Year  2 Term 5

Key Concepts – Number –  Money

• That different coins / notes represent different amounts of money.
• That different combinations of coins can be used to make the same total amount of money.
• That, when paying for an item with more money than the cost of the item, change will need to be given.
• That £ is used to represent pounds and p to represent pennies.
• That there are 100 pennies in one pound and therefore money reflects the place value system.
• That money can often be represented in more than one way, using pounds, pounds and pence or just pence e.g. 125p is the same as £1.25
• That, when recording using £, you omit the p symbol e.g. £1.34 not £1.34p
• That, when recording using £, the pennies are represented with 2 decimal digits.

Key Vocabulary –

Money

Coin

Note

Pound £

Pence (p)

Price

Cost

Change

More/ less

Key Concepts – Measures - Linear Measure

• That measure is continuous.
• That 1m = 100cm.
• That height measures how tall something is, whereas length measures how long something is.
• That linear measure can measure distances.
• It is important that children use estimation for finding the length of everyday items – ensuring the use of appropriate measuring units.
• The reading of scales, e.g. on a ruler or metre stick, tells us how long/tall an item is.
• That we can link Fraction work with linear measurements e.g. half as high, half as wide, half as long.

Key Vocabulary –

Measure

Unit of measure

Kilometre (km)

Metre (m)

Centimetre (cm)

Ruler / metre stick / trundle wheel

Length

Width

Height

Longest/shortest

Tallest / shortest

Difference between

Common Misconceptions – Money

That the bigger the coin, the more it is worth (and the smaller the coin, the less it is worth).

That the value of a group of coins is decided on based on the number of coins in the group.

That both the £ and p symbol should be used, e.g. £1.34p is used, not £1.34

That, to pay for items, you need the exact amount of money.

That pence isn’t recorded using 2 decimal digits, reflecting the place value system. For example, one pound and nine pence may be recorded as £1.9 not £1.09

Common Misconceptions – Measures – Linear Measure

That you require a unit of measure, not just a numerical value when stating measurements.

Inaccurate/unrealistic estimates are likely until pupils have had opportunity to gain enough experience of measuring heights/lengths.

Confusion with the different units of measures ie kilometres, metres, centimetres.

That there are 10 or 1000cm in a metre and 100m in a kilometre etc.

That, when measuring an item, you start at the end of the ruler, not at 0.