Year 2 Maths Plans
In order to ensure that every part of the Year 2 content is covered before the statutory assessments in late May, there are nearly 13 weeks of teaching in the Autumn Term, 11 weeks in Spring and 4+ weeks before the SATs in Summer, plus some optional revision sessions. Each teacher will need to pace this teaching to suit their class and, crucially, their term dates. You may need to consider bringing some of the Spring Term teaching into Autumn. For more support in how to arrange this around different potential term structures structures, read more.
Mark 2-digit numbers on a landmarked line; compare numbers using the symbols < and >; use ordinal numbers in context up to 10th and beyond; use knowledge of order of numbers and properties of number (e.g. odd/even, multiples to describe/sort numbers); solve logic problems; round 2-digit numbers to nearest multiple of ten.
Add/subtract 2-digit numbers by adding/subtracting multiples of ten then one using a 1-100 number square and landmarked lines. Find the difference in the context of change, including bar model examples.
Sort calculations according to whether they are known facts or need to be worked out; use facts to add four or five small numbers, by spotting pairs to ten/doubles; rehearse addition/subtraction of two 2-digit numbers; begin to sort number problems into whether addition and subtraction is needed to work them out. Mental addition using partitioning. Mental subtraction using counting back. Includes bar model examples.
Recognise coins and find totals using a combination of coins; add two 2-digit money amounts together using mental addition by partitioning. Find fractions of amounts halves, quarters and thirds by sharing and using known number facts.
Estimate, measure and compare weights, choosing and using suitable standard units and suitable measuring instruments; use units of time (seconds. minutes, hours, days and weeks) and know the relationship between them; read time to the quarters; measure activities using seconds and minutes.
Twos, Fives and Tens: count from any number to 100, recognise multiples, use grouping to count larger groups; investigate a statement about familiar numbers by finding examples which satisfy it; find, describe and continue patterns; understand multiplication as repeated addition; use multiplication to describe an array; understand grouping as a model of division; understand that division can leave some left over; solve a word problem. Mental multiplication and division.
Understand how to read an array; know that multiplication can be done in any order; use beaded lines and grouping, then hops to work out division problems; create own word problems involving division and multiplication; sort division and multiplication word problems; know that division is the inverse of multiplication. Mental multiplication and division. Includes bar model examples
Estimate, measure and compare capacities, choosing and using suitable non-standard and standard units and suitable measuring instruments; answer a question by collecting and recording data, and representing it as block graphs and pictograms to show results.
Mental addition and subtraction: double and half using partitioning. Add 2-digit numbers by partitioning or counting on. Subtract a 2-digit number from another by counting back.
Understand difference as one model of subtraction (Frog). Subtract 2-digit numbers either side of multiples of 10 by counting up, and find change. Begin to choose counting up to back to subtract. Bar models included.
Identify 3D shapes and their properties. Tell the time to the nearest quarter of an hour and 5 minutes.