Year 2 Mathematics Skill Progression 
Year 2 NonNegotiables IF A CHILD HAS NOT GOT ALL THE OBJECTIVES BELOW THEY CANNOT MEET THE STANDARD, EVEN WITH 75% OR MORE  read scales* in divisions of ones, twos, fives and tens
 partition any twodigit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus
 add and subtract any 2 twodigit numbers using an efficient strategy, explaining their method verbally, in pictures or using apparatus (e.g. 48 + 35; 72 – 17)
 recall all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive relationships (e.g. If 7 + 3 = 10, then 17 + 3 = 20; if 7 – 3 = 4, then 17 – 3 = 14; leading to if 14 + 3 = 17, then 3 + 14 = 17, 17 – 14 = 3 and 17 – 3 = 14)
 recall multiplication and division facts for 2, 5 and 10 and use them to solve simple problems, demonstrating an understanding of commutativity as necessary
 identify 1 4 , 1 3 , 1 2 , 2 4 , 3 4 , of a number or shape, and know that all parts must be equal parts of the whole
 use different coins to make the same amount
 read the time on a clock to the nearest 15 minutes
 name and describe properties of 2D and 3D shapes, including number of sides, vertices, edges, faces and lines of symmetry.

Time  Skill Red: WT BOLD WA Highlighted GD  Reasoning  Problem Solving 
Term 1  
Place value 3 weeks   Count in 2, 3, 5 and 10 from any number forwards and backwards
 Recognise the place value of each digit in a twodigit number (tens and ones).
 Partition 2 digit numbers into tens and ones (using resources) and using different combination of tens and ones, explaining thinking verbally, with pictures or apparatus.
 Identify, represent and estimate numbers using different representations, including the number line ( scales of 1,2,5 and 10 and scales where not all numbers are given and estimate points in between)
 Compare and order numbers to 100 using <,>, = (link to measure/ time)
 Read and write numbers to 100 in numerals and words
 Use place value and number facts to solve problems (money/measure etc.)
 Place Value  True or false?
 Odd one out
 The answer is…what’s the question?
 Find all the possibilities Looking for patterns 
Addition and Subtraction 4 weeks   recall at least four of the 6 bonds for 10 and reason about associated facts ( 6+4 = 10, 4+6 =10, 106=4, 104=6)
 recall all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive relationships (7+3=10 then 17=3=20; if 73=4 then 173=14; leading to 14+3=17, then 3+14=17.
 Add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
 a twodigit number and ones (54 + 9), (45 + 3) (no regrouping/ regrouping)
 a twodigit number and tens (54+20) (no regrouping/ regrouping)
 two twodigit numbers ( 48+35, 7217)
 adding three onedigit numbers
 Show that the addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot.
 Add and Sub  Always, sometimes, never?
 Missing number (inverse)

Term 2 
Addition and subtraction 2 weeks (WITH MONEY and MEASURE)   Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.
 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.
 Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change.
 Solve complex problems and explain their thinking e.g. 29+17= 15 + 4 + ____ ;‘together Jack and Sam have £14. Jack has £2 more than Sam. How much money does Sam have? etc.)

 Money/addition  
Money 2 weeks   Know the value of different coins
 Recognise and use £ and p symbols and combine amounts to make a particular value
 Find different combinations of coins that equal the same amount
 Money What’s the same/ different? 
Multiplication and division 1 week   Recall and use multiplication and division facts for the 2, 5 and 10 times tables, including recognising odd and even numbers. Make deductions outside known facts.
 Multiplication and division  What’s the same/different?
 Convince me

Term 3 
Multiplication and Division 3 weeks   Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) sign
 Show that the multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot.
 Solve problems involving multiplication and division (2,5,10), using materials, arrays, repeated addition, mental methods and multiplication and division facts.
Solve unfamiliar word problems that involve more than one step (e.g. ‘which has the most biscuits, 4 packets of biscuits with 5 in each packet or 3 packets of biscuits with 10 in each packet?) Link word problems with statistics (see Ready to Progress)  interpret simple pictograms, tally charts, block diagrams and simple tables
 answer questions about totalling and comparing categorical data.
 Multiplication and division  What’s the same/different?
Convince me  Working systematically Trial and improvement 
Fractions 3 weeks   Recognise, find, name and write fractions 1/3,1/4,2/4 and ¾ of a length, shape, set of objects or quantity.
 Know that all parts have to be equal
 Write simple fractions for example, ½ Of 6 = 3 and recognise the equivalence of 2/4 and ½
 Fractions Continue the pattern 
Term 4 
Position and Direction 2 weeks   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 threequarter turns (clockwise and anticlockwise).
 Position and Direction  What’s the same/different
 
Shape 3 weeks   Identify and describe the properties of 2D shapes, including the number of sides and line symmetry in a vertical line
 identify and describe the properties of 3D shapes, including the number of edges, vertices and faces
 identify 2D shapes on the surface of 3D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]
 Name some common 2D and 3D shapes from a group of shapes or from pictures of the shapes and describe some of their properties 9triangles, rectangles, squares, circles, cuboids, cubes, pyramids, spheres)
 Compare and sort common 2D and 3D shapes and everyday objects.
 Describe similarities and differences of 2D and 3D shapes, using their properties (e.g. that two different 2D shapes both have only one line of symmetry; that a cube and a cuboid have the same number of edges, faces and vertices, but different dimensions).
 Order and arrange combinations of mathematical objects in patterns and sequences
 Shape  Odd one out
 Continue the pattern
Other possibilities  
Term 5 
Time 3 weeks   Tell and write the time to the nearest five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times
 Compare and sequence intervals of time.
Know the number of minutes in an hour and the number of hours in a day  Time  The answer is…what’s the question?
Spot the mistake  Working backwards 
Measure 3 weeks   Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm);
 Compare and order lengths and record the results using >, < and =
 Choose and use appropriate standard units to estimate and measure mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
 compare and order mass, volume/capacity and record the results using >, < and =
 read scales in divisions of ones, twos, fives and tens
read scales where not all numbers on the scale are given and estimate points in between  Measure  Always, sometimes, never?
What’s the same/different? 
Term 6 
Statistics (in 2/5/10) 1 week   interpret and construct simple pictograms, tally charts, block diagrams and simple 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.   
RECAP calculation. Address gaps. 