Home Learning Pack Year 2

Hello Year 2. Here is your weekly timetable for your new work pack. It is filled each week with exciting activities (feel free to adapt). You should try and

complete these activities all by yourself – but if you are really struggling then ask an adult for help!

Can you please test your child on their spellings on a Thursday and email a

photo to your class teacher so we can see how they are getting on.

Writing In this pack, we are going to focus on writing

instructions!

What are instructions?

Instructions are written for someone who needs to know

how to do something.

What are instructions used for?

Recipes

How to play a game

How to make something

Safety procedure posters

What do instructions normally include?

Title

Short description

Bossy verbs/imperative verbs

Adverbs

Time conjunctions

List of what is needed

Bullet points/numbers for each step

Instructions need to be written in the present tense.

Instructions need to be clear.

Here is an example of some instructions…

Writing task 1

Bossy verbs/imperative verbs

Imperative verbs are sometimes known as bossy

verbs.

They are verbs which tell you what to do.

They are often seen at the beginning of a sentence

and create a command.

Instructions always use imperative verbs.

Now write some of your own commands using imperative verbs!

On a piece of paper, rewrite the following command sentences by adding the

imperative verbs from the list below.

put eat open mix bake take

1. _______________ the butter, eggs and flour into a bowl.

2. _______________ the ingredients.

3. _______________ the oven

4. _______________ your cupcakes for 15 minutes.

5. _______________ the cupcakes out of the oven.

6. _______________ your yummy cupcakes!

Top tip! Try reading the sentences out loud to see if the imperative verb you have

chosen makes sense!

Writing task 2

Using adverbs

An adverb is a word that

describes a verb. For

instance, in the sentence

'Veronica laughed loudly’.

'loudly' is

the adverb because it

describes how Veronica

laughed.

Adverbs are used in

instructions to explain how

to complete an action.

For example:

Carefully, cut the cake

with a knife.

Picking the correct adverb is important

On a piece of paper, rewrite these sentences to include an adverb.

For example:

Crack the eggs against a bowl.

Gently crack the eggs against a bowl.

1. Mix the flour into the eggs.

2. Spread the cake mixture in the tin.

3. Open the oven door.

gently carefully slowly evenly sensibly

Now write your own sentences using adverbs.

Writing task 3

Time conjunctions

If the instructions are written in the wrong order then the reader

would not be able to follow them!

Here are some instructions that have been muddled up!

Can you use the times conjunctions in the sentences to rewrite the

instructions in the correct order on a piece of paper?

1. Second, add the eggs slowly.

2. First, mix the butter and sugar together.

3. After adding the eggs, gently mix in the flour.

4. Finally, take the cupcakes out of the oven and let them cool.

5. Then put the mixture into cases and place them carefully in to the oven.

Word bank

Writing task 4

Hook your reader!

Recipes usually have a short description that tells the

reader about what they are going to make. These

descriptions have to be interesting so they convince the

reader to keep reading.

Here is an example from a cookie recipe:

Here is a recipe for yummy chocolate chunk cookies with a

delicious, melting centre.

Can you write your own short description for a chocolate cake

recipe?

Use the word bank below to include interesting adjectives in your

work.

Yummy

Delicious

Tasty

Melting

Gooey

Soft

Sweet

Creamy

Chewy

Runny

Chocolate

Rich

Adjectives such as ‘yummy’ and

‘delicious’ make the recipe

sound more interesting.

Writing task 5

Write your own instructions

Can you write your own instructions for baking a chocolate

cake?

Use the template on the next page to help you (you don’t

need to print it – you can use a piece of paper).

Here is a checklist so you can check your work when you

are finished:

Have you included: Title

List of what you will need

Imperative verbs

Adverbs (carefully, slowly etc.)

Time words (first, next, then etc.)

Are the instructions in the correct order?

Here are some recipes online

to help: https://www.bbcgoodfood.com/recipes/e

asy-chocolate-cake

https://www.kidspot.com.au/kitchen/reci

pes/easy-chocolate-cake-recipe/1o3ld6ar

Reading task 1

Inference (say the answers or use a piece of paper to write them)

Reading task 2

Sequencing/Ordering (say the answers or use a piece of paper to write them)

Number these events in the order they appear in the text from 1 to

4.

Sam felt himself smile.

There were apple trees in the garden.

He was moving house with his mum and dad.

He saw a black pony.

Reading task 3

Retrieval (say the answers or use a piece of paper to write them)

1. How old is Amba today?

2. What colour is the box mum is carrying?

3. What colour are Amba’s balloons?

4. What did Amba get for her birthday?

Reading task 4

Prediction (say the answers or use a piece of paper to write them)

What will happen next?

Tell a family member what you think will happen next in the

story.

What makes you think that will happen?

