Year 2 Mathematics Skill Progression |
Year 2 Non-Negotiables 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 two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus
- add and subtract any 2 two-digit 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 2-D and 3-D shapes, including number of sides, vertices, edges, faces and lines of symmetry.
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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 two-digit 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, 10-6=4, 10-4=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 7-3=4 then 17-3=14; leading to 14+3=17, then 3+14=17.
- Add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
- a two-digit number and ones (54 + 9), (45 + 3) (no regrouping/ regrouping)
- a two-digit number and tens (54+20) (no regrouping/ regrouping)
- two two-digit numbers ( 48+35, 72-17)
- adding three one-digit 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)
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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.)
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| 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
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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 three-quarter turns (clockwise and anti-clockwise).
| Position and Direction - What’s the same/different
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Shape 3 weeks | - 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]
- Name some common 2-D and 3-D 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 2-D and 3-D shapes and everyday objects.
- Describe similarities and differences of 2-D and 3-D shapes, using their properties (e.g. that two different 2-D 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. |
