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# Mixed Age Year 1 and 2 Place Value and Statistics Step 6 Resource Pack ## Step 6: Mixed Age Year 1 and 2 Place Value and Statistics 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.     (0 votes, average: 0.00 out of 5)
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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.

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

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

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).