Reading task 5

Vocabulary (say the answers or use a piece of paper to write them)

1. Find a word which tells you how Fred walked to the stream.

2. Find a word which means the same as delicious and

describes the bones.

SPaG – Grammar

Activity 1

Adding the prefix ‘un’

A prefix is a letter or group of letters added to the beginning of a word

which changes its meaning.

When you add the prefix ‘un’ to an adjective it means something is not.

E.g. Kind → Unkind

When you add the prefix ‘un’ to a verb it means the reverse of that action.

E.g. Zip → Unzip

Can you add the prefix ‘un’ to the following words?

Can you tell a family member what these words mean now

that you have added the prefix ‘un’?

load happy well

do acceptable pack

How many other words can you think of with the prefix

‘un’?

SPaG – Punctuation

Activity 2

Apostrophes for possession

When we need to say that something belongs to something else, we put an

apostrophe and then an ‘s’ at the end of the name it belongs to.

E.g. The man’s bike.

Apostrophe

On a piece of paper, can you write a sentence for the following

pictures, using apostrophes to show possession?

For example:

The children’s puppets.

________________ _______________ ________________

SPaG – Punctuation

Activity 3

Commas in lists

A comma can be used to separate items in a list.

We need to put an ‘and’ between the last two items in our list.

E.g. The fruit bowl has oranges, pears and apples

Don’t put a comma before the first item in your list

The party was, fun, loud and exciting.

Don’t put a comma in a list of only two items.

For tea we are having toast, and jam.

Comma

On a piece of paper, can you rewrite these sentences to include

commas?

1. I went to the shop to buy paper and pens and rulers.

2. When I was at the zoo I saw monkeys and lions and bears.

3. The road was busy and noisy and full of activity.

Now try write your own sentence which includes a list with commas.

SPaG – Grammar

Activity 4

Homophones

Homophones are words which sound the same but are spelt differently and

have different meanings.

E.g. Their, They’re and There

‘Their’ shows ownership or belonging.

Their lunch was very tasty.

‘They’re’ is a shorter way of saying ‘they are’.

They’re playing a game together.

‘There’ refers to a place or position.

The children are playing over there.

On a piece of paper, can you rewrite these sentences

choosing the correct their/they’re/there.

1. __________ going to play football at the park.

2. Put the book over __________ on the shelf.

3. Ava and Lucas put __________ hands up at the same.

4. __________ ready for school.

5. The children packed __________ lunches.

SPaG – Grammar

Activity 5

Past or Present tense

The verbs in each sentence tell us if the sentence is in the past tense or the

present tense.

The present tense is used to describe something which is true at this

moment in time.

E.g. She is smiling.

The past tense is used to describe events which have

already happened.

E.g. She smiled

On a piece of paper, can you change these words from present

tense to past tense?

On a piece of paper, can you rewrite this sentence from present

tense to past tense?

The children are playing on the field.

Walk Brush Cry Jump

CHALLENGE!

Spellings

Can you read and learn to spell these words?

You will have a spelling test each week.

Please send a picture of your spelling test to your teacher.

Group 1 – Year 1 Group 2 – Year 2 Group 3

full hour opposite

put move country

house prove chocolate

go improve precious

no who continue

Top tip 1 -

You could draw out circles to show how many numbers you are

beginning with and then cross out the number of objects being taken

away. Then count the circles left over.

For example: 16 – 6 = 10

Top tip 2 –

We do not need to change the 1’s when we are adding and

subtracting 10’s because we are not adding any or taking any away.

For example:

54 – 30 =

You could count backwards in your tens.

54, 44, 34, 24

54 – 30 = 24

Maths Subtraction support sheet

Top tip 3 - Use a number line to support you with your subtractions.

Put your pencil or finger on your beginning number and only begin

to count after you have landed your first jump! Don’t count your

first number as a jump!

For example: 19 – 7 = 12

Your number line doesn’t have to start at 0.

If you are completing a subtraction with bigger numbers, you can

start your number line at bigger numbers.

For example: 39 – 14 = 25

Top tip 4 - Using the inverse -

Every subtraction has an opposite addition number sentence. We call

this the inverse operation.

We can use this to check our answers.

For example:

19 – 7 = 12 so 12 + 7 = 19

You start with 19 and subtract 7 to give you 12.

Now add 7 back to 12 and if you get back to 19 then you know your

subtraction was correct.

Maths

Using the subtraction support sheet (you do not need to print it), can you try to

complete the challenges for each lesson on a piece of paper.

Try to challenge yourself to move onto the next objective

(For example, if you have been working at Bronze, try to attempt silver!).

Lesson 1: Subtraction

Bronze: Subtract 1 digit numbers from 2 digit numbers.

Silver: Subtract 1 digit numbers from 2 digit numbers crossing 10s.

Gold: To find the missing number.

Lesson 2: Subtraction

Bronze: To subtract 10s from a 2 digit number.

