﻿ Mixed Age Year 2 and 3 Place Value Step 6 Resource Pack – Classroom Secrets | Classroom Secrets
All › Mixed Age Year 2 and 3 Place Value Step 6 Resource Pack

# Mixed Age Year 2 and 3 Place Value Step 6 Resource Pack

## Mixed Age Year 2 and 3 Place Value Step 6

Mixed Age Year 2 and 3 Place Value Step 6 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 3s & Year 3 Count in 50s.

### What's included in the Pack?

This Mixed Age Year 2 and 3 Place Value Step 6 pack includes:

• Mixed Age Year 2 and 3 Place Value Step 6 Teaching PowerPoint with examples.
• Counting in 3s Year 2 Varied Fluency with answers.
• Counting in 3s Year 2 Reasoning and Problem Solving with answers.
• Count in 50s Year 3 Varied Fluency with answers.
• Count in 50s 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

Differentiation for Year 2 Counting in 3s:

Varied Fluency
Developing Questions to support counting forwards in 3s from 0. Using numerals and the same pictorials within each question.​
Expected Questions to support counting forwards and backwards in 3s from any multiple of 3. Using numerals and a variety of pictorials.​
Greater Depth Questions to support counting forwards and backwards in 3s from multiples and non-multiples of 3. Using numerals, words and mixed pictorials within a question.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Decide how many numbers with a 1 in them will have been said when counting forwards in 3s from 0.
Expected Decide how many numbers with a 2 in them will have been said when counting forwards or backwards in 3s from any multiple of 3.
Greater Depth Decide how many numbers with a 3 in them will have been said when counting forwards or backwards in 3s from any number.

Questions 2, 5 and 8 (Reasoning)
Developing Find the missing digit card from a five number pattern counting forwards in 3s from multiples of 3.
Expected Find the missing digit card from a five number pattern counting forwards or backwards in 3s from multiples of 3.
Greater Depth Find the missing digit card from a five number pattern counting forwards or backwards in 3s from non-multiples of 3.

Questions 3, 6 and 9 (Reasoning)
Developing Given the initial number of a sequence, determine if the sequence could end with a given number by counting forwards in 3s. All sequences start from 0.
Expected Given the final number of a sequence, determine if the sequence could have started with a given number by counting forwards or backwards in 3s. Multiples of 3 used.
Greater Depth Given the final number of a sequence, determine if the sequence could have started with a given number by counting forwards or backwards in 3s. Non-multiples of 3 used.

Differentiation for Year 3 Count in 50s:

Varied Fluency
Developing Questions to support counting forwards in multiples of 50 up to 1,000. Numerals only with pictorial support.
Expected Questions to support counting forwards and backwards in multiples of 50 up to 1,000. Numerals only.
Greater Depth Questions to support counting forwards and backwards in multiples of 50 up to 1,000. Numerals, words and some use of fractions and money.

Reasoning and Problem Solving

Questions 1, 4 and 7 (Reasoning)
Developing Spot errors when counting forwards in multiples of 50 up to 1,000 and explain the misconception. Numerals only with pictorial support.
Expected Spot errors when counting in multiples of 50 up to 1,000 and explain the misconception. Numerals only.
Greater Depth Spot errors when counting in multiples of 50 up to 1,000 and explain the misconception. Numerals, words and some use of fractions and money.

Questions 2, 5 and 8 (Reasoning)
Developing Use knowledge of counting forwards in multiples of 50 up to 1,000 to explain statements. Numerals only with pictorial support.
Expected Use knowledge of counting forwards and backwards in multiples of 50 up to 1,000 to explain statements. Numerals only.
Greater Depth Use knowledge of counting forwards and backwards in multiples of 50 up to 1,000 to explain statements. Numerals, words and some use of fractions and money.

Questions 3, 6 and 9 (Problem Solving)
Developing Use knowledge of counting forwards in multiples of 50 up to 1,000 to solve problems. Numerals only with pictorial support.
Expected Use knowledge of counting forwards and backwards in multiples of 50 up to 1,000 to solve problems. Numerals only.
Greater Depth Use knowledge of counting forwards and backwards in multiples of 50 up to 1,000 to solve money problems. Numerals, words and some use of fractions and money.