Maths Year 2

Year 2 KPIs: 

Pupils will be able to:

• partition two-digit numbers into different combinations of tens and ones. This may include using apparatus (e.g. 23 is the same as 2 tens and 3 ones which is the same as 1 ten and 13 ones)

• add 2 two-digit numbers within 100 (e.g. 48 + 35) and can demonstrate their method using concrete apparatus or pictorial representations

• use estimation to check that their answers to a calculation are reasonable (e.g. knowing that 48 + 35 will be less than 100)

• subtract mentally a two-digit number from another two-digit number when there is no regrouping required (e.g. 74 − 33)

• recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems (e.g. Δ − 14 = 28)

• recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve simple problems, demonstrating an understanding of commutativity as necessary (e.g. knowing they can make 7 groups of 5 from 35 blocks and writing 35 ÅÄ 5 = 7; sharing 40 cherries between 10 people and writing 40 ÅÄ 10 = 4; stating the total value of six 5p coins)

• identify 1/3, 1/4 , 1/2 , 2/4 , 3/4 and knows that all parts must be equal parts of the whole

• use different coins to make the same amount (e.g. pupil uses coins to make 50p in different ways; pupil can work out how many Åí2 coins are needed to exchange for a Åí20 note)

• read scales in divisions of ones, twos, fives and tens in a practical situation where all numbers on the scale are given (e.g. pupil reads the temperature on a thermometer or measures capacities using a measuring jug)

• read the time on the clock to the nearest 15 minutes

• describe properties of 2-D and 3-D shapes (e.g. the pupil describes a triangle: it has 3 sides, 3 vertices and 1 line of symmetry; the pupil describes a pyramid: it has 8 edges, 5 faces, 4 of which are triangles and one is a square)

Pupils will be able to:

• reason about addition (e.g. pupil can reason that the sum of 3 odd numbers will always be odd)

• use multiplication facts to make deductions outside known multiplication facts (e.g. a pupil knows that multiples of 5 have one digit of 0 or 5 and uses this to reason that 18 Å~ 5 cannot be 92 as it is not a multiple of 5)

• work out mental calculations where regrouping is required (e.g. 52 − 27; 91 – 73)

• solve more complex missing number problems (e.g. 14 + – 3 = 17; 14 + Δ = 15 + 27)

• determine remainders given known facts (e.g. given 15 ÷ 5 = 3 and has a remainder of 0, pupil recognises that 16 ÷ 5 will have a remainder of 1; knowing that 2 Å~ 7 = 14 and 2 Å~ 8 = 16, pupil explains that making pairs of socks from 15 identical socks will give 7 pairs and one sock will be left)

• solve 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?)

• recognise the relationships between addition and subtraction and can rewrite addition statements as simplified multiplication statements (e.g. 10 + 10 + 10 + 5 + 5 = 3 Å~ 10 + 2 Å~ 5 = 4 Å~ 10)

• find and compare fractions of amounts (e.g. 14 of £20 = £5 and 1 2 of £8 = £4 so 1 4 of £20 is greater than 12 of £8)

• read the time on the clock to the nearest 5 minutes

• read scales in divisions of ones, twos, fives and tens in a practical situation where not all numbers on the scale are given

• describe similarities and differences of shape properties (e.g. finds 2 different 2-D shapes that only have one line of symmetry; that a cube and a cuboid have the same number of edges, faces and vertices but can describe what is different about them)