# 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. ## 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

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

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

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

## Money

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

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

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

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

## Fractions

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

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

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