# Year 2 Mathematics

The long term plan below shows the order in which units are taught and approximately how many weeks are spent on each unit.

These are broken down further into the small steps for each unit of work. All small steps involve an element of reasoning and problem solving and link to the National Curriculum.

## Autumn

## Place Value

Step 1 Numbers to 20

Step 2 Count objects to 100 by making 10s

Step 3 Recognise tens and ones

Step 4 Use a place value chart

Step 5 Partition numbers to 100

Step 6 Write numbers to 100 in words

Step 7 Flexibly partition numbers to 100

Step 8 Write numbers to 100 in expanded form

Step 9 10s on the number line to 100

Step 10 10s and 1s on the number line to 100

Step 11 Estimate numbers on a number line

Step 12 Compare objects

Step 13 Compare numbers

Step 14 Order objects and numbers

Step 15 Count in 2s, 5s and 10s

Step 16 Count in 3s

**National Curriculum Links:**

Pupils should be taught to:

count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward

recognise the place value of each digit in a two-digit number (10s, 1s)

identify, represent and estimate numbers using different representations, including the number line

compare and order numbers from 0 up to 100; use <, > and = signs

read and write numbers to at least 100 in numerals and in words

use place value and number facts to solve problems

## Addition and Subtraction

Step 1 Bonds to 10

Step 2 Fact families - addition and subtraction bonds within 20

Step 3 Related facts

Step 4 Bonds to 100 (tens)

Step 5 Add and subtract 1s

Step 6 Add by making 10

Step 7 Add three 1-digit numbers

Step 8 Add to the next 10

Step 9 Add across a 10

Step 10 Subtract across 10

Step 11 Subtract from a 10

Step 12 Subtract a 1-digit number from a 2-digit number (across a 10)

Step 13 10 more, 10 less

Step 14 Add and subtract 10s

Step 15 Add two 2-digit numbers (not across a 10)

Step 16 Add two 2-digit numbers (across a 10)

Step 17 Subtract two 2-digit numbers (not across a 10)

Step 18 Subtract two 2-digit numbers (across a 10)

Step 19 Mixed addition and subtraction

Step 20 Compare number sentences

Step 21 Missing number problems

**National Curriculum Links:**

Pupils should be taught to:

solve problems with addition and subtraction:

using concrete objects and pictorial representations, including those involving numbers, quantities and measures

applying their increasing knowledge of mental and written methods

recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100

add and subtract numbers using concrete objects, pictorial representations, and mentally, including:

a two-digit number and 1s

a two-digit number and 10s

2 two-digit numbers

adding 3 one-digit numbers

show that addition of 2 numbers can be done in any order (commutative) and subtraction of 1 number from another cannot

recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems

## Shape

Step 1 Recognise 2-D and 3-D shapes

Step 2 Count sides on 2-D shapes

Step 3 Count vertices on 2-D shapes

Step 4 Draw 2-D shapes

Step 5 Lines of symmetry on shapes

Step 6 Use lines of symmetry to complete shapes

Step 7 Sort 2-D shapes

Step 8 Count faces on 3-D shapes

Step 9 Count edges on 3-D shapes

Step 10 Count vertices on 3-D shapes

Step 11 Sort 3-D shapes

Step 12 Make patterns with 2-D and 3-D shapes

**National Curriculum Links**

Pupils should be taught to:

identify and describe the properties of 2-D shapes, including the number of sides, and line symmetry in a vertical line

identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces

identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]

compare and sort common 2-D and 3-D shapes and everyday objects

## Spring

## Money

Step 1 Count money – pence

Step 2 Count money – pounds (notes and coins)

Step 3 Count money – pounds and pence

Step 4 Choose notes and coins

Step 5 Make the same amount

Step 6 Compare amounts of money

Step 7 Calculate with money

Step 8 Make a pound

Step 9 Find change

Step 10 Two-step problems

**National Curriculum Links:**

Pupils should be taught to:

recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value

find different combinations of coins that equal the same amounts of money

solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change

## Multiplication and division

Step 1 Recognise equal groups

Step 2 Make equal groups

Step 3 Add equal groups

Step 4 Introduce the multiplication symbol

Step 5 Multiplication sentences

Step 6 Use arrays

Step 7 Make equal groups – grouping

Step 8 Make equal groups – sharing

Step 9 The 2 times-table

Step 10 Divide by 2

Step 11 Doubling and halving

Step 12 Odd and even numbers

Step 13 The 10 times-table

Step 14 Divide by 10

Step 15 The 5 times-table

Step 16 Divide by 5

Step 17 The 5 and 10 times-tables

**National Curriculum Links**

Pupils should be taught to:

recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers

calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

show that multiplication of 2 numbers can be done in any order (commutative) and division of 1 number by another cannot

solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts

## Length and height

Step 1 Measure in centimetres

Step 2 Measure in metres

Step 3 Compare lengths and heights

Step 4 Order lengths and heights

Step 5 Four operations with lengths and heights

**National Curriculum Links:**

Pupils should be taught to:

choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels

compare and order lengths, mass, volume/capacity and record the results using >, < and =

## Mass, capacity and temperature

Step 1 Compare mass

Step 2 Measure in grams

Step 3 Measure in kilograms

Step 4 Four operations with mass

Step 5 Compare volume and capacity

Step 6 Measure in millilitres

Step 7 Measure in litres

Step 8 Four operations with volume and capacity

Step 9 Temperature

**National Curriculum Links:**

Pupils should be taught to:

choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels

compare and order lengths, mass, volume/capacity and record the results using >, < and =

recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value

find different combinations of coins that equal the same amounts of money

solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change

compare and sequence intervals of time

tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times

know the number of minutes in an hour and the number of hours in a day

## Summer

## Fractions

**National Curriculum Links:**

Pupils should be taught to:

recognise, find, name and write fractions 1/3, 1/4, 2/3 and 3/4 of a length, shape, set of objects or quantity

write simple fractions, for example 1/2 of 6 = 3 and recognise the equivalence of 2/4 and 1/2

## Time

**National Curriculum Links:**

Pupils should be taught to:

compare and sequence intervals of time

tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times

know the number of minutes in an hour and the number of hours in a day

## Statistics

**National Curriculum Links:**

Pupils should be taught to:

interpret and construct simple pictograms, tally charts, block diagrams and tables

ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity

ask-and-answer questions about totalling and comparing categorical data

## Position and direction

**National Curriculum Links:**

Pupils should be taught to:

order and arrange combinations of mathematical objects in patterns and sequences

use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)