The Year 2 Learner
Working mathematically
By the end of year 2, children will solve problems with one or a small number of simple steps. Children will
discuss their understanding and begin to explain their thinking using appropriate mathematical vocabulary,
hands-on resources and different ways of recording. They will ask simple questions relevant to the problem
and begin to suggest ways of solving them.
Number
•
Counting and understanding numbers
Children will develop their understanding of place value of numbers to at least 100 and apply this when
ordering, comparing, estimating and rounding. Children begin to understand zero as a place holder as this is
the foundation for manipulating larger numbers in subsequent years. Children will count fluently forwards and
backwards up to and beyond 100 in multiples of 2, 3, 5 and 10 from any number. They will use hands-on
resources to help them understand and apply their knowledge of place value in two digit numbers, representing
the numbers in a variety of different ways.
•
Calculating
Children learn that addition and multiplication number sentences can be re-ordered and the answer remains the
same (commutativity) such as 9+5+1= 5+1+9. They learn that this is not the case with subtraction and
division. They solve a variety of problems using mental and written calculations for +, -, x, ÷ in practical
contexts. These methods will include partitioning which is where the number is broken up into more manageable
parts (e.g. 64 = 60 + 4 or 50 + 14), re-ordering (e.g. moving the larger number to the beginning of the
number sentence when adding several small numbers) and using a number line.
Children will know the 2, 5
and 10 times tables, as well as the matching division facts (4 x 5 = 20, 20 ÷ 5 = 4) and can recall them
quickly and accurately. They apply their knowledge of addition and subtraction facts to 20 and can use these
to work out facts up to 100.
•
Fractions including decimals
Throughout year 2, children will develop their understanding of fractions and the link to division. They explore
this concept using pictures, images and hands-on resources. They will solve problems involving fractions (e.g.
find 1/3 of the hexagon or ¼ of the marbles) and record what they have done. They will count regularly and
fluently in fractions such as ½ and ¼ forwards and backwards and, through positioning them on a number
line, understand that some have the same value (equivalent) e.g. ½ = ¼.
Measurement
Children will estimate, choose, use and compare a variety of measurements for length, mass, temperature,
capacity, time and money. By the end of year 2, they will use measuring apparatus such as rulers accurately.
They will use their knowledge of measurement to solve problems (e.g. how many ways to make 50p). They
extend their understanding of time to tell and write it on an analogue clock to 5 minute intervals, including
quarter past / to the hour. They will know key time related facts (minutes in an hour, hours in a day) and
relate this to their everyday life.
Geometry
Children will identify, describe, compare and sort common 2-D and 3-D shapes according to their properties
(sides, vertices, edges, faces) and apply this knowledge to solve simple problems. They develop their
understanding by finding examples of 3-D shapes in the real world and exploring the 2-D shapes that can be
found on them (e.g. a circle is one of the faces on a cylinder). Children begin to describe position, direction
and movement in a range of different situations, including understanding rotation (turning through right angles
clockwise and anti-clockwise). They use their knowledge of shape in patterns and sequences.
Statistics
Children sort and compare information, communicating findings by asking and answering questions. They will
draw simple pictograms, tally charts and tables.
