Paper 2: Reasoning
Aural questions script
1 What is the next number after 25? Write your answer in the box.
[Children write their answer in the box provided.]
2 Would you use metres, kilograms or litres to measure how heavy you are?
Circle your answer.
[Children circle their answer from the options provided.]
metres
kilograms
litres
3 Luca counts in 10s starting at 10. Which number will he NOT say?
Circle your answer.
[Children circle their answer from the options provided.]
20
50
32
40
4 Ellie has 5 cat stickers and 4 dog stickers. Her friend gives her 2 horse stickers.
How many stickers does Ellie have now? Write your answer in the box.
8
[Children write their answer in the box provided.]
Ellie has
stickers.
5 Draw the next two shapes in this pattern.
[Children write their answer in the boxes provided.]
M01_MEOY_TG_Y2_2335_M01.indd 8
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M01_MEOY_TG_Y2_2335_M01.indd 18
Recognise the place value of each
digit in a 2-digit number.
(Y2 Sp, Wks 6, 11)
1
1
3
30
1
Marks
Award for ...
11
Answers
Note: [...] indicates when National Curriculum objectives have been truncated.
Recognise the place
value of each digit in a
two-digit number (tens,
ones). (Y2)
Represent and use number bonds
and related subtraction facts within
20.
(Y1 Sp, Wks 2, 12)
Solve one-step problems
that involve addition
and subtraction, using
concrete objects and
pictorial representations,
and missing number
problems such as
7 = – 9. (Y1)
3
Solve missing number problems and
understand a symbol being used for
an unknown.
(Y1 Sp, Wks 2, 7, 12, 13, 17, 19, 20)
Represent and use
number bonds and
related subtraction facts
within 20. (Y1)
2
Bridge 10 when adding pairs of
1-digit numbers.
(Y1 Su, Wks 19, 22, 29)
Progression map
outcomes
Represent and use
number bonds and
related subtraction facts
within 20. (Y1)
National Curriculum
objectives
1
Qu.
Marking guidance
18
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© Pearson Education Ltd 2016
Use a bead string or base 10 equipment to show a 2-digit
number, and help children to practise subtracting the tens
or the ones.
If children get this question wrong, they have probably not
used place value to answer it, but have instead counted
back. Some children may understand that 36 has 3 tens
and 6 ones, but may not see 36 as 30 and 6, or see that
when 6 is subtracted, 30 is left.
Using a 20- or 100-bead string can help children to see
how they can use the pairs to 10 to work out how many
more are needed to make 20 or other multiples of 10.
However, encourage children to learn the pairs to 20 by
heart.
Some children may add 17 and 20, giving an answer of 37.
Watch out for children who know pairs to 10, but who are
not using these to make pairs to 20.
Adding objects, e.g. beads, can help children to count
on the additional amount but using number facts helps to
avoid counting on mistakes. If they do not know 8 + 3 = 11
by heart, help them to see how they could use the fact
8 + 2 = 10.
If children do not know this fact by heart, they may include
the first number in the counting on and so give an answer
of 10 (counting on 3 as 8, 9, 10).
Possible errors
Advice
Year 2 Paper 1: Arithmetic
M01_MEOY_TG_Y2_2335_M01.indd 19
Count in steps of 2, 3,
and 5 from 0, and in tens
from any number, forward
and backward. (Y2)
• adding three one-digit
numbers. (Y2)
Year 2 Paper 1: Arithmetic
6
Add and subtract
numbers using concrete
objects, pictorial
representations, and
mentally, including:
5
[...]
Add and subtract onedigit and two-digit
numbers to 20, including
zero. (Y1)
National Curriculum
objectives
4
Qu.
Count in steps of 2 and 5 from 0, and
in tens from any number, forward and
backward.
(Y2 Au, Wks 1, 5, 10)
Add and subtract mentally a 2-digit
number and tens, including adding
or subtracting 10 to and from any
number up to 100 (positive answers
only).
(Y2 Au, Wks 5, 6, 7)
55
1
1
15
Add mentally three 1-digit numbers,
using known number facts and
doubles.
(Y2 Su, Wks 9, 22, 26)
Marks
Award for ...
1
Answers
Subtract 1-digit and 2-digit numbers 14
to 20, including using number facts to
subtract 1-digit numbers from 2-digit
numbers.
(Y1 Su, Wks 9, 19)
Progression map
outcomes
19
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© Pearson Education Ltd 2016
Count on 10 in 1s on a 100-square and point out that the
answer is directly under the first number. Repeat for the
next row. Point out how the tens digit changes but not the
ones. Count in 10s down the square, and emphasise that
we are adding 10 each time. Another useful image is the
image of base 10 equipment. Make the number 34 using
three sticks of 10 and four ones. Add a stick of 10 and ask
for the total. Repeat, pointing out how only the tens digit is
changing.
Some children may count on in ones rather than just
increasing the tens digit by 1. Some children may change
the ones digit rather than the tens digit.
Make three sticks of 7, 5 and 3 cubes. Change the order
and ask children to find the total each time to help them
to see that the order does not matter; the total is still
the same. Give children practice in spotting pairs to 10/
doubles amongst groups of single-digit numbers.
