Year 2 Mathematics Curriculum Overview
What
do
we
teach
in
Y2
Maths?
Recapping
on
number
bonds
of
10
and
20
(
ie
8+2=10,
18+2=
20)
this
is
then
extended
with
larger
numbers,
(80
+
20
=
100
800
+
200
=1,000)
Basic
multiplication
(fluent
in
2s,5s
and10s
times
tables
, counting in
3s and 4s
)
including odds and evens
Show
how
5
times
tables
link
to
telling
the time
in
intervals
of
5
minutes
Using
the
term
multiples
–
linked
to
doubling
Basic
division
,
halving
–
understanding
the
link
between
multiplication
and
division
(inverse)
Recognising,
finding
and
naming
fractions1/3
¼
2/4
and
¾
of
a
length,
shape
and
number
of
objects
–
counting
in
fractions
Understanding
equivalent
fractions
2/4
½
Estimation
of
numbers
of
objects
and
length
etc.
Addition
and
subtraction
to
100
(to
1,000
with
more
able
children)
What
do
we
teach
in
Y2
Maths?
Use
column
method
for
addition
and
subtraction
Place
value
(ones,
tens
and
hundreds)
Time
-
know
o’clock,
half
past,
quarter
to,
quarter
past,
5
minute
intervals
and
be
able
to
draw
hands
accurately
on
a
clock
face
Measurement
(
weight,
length,
capacity)
Money
(
everyday
money-
calculating
change
–
linked
to
number
bonds
)
Problem
solving
–
word
problems
Using
terms
more
than≥
and
less
than≤
Handling
data
(
graphing,
tables,
sorting
data)
Shape
and
space
–
learning
2D
and
3D
shape
properties
–
faces,
edges,
vertices
and
to
identify
a
line
of
symmetry
Right
angles
and
90˚
turn
as
well
as
½
and
¾
turns
Resources
Number
square
Place
value
cards
Number
line
Counters
Online
games
Multi-link
cubes
Place
Value
We
use
place
value
cards
in
combination with
tens
and
ones
not
units
equipment.
100
squares
to
recognise
values
of
numbers.
i.e.
make the
number
245
Step
1
:
partition
the
numbers
2
hundreds,
4
tens
and
5
ones
Step
2:
make
that
number
with
either
equipment
or
place
value
cards.
Partitioning
Lessons
Addition
and
Subtraction
with
a
number
square
Adding
12
54
+12=
66
Step
1
:Partition
the
number
(one
10,
two
ones)
10
&
2
Step
2:
add
on
the
10
(
down
10
to
the
now
row
in
column)
Step
3
add
on
the
ones
(
jump
right
2)
Adding
10
go
down
10
in
the
column
Subtracting
10
jump
back
10
in
column
Adding
1
jump
right
1
Subtracting
1
jump
left
1
Column
Method
(new
way!)
Addition
without
carrying
T
O
1
4
+
1
5
2
9
Addition
with
carrying
TO
1
8
+1
5
3
3
1
Subtraction
Lots
of
counting
back
in
ones
and
tens
from
any
number
Knowing
the
number
before
and
the
number
after
Using
a
100
square
to
jump
back
Use
language
appropriately
–
less
than,
fewer,
minus,
subtract,
take-away
etc.
Subtracting
13
–
5
=
8
Step
1
underline
the
first
number
and
draw
a
magic
line
Step
2
write
the
first
number
on
the
right-hand
side
of
the
line
and
jump
back
in
1s
the
number
that
is
being
taken
away
(5)
-5
8
13
Then
count
back
5
from
13
When
the children are
confident
we
move
onto
larger
numbers
43
–
15
=
28
-5
-10
Then
count
back
15
from
43
28
33
43
Subtraction
new
column
method
Subtraction
without
carrying
T
O
5
4
-1
2
4
2
Subtraction
with
carrying
T
O
4
1
5
4
-1
7
3
7
Using
counting
on
in
practical
ways
Using
a
number
grid
for
patterns
and
multiplication
Colours
show
odd
and
even
numbers
clearly
Learn
the
2,
5
and
10
x
table
Use
the
term
multiple
Number
square
Ask
children
to
say
the
next one
in
a
sequence
of
numbers
4,
8,12
Hiding
numbers
on
a
number
square
These
are
parts
of
a
hundred
square.
Please
fill
in
the
missing
squares.
Now
make
up
some
of
your
own.
Early
Multiplication
F
i
r
s
t
recognize
that
multiplication
is
repeated
addition
N
o
of
lots
how
many
per
group
3
x
5
to
t
al
15
Is
the
same
as
3
lots
of
5
or
=
5
+
5
+
5
=
15
Use
pictorial
cues
to
represent
a
multiplication
sum.
Encourage
them
to
write
the
sum:
5
+
5
+
5
=
1
5
Multiplication in
Y2
Moving
on
to
larger
numbers
We
ensure
that
the children
look
at
the
number
of
10s and
ones
TO
3
x
13
=
39
Circles
are
drawn
and
the
appropriate
number
of
10s
will
be
written
into
each
set
Then
the
ones
are
written
into
each
set.
The
10s
will
be
added
together
and
then
the
ones.
30
+
9
=
39
Links
to
expanded
method
10
3
10
3
10
3
=
30
=
9
Division
in
Y2
We
help
children
to
see
the
link
between
multiplication
and
division
(inverse)
12
÷
3
=
4
We
then
introduce
larger
numbers
in
this
way
TO
36
÷
3
=
12
Practical
maths
Making
maths
practical
by
using
real
materials.