Silver: To subtract 2 digit numbers from 2 digit numbers.

Gold: To find the missing number

Lesson 3: Subtraction (inverse)

Bronze: To write the inverse number sentence.

Silver: To use the inverse to check answers.

Gold: To find the missing numbers using the inverse.

Lesson 4: Subtraction word problems

Bronze: To write the number sentence which matches the word problem.

Silver: To solve word problems crossing 10.

Gold: To solve word problems (2 digit from 2 digit).

Lesson 5: Subtraction – problem solving and reasoning

Lesson 1

Subtraction 1 digit from 2 digit

19 – 5 = 16 – 2 = 18 – 3 = 18 – 7 =

13 – 2 =

27 – 6 =

18 – 8 =

19 – 8 =

17 – 6 =

14 – 3 =

24 – 5 = 32 – 4 = 18 – 9 = 26 – 8 = 33 – 7 =

45 – 8 = 22 – 6 =

48 – 9 = 36 – 8 = 14 – 6 =

23 - ___ = 14

___ - 8 = 13

19 - ___ = 11

45 - ___ = 39

___ - 8 = 18

Complete the subtractions.

You can draw number lines to help you if you need to.

Complete the subtractions.

You can draw number lines to help you if you need to.

Find the missing numbers.

Lesson 2

Subtract 2 digit from 2 digit

36 – 10 = 41 – 10 = 45 – 40 = 29 – 10 =

82 – 30 =

64 – 20 =

25 – 10 =

31 – 20 =

85 – 40 =

35 – 20 =

44 – 21 = 56 – 13 = 27 – 13 = 76 – 23 = 67 – 33 =

35 – 25 = 18 – 12 =

37 – 25 = 86 – 24 = 48 – 14 =

25 - ___ = 15

48 - ___ = 28

63 - ___ = 30

79 - ___ = 32

35 - ___ = 15

Find the missing numbers.

Complete the subtractions.

You can draw number lines to help you if you need to.

Complete the subtractions.

You can draw number lines to help you if you need to.

Lesson 3

Inverse

17 – 4 = 13 41 – 13 = 28 20 – 6 = 14 25 – 4 = 21

67 – 32 = 35

28 – 12 = 16

36 – 13 = 23

48 – 17 = 31

61 – 29 = 32

18 – 7 = 11

___ - 8 = 24

___ - 4 = 16

___ - 12 = 27

___ - 9 = 16

___ - 10 = 35

___ - 18 = 12

___ - 11 = 23

___ - 6 = 24

___ - 7 = 18

___ - 13 = 17

26 – 16 = 10 39 – 19 = 18 17 – 4 = 13 19 – 2 = 16 23 – 6 = 17

22 – 5 = 17 13 – 9 = 4

45 – 7 = 38 19 – 6 = 9 26 – 8 = 18

Write the inverse number sentence for the following number

sentences.

For example: 21 – 14 = 7 → 7 + 14 = 21

Some of the answers are wrong!

Check these answers by doing the inverse.

Find the missing numbers by using the inverse.

Lesson 4

Solving word problems You can have a family member help you read the questions if you

need to.

Sarah had 37 pairs of socks. She lost 10. How many does she have

left? 37 – 10

A teacher has 47 pencils. She hands out 30 to her class. How many

does she have left?

There were 38 children at a party. 20 children left. How many

children are there at the party now?

Marcel has 48 sweets. He shares 20 of them between his friends.

How many sweets does Marcel have left?

A florist has 72 flowers. He sells 40 in one day. How many flowers

are left?

In a class of 27 pupils, 9 pupils go on a trip. How many pupils are

left? 27 – 9 = 18

On the shelf, there were 24 books. 7 books were taken. How many

books are left?

A zoo has 32 monkeys. They move 8 of the monkeys to a new zoo.

How many Monkeys are left?

There were 17 people on the train. 8 people got off at London. How

many people were left on the train?

Rose had 22 coloured pencils in her pencil case. She gave her friend

9. How many coloured pencils does Rose have left?

Write the number sentence for these word problems.

The first one has been done for you.

Solve these subtraction word problems.

The first one has been done for you.

In a bag there are 36 sweets. Sam ate 12 of the sweets. How many

are left in the bag? 36 – 12 = 24

There were 25 children in a class. 13 of the children went on trip.

How many children were left over?

In a class, they had 34 pencils. 14 of the pencils went missing! How

many pencils were left?

A farmer has 34 cows in his field. 16 cows escape! How many cows

are left in the field?

A teacher prints off 64 copies of a worksheet. Only 27 are used.

How many copies are left?

Solve these subtraction word problems.

The first one has been done for you.

Lesson 5

Problem solving and reasoning

On a piece of paper, can you try to solve these

problems?

Number bonds and times tables Get a piece of paper and pencil ready!

You don’t need to print these sheets off.