Year 2 Programme of Study
Maths – Number
Understanding the number system
Calculating
Yr 2 focus:
Arithmetical laws and relationships
 r e c o g n is e s a n d u s es t h e in v er s e r el a t io n s h ip b et w e en a d d it io n a n d
I can read and write numbers up to 3 digits
subtraction and uses this to check calculations and missing number
I can counts in steps of 2, 3, 5, 10 from any given number
 shows that addition of two numbers can be done in any order
I can count in fractions up to 10, using ½, as well as recognising and
 shows that multiplication of two numbers can be done in any order
naming fractions
problems
(commutative) and subtraction of one number from another cannot
(commutative) and division of one number by another cannot
Mental fluency
I can compare and order numbers from 0 up to 100; use <, > and = signs
I can recognise the place value of each digit in a two-digit number
 r e c a ll s a n d u s e s a d d it io n a n d s u b t r a c t io n f a c t s t o 2 0 f l u en t ly , a n d
derives and uses related facts up to 100 such as 3+7=10, 10-7=3 and
7=10-3 to calculate 30+70=100, 100-70=30 and 70= 100-30
 adds and subtracts numbers, using concrete objects and pictorial
I can estimate numbers, using visual representation
I can use place value and number facts to solve problems
representations, mentally, including:
- a two-digit number and ones
- a two-digit number and tens
- two two-digit numbers
- adding three one-digit numbers
 recalls and uses multiplication and division facts for the 2, 5 and 10
multiplication tables, including recognising odd and even numbers e.g.
pupils work with a range of materials and contexts in which
multiplication and division relate to grouping and sharing discrete and
continuous quantities, to arrays and to repeated addition
Written fluency
 a d d s a n d s u b t r a c t s n u m b e r s u s in g c o n c r e t e o b j e c t s a n d p ic t o r ia l
representations, including:
- a two-digit number and ones
- a two-digit number and tens
- two two-digit numbers
- adding three one-digit numbers
 calculates mathematical statements for multiplication and division within
the multiplication tables and write them using the multiplication (×),
division (÷) and equals (=) signs
Fractions, decimals and percentages
 finds fractions , , and of a length, shape, set of objects or quantity
Measurement
Money
(2F1a) (both discrete and continuous quantities)
 writes simple fractions e.g. ½ of 6 = 3
 recognises the equivalence of and ½
 r e c o g n is e s a n d u s es s y m b o l s f o r p o u n d s a n d p en c e; c o m b in in g t h e
amounts to make a particular value
Solving numerical problems
 s o l v e s p r o b l em s w it h a d d it io n a n d s u b t r a c t io n :
Metric measures
 e s t im a t es , c h o o s e s a n d u s es s t a n d a r d u n it s in a v a r ie t y o f c o n t e x t s t o
- using concrete objects and pictorial representations, including those
the nearest appropriate unit, including
involving numbers, quantities and measures
- mass (g/kg)
 solves problems involving multiplication and division, using materials,
- capacity (litres/ml)
facts, including problems in contexts
and measuring vessels
Algebra
- length and height in any direction (m/cm)
- temperature (°C)
 u s e s a ll m ea s u r in g a p p a r a t u s a c c u r a t el y e.g. rulers, thermometers, scales
 c o m p a r e s a n d o r d e r s le n g t h s , m a s s , v o l u m e / c a p a c it y a n d r e c o r d s t h e
- applying their increasing knowledge of mental and written methods
arrays, repeated addition, mental methods, and multiplication and division
recognises patterns within the number system up to and beyond 100
results using >, < and =
Chronology
Statistics
 t el ls a n d w r it es t h e t im e o n a n a n a lo g u e c l o c k t o 5 m in u t e s , in c l u d in g
quarter past/to the hour and draw the hands on a clock face to show
 in t er p r e t s a n d c o n s t r u c t s s im p l e p ic t o g r a m s , t a l ly c h a r t s , b l o c k g r a p h s a
these times
correspondence with simple ratios 2, 5, 10)
 kn o w s ke y t im e r el a t e d f a c t s in c l u d in g t h e n u m b e r o f m in u t es in a n h o u r ,
 c o m m u n ic a t es f in d in g s b y a s kin g a n d a n s w e r in g q u es t io n s in r e la t io n t o
number of hours in a day
- totalling
 c o m p a r e s a n d s e q u e n c e s in t e r v a l s o f t im e
Solves problems
 s o l v e s s im p l e p r o b le m s in v o lv in g
- finding different combinations of coins that equal the same amount of
money
- addition and subtraction of money including giving change
- by comparing categorical data using more than one criterion
- sorting categories by quantity