Maths, Year 2

There are five broad areas of study in mathemetics for children in Key Stage 1.

 

Using and applying number

  • Problem solving
  • Communicating
  • Reasoning

Numbers and the number system

  • Counting
  • Number patterns and sequences
  • The number system 

Calculations

  • Number operations and the relationships between them
  • Mental methods
  • Solving numerical problems
  • Processing, representing and interpreting data

Topic Overview 

  • Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give change'.
  • Describe a puzzle or problem using numbers, practical materials and diagrams; use these to solve the problem and set the solution in the original context.
  • Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using tables and pictures.
  • Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions.
  • Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures.
  • Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting.
  • Compare and order numbers, using the related vocabulary; use the equals (=) sign.
  • Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line.
  • Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10.
  • Use the vocabulary of halves and quarters in context.
  • Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts.
  • Count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple.
  • Recall the doubles of all numbers to at least 10.
  • Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number.
  • Understand subtraction as 'take away' and find a 'difference' by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one digit or two-digit number and a multiple of 10 from a two-digit number.
  • Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.
  • Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences.
  • Visualise and name common 2-D shapes and 3-D solids and describe their features; use them to make patterns, pictures and models.
  • Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door); recognise and make whole, half and quarter turns.
  • Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or moving objects on a game board.
  • Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug).
  • Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour.
  • Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms.
  • Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects.
    Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence.
  • Identify and record the information or calculation needed to solve a puzzle or problem; carry out the steps or calculations and check the solution in the context of the problem.
  • Follow a line of enquiry; answer questions by choosing and using suitable equipment and selecting, organising and presenting information in lists, tables and simple diagrams.
  • Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples.
  • Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences.
  • Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers.
  • Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of 10 and 1.
  • Order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs.
  • Estimate a number of objects; round two-digit numbers to the nearest 10.
  • Find one half, one quarter and three quarters of shapes and sets of objects.
  • Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100.
  • Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves.
  • Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10.
  • Use knowledge of number facts and operations to estimate and check answers to calculations.
  • Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers.
  • Understand that subtraction is the inverse of addition and vice versa; use this to derive and record related addition and subtraction number sentences.
  • Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division, including calculations with remainders.
  • Use the symbols +, -, ×, ÷ and = to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence (e.g. ☐ ÷ 2 = 6, 30 - ☐ = 24).
  • Visualise common 2-D shapes and 3-D solids; identify shapes from pictures of them in different positions and orientations; sort, make and describe shapes, referring to their properties.
  • Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapes.
  • Follow and give instructions involving position, direction and movement.
  • Recognise and use whole, half and quarter turns, both clockwise and anticlockwise; know that a right angle represents a quarter turn.
  • Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments.
  • Read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre.
  • Use units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals, including those that cross the hour .
  • Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data.
  • Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including 'not'.