Questions to support constructing and interpreting tally charts using tallies up to 30 and where questions refer to totalling and comparing.
Greater Depth Questions to support constructing and interpreting tally charts using tallies up to 30 and where questions refer to totalling, comparing, and using given data to find missing information.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Use the clues to add the information to the tally chart (3 categories). Clues relate to the number of objects in each group.
Expected Use the clues to add the information to the tally chart (4 categories). Clues relate to number of objects in each group and totalling objects in different categories.
Greater Depth Use the clues to add the information to the tally chart (5 categories). Clues compare objects in different categories using the language of twice, double or how many more…

Questions 2, 5 and 8 (Problem Solving)
Developing Read the clues and place the headings correctly to match the tallies. The clues relate to how many objects in each category.
Expected Read the clues and place the headings correctly to match the tallies. The clues relate to totalling objects in different categories.
Greater Depth Read the clues and place the headings correctly to match the tallies. The clues compare objects in different categories using the language of ‘how many more…’ or ‘how many times more..’

Questions 3, 6 and 9 (Reasoning)
Developing Explain whether the statement is true or false. The statements relate to how many objects in each category.
Expected Explain whether the statement is true or false. The statements relate to totalling objects in different categories.
Greater Depth Explain whether the statement is true or false. The statements compare using the language of ‘how many more….’ or ‘ the difference between…’.