Some children may have made a mistake counting on
because they have not spotted the pair to 10 and then
added on the 5 using place value. They may not remember
that they can change the order of the addition and get the
same answer.
Help children to see how they can use known number facts
to subtract single-digit numbers, e.g. if they know that 5
and 4 make 9, they can use 9 – 5 = 4 to work out
19 – 5, 29 – 5, … 99 – 5 on the bead bar. Point out the pair
to 9 each time.
If children haven’t used the number fact 9 – 5 = 4 to work
this out, then they may have made an error when counting
back, e.g. including the first number in the count (19, 18,
17, 16, 15), and so give an answer of 15 instead of 14.
Possible errors
Advice
M01_MEOY_TG_Y2_2335_M01.indd 20
Use place value and number facts to
solve problems.
(Y2 Su, Wks 2, 12, 22, 30)
Solve missing number problems
involving the inverse relationship
between addition and subtraction.
(Y2 Sp, Wks 2, 3, 12, 13)
Recognise and use the
inverse relationship
between addition and
subtraction and use this
to check calculations and
solve missing number
problems. (Y2)
20
31
32
Use number facts to solve related
subtractions.
(Y2 Au, Wks 2, 3, 9)
Add mentally a 2-digit number and
ones, including adding any 1-digit
number to a 2-digit number using
number facts or bridging 10.
(Y2 Su, Wks 5, 11, 22, 23)
Answers
Progression map
outcomes
Use place value and
number facts to solve
problems. (Y2)
[...] (Y2)
• a two-digit number
and ones
Add and subtract
numbers using concrete
objects, pictorial
representations, and
mentally, including:
[...] (Y2)
• a two-digit number
and ones
Add and subtract
numbers using concrete
objects, pictorial
representations, and
mentally, including:
National Curriculum
objectives
Year 2 Paper 1: Arithmetic
9
8
7
Qu.
1
1
1
Marks
Award for ...
20
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© Pearson Education Ltd 2016
Help children to see that they can use the number fact
6 – 2 = 4 to work out the subtraction, or count back in 10s
from 60 until they reach 40, keeping track of how many
tens they have counted back. Encourage them to subtract
the number they have written in the box to make sure that
they reach the number after the equals sign, but also to
use addition to check their answer.
Some children may struggle with the empty box being in
the second position in the number sentence.
Model the bridging of a multiple of 10 on the bead bar,
pointing out how 4 can be added to 26 to reach 30, and
then another 1 needs to be added, to add 5 in total.
Children may have answered 30 if they included the first
number in their count rather than using number facts and
place value to bridge 30.
Use the bead bar to show 5 – 3, then 15 – 3, 25 – 3, …
95 – 3 all along the bar, pointing out the
5 – 3 beads each time.
Watch out for children who do not use their knowledge
of 5 – 3 = 2 to work out 35 – 3, but instead count back 3.
Some children may include the first number in their count
(counting 35, 34, 33), and so write 33 as the answer.
Possible errors
Advice
M01_MEOY_TG_Y2_2335_M01.indd 21
[...] (Y2)
• two two-digit numbers
[...]
Add and subtract
numbers using concrete
objects, pictorial
representations, and
mentally, including:
[...] (Y2)
• a two-digit number
and tens
Year 2 Paper 1: Arithmetic
12
Add and subtract
numbers using concrete
objects, pictorial
representations, and
mentally, including:
11
[...]
Recall and use
multiplication and division
facts for the 2, 5 and
10 multiplication tables,
including recognising odd
and even numbers. (Y2)
National Curriculum
objectives
10
Qu.
Add mentally two 2-digit numbers,
using partitioning and number facts.
(Y2 Su, Wks 6, 7, 11, 23, 29)
86
65
Add and subtract mentally a 2-digit
number and tens, including adding
or subtracting 10 to and from any
number up to 100 (positive answers
only).
(Y2 Au, Wks 5, 6, 7)
Add mentally two 2-digit numbers by
counting on in 10s and 1s.
(Y2 Sp, Wks 7, 9, 13, 20)
1
15
Recall and use multiplication and
division facts for the 2, 5, and 10
times-tables.
(Y2 Su, Wks 10, 17, 19, 29)
1
1
Marks
Award for ...
Answers
Progression map
outcomes
21
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© Pearson Education Ltd 2016
Help children to use towers of 10 cubes and loose cubes
to support partitioning, matching to place value cards.
Errors will depend on whether children choose to count
on in 10s and 1s or use partitioning. They may make a
mistake when counting on in 10s when adding 30 or not
use number facts to add on 4. When partitioning, some
children may add 5 and 3, instead of 50 and 30, or may
misremember the necessary number facts.
Use a 100-square to practise counting back in 10s,
pointing out how only the tens digits change. Record
subtractions to match the counting back, as some
children don’t relate counting back in 10s to subtraction.
Subtracting sticks of 10 from a number made from base 10
equipment can also help.
Watch out for children who count back in ones rather than
in tens. They are very likely to make a mistake if counting
back 20 in 1s. Some children may change the ones digit
rather than the tens digit.