Have a family member test you using the number bonds tables.

How many can you get?

Bronze times table test

You don’t need to print these sheets off.

Have a family member test you on your times tables.

How quickly can you finish the table?

If you are not as confident completing the mixed times tables then

you can practise each of these tests first…

1 x 1 = 5 x 3 = 5 x 9 = 2 x 7 =

2 x 5 = 10 x 1 = 2 x 8 = 1 x 4 =

2 x 10 = 10 x 6 = 10 x 5 = 5 x 4 =

5 x 8 = 1 x 6 = 2 x 1 = 10 x 2 =

10 x 3 = 5 x 10 = 10 x 10 = 1 x 9 =

1 x 7 = 2 x 2 = 5 x 1 = 10 x 7 =

2 x 6 = 1 x 10 = 1 x 2 = 5 x 5 =

10 x 9 = 2 x 9 = 1 x 8 = 2 x 3 =

5 x 2 = 5 x 6 = 10 x 8 = 10 x 4 =

1 x 3 = 2 x 4 = 5 x 7 = 1 x 5 =

2 x

2 x 2= 1 x 2 =

3 x 2 = 4 x 2=

5 x 2= 6 x 2=

8 x 2 = 12 x 2=

6 x 2 = 11 x 2=

10 x 2= 9 x 2=

18 ÷ 2 = 14 ÷ 2 =

2 ÷ 0 = 2 x 2 =

2 ÷ 1 = 6 ÷ 2 =

4 ÷ 2 = 16 ÷ 2=

12÷ 2 = 22÷ 2 =

24 ÷ 2 20 ÷ 2=

Total = /24 Time=

5 x

2 x 5 = 1 x 5 =

3 x 5 = 4 x 5=

5 x 5= 6 x 5=

8 x 5 = 12 x 5=

7 x 5 = 11 x 5=

50 ÷ 5= 9 x 5=

45 ÷ 5 = 35 ÷ 5 =

5 ÷ 5 = 10 ÷ 5 =

5 ÷ 1 = 15 ÷ 5 =

20 ÷ 5 = 40 ÷ 5 =

30 ÷ 5 = 55 ÷ 5 =

60 ÷ 5 = 50 x 5 =

Total = /24 Time=

10 x

2 x 10= 1 x 10 =

3 x 10 = 4 x 10 =

5 x 10= 6 x 10 =

8 x 10 = 12 x 10 =

7 x 10 = 11 x 10 =

10 x 10= 9 x 10=

90 ÷ 10 = 70 ÷ 10 =

10 ÷ 0 = 20 ÷ 10 =

10 ÷ 1 = 30 ÷ 10=

40 ÷ 10 = 80 ÷ 10=

60 ÷ 10 = 110 ÷ 10=

120 ÷ 10= 100 ÷ 10=

Total = /24 Time=

Art

Make your own volcano! You will use this later for

your science activity!

What you will need:

1. An empty plastic bottle (1 litre bottle)

2. Newspaper (torn up into small strips)

3. PVA craft glue

4. Masking tape

5. Water

6. A container for the water and glue mixture

7. Paint to colour your volcano if you want to!

How to make a volcano:

Step 1:

With an adults help, cut the middle out of your bottle and then overlap the

two ends of the bottle together. Use masking tape to hold them in place.

Then you could wrap some newspaper around the base of the bottle to make

a better shaped volcano. Secure this in place with masking tape.

Now you have made your very own volcano!

Step 2:

Mix the PVA glue with some water.

Dip strips of newspaper into your glue/water mixture and spread onto your

bottle.

Make sure not to cover the hole at the top of the volcano!

Step 3:

When your paper mache bottle is dry you can paint it to look like a real

volcano!

Science activity

Once you have made your volcano, follow these

instructions to make your own volcanic

eruption!

What you will need:

1. 4tbsp of bicarbonate soda

2. 1 cup of vinegar

3. Red and yellow food dye for effect!

Step 1:

Mix the food colouring with the vinegar.

Step 2:

Place 4 tbsp of bicarbonate soda into your pre-made volcano.

You may find it easier to use a funnel to do this.

Step 3:

Quickly pour the vinegar and food colouring solution into your volcano and

watch you volcano erupt!

Make sure to step back quickly and do not put your face near the volcano.

Fun Food Technology Challenge

Willy Wonka needs your help to make a new chocolate creation...

CHOCOLATE LAVA CAKES!

OR

Follow this recipe to make delicious lava

cake:

https://www.bbcgoodfood.com/recipes/easy

-chocolate-molten-cakes

Why not try make your very own

chocolate volcano! https://www.bbcgoodfood.com/recipes/vol

cano-cake-0

Don’t forget to email us pictures of your creations!

classname@heathfield.nottingham.sch.uk – change the class name to the

name of the class your child is in.

PSHE - Wellbeing