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# Mixed Age Year 2 and 3 Place Value Step 5 Resource Pack

## Mixed Age Year 2 and 3 Place Value Step 5

Mixed Age Year 2 and 3 Place Value Step 5 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for both year groups for Autumn Block 1 and covers Year 2 Counting in 2s, 5s and 10s & Year 3 Hundreds.

### What's included in the Pack?

This Mixed Age Year 2 and 3 Place Value Step 5 pack includes:

• Mixed Age Year 2 and 3 Place Value Step 5 Teaching PowerPoint with examples.
• Counting in 2s, 5s and 10s Year 2 Varied Fluency with answers.
• Counting in 2s, 5s and 10s Year 2 Reasoning and Problem Solving with answers.
• Hundreds Year 3 Varied Fluency with answers.
• Hundreds Year 3 Reasoning and Problem Solving with answers.

#### National Curriculum Objectives

Mathematics Year 2: (2N1) Count in steps of 2, 3 and 5, from 0, and in tens from any number, forward or backward

Mathematics Year 3: (3N1b) Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number

Mathematics Year 3: (3N4) Identify, represent and estimate numbers using different representations

Differentiation for Year 2 Counting in 2s, 5s and 10s:

Varied Fluency
Developing Questions to support counting forwards in 2s, 5s or 10s from multiples of 2, 5 or 10 using numbers within the 12 times tables. Numerals only.
Expected Questions to support counting forwards and backwards in 2s, 5s or 10s up to and beyond 12 times. Counting from multiples of 2 and 5 or from any number when counting in 10s. Using numerals and words.
Greater Depth Questions to support counting forwards and backwards in 2s, 5s or 10s up to and beyond 12 times. Counting in multiples of 2, 5 and 10 sometimes starting from any number within 100. Using numerals and words.

strong>Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Explain if a statement is true or false using knowledge of counting forwards and backwards in 2s, 5s or 10s from multiples of 2, 5 or 10 using numbers within the 12 times tables. Numerals only.
Expected Explain if a statement is true or false using knowledge of counting forwards and backwards in 2s, 5s or 10s up to and beyond 12 times. Counting from multiples of 2 and 5 or from any number when counting in 10s. Using numerals and words.
Greater Depth Explain if a statement is true or false using knowledge of counting forwards and backwards in 2s, 5s or 10s up to and beyond 12 times. Counting in multiples of 2, 5 and 10 sometimes starting from any number within 100. Using numerals and words.

Questions 2, 5 and 8 (Problem Solving)
Developing Complete a sequence when counting forwards and backwards in 2s, 5s or 10s from multiples of 2, 5 or 10 using numbers within the 12 times tables. Numerals only.
Expected Complete a sequence when counting forwards and backwards in 2s, 5s, or 10s up to and beyond 12 times. Counting from multiples of 2 and 5 or from any number when counting in 10s. Using numerals and words.
Greater Depth Complete a sequence when counting forwards and backwards in 2s, 5s or 10s up to and beyond 12 times. Counting in multiples of 2, 5 and 10 sometimes starting from any number within 100. Using numerals and words.

Questions 3, 6 and 9 (Reasoning)
Developing Complete a sequence when counting forwards and backwards in 2s, 5s or 10s from multiples of 2, 5 or 10 using numbers within the 12 times tables. Numerals only.
Expected Complete a sequence when counting forwards and backwards in 2s, 5s or 10s up to and beyond 12 times. Counting from multiples of 2 and 5 or from any number when counting in 10s. Using numerals and words.
Greater Depth Complete a sequence when counting forwards and backwards in 2s, 5s or 10s up to and beyond 12 times. Counting in multiples of 2, 5 and 10 sometimes starting from any number within 100. Using numerals and words.

Differentiation for Year 3 Hundreds:

Varied Fluency
Developing Questions to support identifying, representing and counting multiples of 100. Using a variety of pictorial representations, including place value grids, place value counters and Base 10.​
Expected Questions to support identifying, representing and counting multiples of 100. Including some examples of unconventional partitioning. Using a variety of pictorial representations, including place value grids, place value counters and Base 10.​
Greater Depth Questions to support identifying, representing and counting multiples of 100. Including unconventional partitioning and using mixed pictorial representations.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Explain the odd one out from a set of visual representations of multiples of 100, including place value grids, place value counters and Base 10.
Expected Explain the odd one out from a set of visual representations of multiples of 100, including place value grids, place value counters and Base 10 with some unconventional partitioning.
Greater Depth Explain the odd one out from a set of visual representations of multiples of 100, including mixed visual representations, words and unconventional partitioning.

Questions 2, 5 and 8 (Problem Solving)
Developing Use 3 visual representations of multiples of 100 to make an addition and a subtraction number sentence. Using place value grids, place value counters and Base 10.
Expected Use 3 visual representations of multiples of 100 to make an addition and a subtraction number sentence. Using some examples of unconventional partitioning.
Greater Depth Use 3 visual representations of multiples of 100 to make an addition and a subtraction number sentence. Using mixed visual representations, words and unconventional partitioning.

Questions 3, 6 and 9 (Reasoning)
Developing Explain whether a given statement about a visual representation of a multiple of 100 is correct or not. Using place value counters.
Expected Explain whether a given statement about a visual representation of a multiple of 100 is correct or not. Using a place value grid and some unconventional partitioning.
Greater Depth Explain whether a given statement about a visual representation of a multiple of 100 is correct or not. Using mixed visual representations, words and unconventional partitioning.