Locate these numbers on a number line (ACMNA013), Count collections to 100 by partitioning numbers using place value (ACMNA014), Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015), Recognise and describe one-half as one of two equal parts of a whole (ACMNA016), Recognise, describe and order Australian coins according to their value (ACMNA017), Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018), Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019), Describe duration using months, weeks, days and hours (ACMMG021), Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022), Give and follow directions to familiar locations (ACMMG023), Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024), Choose simple questions and gather responses and make simple inferences (ACMSP262), Represent data with objects and drawings where one object or drawing represents one data value. They create symmetrical shapes and patterns. They draw two-dimensional shapes. They demonstrate an awareness of object permanence by searching for objects that have been hidden and participate in class activities that explore three-dimensional objects. Statistics and Probability Students participate in and contribute to the development of picture schedules, timetables and pictorial lists associated with familiar activities, such as listing the ingredients needed for a cooking session. ☐ Count back from 100 by 1's, 5's, 10's using a number chart, ☐ Skip count by 3's to 36 for multiplication readiness, ☐ Skip count by 4's to 48 for multiplication readiness, ☐ Name the number before and the number after a given number, and name the number(s) between two given numbers up to 100 (with and without the use of a number line or a hundreds chart), ☐ Use zero as the identity element for addition, ☐ Determine sums of number sentences by various means (e.g., families, related facts, inverse operations, addition doubles, and doubles plus one), ☐ Use a variety of strategies to solve addition problems using one and two-digit numbers with and without regrouping, ☐ Demonstrate fluency and apply addition facts up to and including 18, ☐ Use compensation to add 2-digit numbers, ☐ Develop readiness for multiplication by using repeated addition, ☐ Understand and use the commutative property of addition, ☐ Use a variety of strategies to solve subtraction problems using one and two-digit numbers with and without regrouping, ☐ Determine differences of number sentences by various means (e.g., families, related facts, inverse operations), ☐ Demonstrate fluency and apply subtraction facts up to and including 18, ☐ Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share), ☐ Read written ordinal terms (first through ninth) and use them to represent ordinal relations, ☐ Recognize the meaning of zero in the place value system (0-100), ☐ Use concrete materials to justify a number as odd or even, ☐ Develop an understanding of the base ten system: Explore a set for a whole year group. We have maths resources for every topic on the Year 2 maths curriculum to help children master all angles of Year 2 maths. They can identify events that may or may not happen today. Students demonstrate an understanding of two- and three-dimensional shapes by matching basic geometric objects to pictures of that object, identifying basic three-dimensional shapes in the classroom and sorting shapes into like groups. Students make connections between expanding and factorising algebraic expressions. From number and place value activities to statistics vocabulary cards, our extensive range of Year 2 learning materials can help children explore new mathematical ideas and practice skills to improve their mathematical fluency. Understanding develops from becoming aware of their physical state and encountering, reacting and responding to the world around them and to some everyday events and routines, Fluency includes students learning to control their behaviour and internal state and developing a repertoire of reactions to everyday experiences and events, Problem Solving includes students attending to and exploring the world around them with as much independence as possible. They begin to respond to numbers in everyday experiences. Students compare observed and expected frequencies. They perform simple addition and subtraction calculations using a range of strategies. Thank you so very much for all the help your site is giving myself to aid my daughter's education at home. Year 2 Maths Planning A pathway of Blocks to cover the National Curriculum statutory requirements The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of the mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, Statistics and Probability. The Year 2 maths curriculum focuses on making sure children develop a breadth of mathematical knowledge. They play a variety of chance games such as bingo or snakes and ladders and demonstrate an understanding that they will not always win. The principal focus of maths teaching in Key Stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting, and place value. They evaluate statistical reports. But Master the Curriculum is here to make sourcing Year 2 maths resources as easy as possible. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096), Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097). Identify data sources and plan methods of data collection and recording (ACMSP068), Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069), Interpret and compare data displays (ACMSP070). They make connections between the powers of 10 and the multiplication and division of decimals. We love being able to keep track of his progress on his Learning Journey checklist! Parents and teachers can easily and instantly download Master the Curriculum resources. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047), Identify a question of interest based on one categorical variable. Students describe data displays. Check your Y2 child's progress in maths with our free Y2 maths Progress checks, three mini-tests for autumn, spring and summer term. We have maths resources for every topic on the Year 2 maths curriculum to help children master all angles of Year 2 maths. School Curriculum and Standards Authority Locate and represent these fractions on a number line (ACMNA078), Recognise that the place value system can be extended to tenths and hundredths. 10 ones = 1 ten Investigate and use the properties of odd and even numbers (ACMNA071), Recognise, represent  and order numbers to at least tens of thousands (ACMNA072), Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073), Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074), Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075), Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076), Investigate equivalent fractions used in contexts (ACMNA077), Count by quarters halves and thirds, including with mixed numerals. We carefully design each resource to bring maths lessons to life and help children master the Year 2 maths curriculum. They will start to work with logic problems, and will be recording their results using lists and tables. Boost your child's confidence with regular at home practice – look through our Year 2 maths worksheets (including our Year 2 mental maths mini-test) to find activities to mirror what is being learnt in the classroom and make KS1 maths concepts come to life with practical maths suggestions from a KS1 teacher. Learn more. They demonstrate an understanding of the concept of chance by participating in games of chance, and identifying events that may or may not happen today. Where appropriate use a straight line to describe the relationship allowing for variation (ACMSP279). They compare areas of regular and irregular shapes using informal units. You can play a similar game with dominoes, counting the spots, Point out odd and even numbers on houses when you go out, Get your child to add up the numbers on car number plates or buses, Build a tower – blocks are perfect for talking about size and shape, When you’re cutting a cake or pizza, talk about halves and quarters, Encourage your child to spot the different shapes you can see on the way to school. All you need to do is choose the membership option that’s right for you, and download the resources of your choice. At Standard, students solve problems involving simple interest. Or if you’d rather unlock all of our primary maths resources, for Years 1-6, you can sign up for a Full Access membership for just £49 per year. They demonstrate an understanding of location and spatial awareness by following simple instructions related to simple spatial concepts, such as ‘under’, ‘on’, ‘beside’. Students recognise Australian coins according to their value. They explain the order and duration of events. Students describe outcomes for everyday events. They partition numbers using place value. Practice is linked to individual objectives-based units, but you can also explore sets of worksheets for the whole year. Extra support is linked to individual objectives-based units, but you can also explore a set for a whole year. 10 hundreds = 1 thousand, ☐ Use a variety of strategies to compose and decompose two-digit numbers, ☐ Use and understand verbal ordinal terms, ☐ Use non-standard and standard metric units to measure both vertical and horizontal lengths, ☐ Select and use standard metric and non-standard units to estimate measurements, ☐ Use a ruler to measure standard metric units, ☐ Compare and order objects according to the attribute of length, ☐ Recognize mass as a qualitative measure (e.g., Which is heavier?

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