Use
the
term
£
and
count
in
£s.
Try
some
of
these
at
home
with
your
child.
Using
coins
u
sing
food
Using measuring
cups
cooking
Curriculum
for
Y2
201
6
-201
7
The
expectation
for
the children is
certainly
more
challenging
than
it
ever has
been before. We
will
work
with
you
in partnership to ensure
that our
children are
successful learners
at
Engayne
.
.
On
line
games
Children love
games
that
will
engage
them
and
enhance
their
learning.
Try
some
of
these
site
links
.
Use the MY MATHS allocated
games and materials
.
Year 2 Mathematics curriculum covers a range of topics including number bonds of 10 and 20, basic multiplication, division, fractions, time-telling, place value, addition and subtraction to 1000, measurement, money, problem-solving, data handling, and shape properties. Students learn through activities like using place value cards, learning the column method for addition and subtraction, recognizing fractions, estimating numbers, and exploring 2D and 3D shapes.
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Presentation Transcript
What do we teach in Y2 Maths? Recapping on number bonds of 10 and 20 ( ie 8+2=10, 18+2= 20) this is then extended with larger numbers, (80 + 20 = 100 800 + 200 =1,000) Basic multiplication (fluent in 2s,5s and10s times tables, counting in 3s and 4s) including odds and evens Show how 5 times tables link to telling the time in intervals of 5 minutes Using the term multiples linked to doubling Basic division, halving understanding the link between multiplication and division (inverse) Recognising, finding and naming fractions1/3 2/4 and of a length, shape and number of objects counting in fractions Understanding equivalent fractions 2/4 Estimation of numbers of objects and length etc. Addition and subtraction to 100 (to 1,000 with more able children)
What do we teach in Y2 Maths? Use column method for addition and subtraction Place value (ones, tens and hundreds) Time- know o clock, half past, quarter to, quarter past, 5 minute intervals and be able to draw hands accurately on a clock face Measurement (weight, length, capacity) Money (everyday money- calculating change linked to number bonds) Problem solving word problems Using terms more than and less than Handling data ( graphing, tables, sorting data) Shape and space learning 2D and 3D shape properties faces, edges, vertices and to identify a line of symmetry Right angles and 90 turn as well as and turns
Resources Number line Number square Counters Place value cards Online games Multi-link cubes
Place Value W e use place value cards in combination with tens and ones not units equipment. 100 squares to recognise values of numbers. i.e. make the number 245 Step 1: partition the numbers 2 hundreds, 4 tens and 5 ones Step 2: make that number with either equipment or place value cards.
Addition and Subtraction with a number square Adding 12 54 +12= 66 Step 1 :Partition the number (one 10, two ones) 10 & 2 Step 2: add on the 10 ( down 10 to the now row in column) Step 3 add on the ones ( jump right 2) Adding 10 go down 10 in the column Subtracting 10 jump back 10 in column Adding 1 jump right 1 Subtracting 1 jump left 1
Column Method (new way!) Additionwithout carrying Addition withcarrying TO 1 8 TO 1 4 + 1 5 2 9 +1 5 3 3 1
Subtraction Lots of counting back in ones and tens from any number Knowing the number before and the number after Using a 100 square to jump back Use language appropriately less than, fewer, minus, subtract, take-away etc.
Subtracting 13 5 =8 Step 1 underline the first number and draw a magic line Step 2 write the first number on the right-hand side of the line and jump back in 1s the number that is being taken away (5) -5 Then count back 5 from 13 8 13 When the children are confident we move onto larger numbers 43 15 =28 -5 -10 Then count back 15 from 43 28 33 43
Subtraction new columnmethod Subtraction withoutcarrying Subtraction withcarrying TO TO 5 4 -1 2 4 2 4 1 5 4 -1 7 3 7
Using a number grid for patterns and multiplication Colours show odd and even numbers clearly Learn the 2, 5 and 10 x table Use the term multiple Numbersquare Ask children to say the next one in a sequence of numbers 4, 8,12 Hiding numbers on a number square
These are parts of a hundred square. Please fill in the missing squares. Now make up some of your own.
Early Multiplication First recognize that multiplication is repeated addition No of lots how many per group 3 x 5 Is the same as 3 lots of 5 or Use pictorial cues to represent a multiplication sum. Encourage them to write the sum: total 15 = 5 + 5 + 5 = 15 5 + 5 + 5 = 15
Multiplication in Y2 Moving on to larger numbers W e ensure that the children look at the number of 10s and ones TO 3 x 13 = 39 Circles are drawn and the appropriate number of 10s will be written into each set Then the ones are written into each set. The 10s will be added together and then the ones. 10 3 10 3 10 3 = 30 = 9 30 + 9 = 39 Links to expanded method
Division in Y2 We help children to see the link between multiplication and division (inverse) 12 3 = 4 We then introduce larger numbers in this way TO 36 3 = 12 10 10 2 10 2 2
Practical maths Making maths practical by using real materials. Use the term and count in s. Try some of these at home with your child. Using coins using food Using measuring cups cooking
Curriculum forY2 2016-2017 The expectation for the children is certainly more challenging than it ever has been before. We will work with you in partnership to ensure that our children are successful learners at Engayne. .
On line games Children love games that will engage them and enhance their learning. Try some of these site links. Use the MY MATHS allocated games and materials.