Ensure that children have sufficient practice in counting on
in 5s. Point out that all numbers in the 5 times-table end in
0 or 5, pointing out the pattern on a 100-square and how
the numbers look on a bead bar.
If children have answered 8, it is likely that they have
misread the × sign as an + sign. If children do not know
the facts for the 5 times-table, they may have miscounted
when counting on in 5s.
Possible errors
Advice
M01_MEOY_TG_Y2_2335_M01.indd 28
Count in multiples of 10s from
10 to 100, and back again,
recognising that the multiples
end in 0.
(Y1 Sp, Wks 15 and 16)
32
kilograms
* Aural questions
Note: [...] indicates when National Curriculum objectives have been truncated.
Count, read and write
numbers to 100 in
numerals; count in
multiples of twos, fives
and tens. (Y1)
3*
Choose and use appropriate
standard units to estimate and
measure [...] mass/weight (kg/g)
[…] using […] scales [...].
(Y2 Su, Wks 8, 24, 28 and 30)
1
Accept any clear
way of marking
32.
1
Accept any clear
way of marking
kilograms.
Given a number, identify one
more and one less, any number
up to 20. (Y1 Au, Wks 1, 3 and 5)
Given a number, identify
one more and one less.
(Y1)
Choose and use
appropriate standard units
to estimate and measure
[...] mass (kg/g) […] to the
nearest appropriate unit,
using […] scales [...]. (Y2)
1
26
Recite the numbers in order
counting to 100, forwards and
backwards, beginning with 0 or
1, or from any given number.
(Y1 Au, Wks 1 and 5)
Count to and across 100,
forwards and backwards,
beginning with 0 or 1, or
from any given number.
(Y1)
1*
2*
Marks
Award for ...
Answers
Progression map
outcomes
Qu. National Curriculum
objectives
Marking guidance
28
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© Pearson Education Ltd 2016
Some children may need more practice counting in 10s
with the visual aid of a 100-square, and looking at how
these numbers are written.
If children have answered this question wrongly, it is
likely that they do not realise that multiples of 10 end in
zero.
Children may need more experience with different
ways of measuring height, mass (weight), capacity
and temperature in order to become familiar with their
respective units of measure.
Children may not remember which unit is used to
measure mass (weight).
Ensure children have lots of practice saying the number
before and after numbers on a number line or track.
Some children may have transposed the digits and
written 62. Watch out for children who cannot say the
next number (1 more) without using a number line or
counting from 1. Learning to count on is important for
developing addition skills, otherwise children will be
over-reliant on counting all, i.e. counting the first set
again, rather than counting on from the first set.
Possible errors
Advice
Year 2 Paper 2: Reasoning
M01_MEOY_TG_Y2_2335_M01.indd 29
Progression map
outcomes
Count in steps of 2, 3, and
5 from 0, and in tens from
any number, forward and
backward. (Y2)
6
Year 2 Paper 2: Reasoning
* Aural questions
Order and arrange
combinations of
mathematical objects in
patterns and sequences.
(Y2)
and subtraction, using
concrete objects and
pictorial representations,
and missing number
problems such as
7 = – 9. (Y1)
1
Both answers
must be correct
to be awarded
the mark.
Count in steps of 2 and 5 from 0, 57 and 27
and in tens from any number,
forward and backward.
(Y2 Au, Wks 5 and 10)
1
11
1
Both shapes
must be drawn
to be awarded
the mark.
Marks
Award for ...
Answers
Order and arrange combinations
of mathematical objects,
including 2D and 3D shapes,
in repeating patterns and
sequences.
(Y2 Sp, Wk 14)
Solve 1-step problems that
involve addition or subtraction
using concrete objects and
pictorial representations.
(Y1 Su, Wks 7, 12, 22, 25 and
29)
Add and subtract one-digit Add 1-digit and 2-digit numbers
and two-digit numbers to to 20, including adding three
small numbers using pairs to 10
20, including zero. (Y1)
Solve one-step problems and doubles.
(Y1 Su, Wks 22 and 29)
that involve addition
5*
4*
Qu. National Curriculum
objectives
29
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© Pearson Education Ltd 2016
Encourage children to continue their counting back
pattern after the number they entered to check their
answer. Some children may need more practice counting
back in 10s with the aid of a 100-square.
Children may not have spotted the pattern of counting
back in 10s. Some children may have spotted that the
numbers go backwards, but have written 66 and 36, as
they just counted back 1 from 67 and 37 rather than 10.
Children may need to see a pattern repeated over a
greater length, e.g. at least four repeats of the pattern,
to be able to see the ‘rule’ for the pattern. Give children
opportunities to copy, continue and then create their
own patterns.
Some children may have just drawn a circle as the next
shape rather than a circle AND a triangle. Other children
may have not been able to identify the repeating pattern.
If, when asked to check their answer, children don’t
self-correct as they miscounted, they may need more
experience of number stories, seeing calculations in
contexts.
Children may have miscounted, or misunderstood the
number story.
Possible errors
Advice