Somerby Road, Leicester, Leicestershire, LE7 9PR

0116 241 6722

Fernvale Primary School

A place to learn and grow

  1. Our classes
  2. Year 2 – Mrs Patel
  3. Maths

Year 2 - Maths


Year 2 Maths overview and Key Objectives


At the start of Year 2, children have already acquired a basic knowledge and understanding of shapes, numbers and the number system. They are beginning to solve problems and are becoming   more independent and competent early mathematicians. This, together with the enthusiasm and    motivation developed in Year 1, provides a good basis for developing and widening their mathematical knowledge and skills. During Year 2, they develop more sophisticated counting skills, begin to describe and explain patterns and relationships involving numbers and shapes, and use informal methods of recording. They extend their knowledge and use of number facts and develop their understanding of all four arithmetic operations. Paired and group work are opportunities for children to talk to each other about their mathematical ideas and methods. Problem solving and measuring offer a chance to draw on children’s experiences outside the classroom. They also help to forge links between mathematics and other subjects.  Speaking and listening continues to play an important role in mathematical learning as children extend their use of the vocabulary and language of mathematics. Much of their learning continues to be oral, visual and practical. Recording, including the use of images and simple diagrams, starts to take on a more significant role in helping children to practise, describe and report, and to identify patterns in calculations and shapes.


Using and applying mathematics

  • Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence
  • Identify and record the number sentences involved in a problem, carry out the calculations and check that the solution makes sense in the context of the problem
  • Follow a line of enquiry and answer questions by selecting and using suitable equipment and information and organising and presenting the information in lists, tables and simple diagrams
  • Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples
  • Present solutions to problems in an organised way; explain decisions, methods and results in spoken, pictorial and written form, using mathematical language and symbols

2 Counting and understanding number

  • Read and write two- and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers
  • Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of ten and one
  • Order two-digit numbers and position them on a number line; use the greater than (>), less than (<) signs
  • Estimate a number of objects and round two-digit numbers to the nearest 10
  • Find one half, one quarter and three quarters of shapes and sets of objects

3 Knowing and using number facts

  • Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100
  • Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves
  • Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10
  • Use knowledge of number facts and operations to check answers to calculations

4 Calculating

  • Add or subtract mentally a single-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to support addition and subtraction of two-digit numbers
  • Understand that subtraction reverses addition and vice versa and use this to derive and record related addition and subtraction number sentences
  • Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division calculations, including those with remainders
  • Use the symbols +, –, ×, ÷ and = to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence, e.g. 30 – £ = 24, £ ÷ 2 = 6

5 Understanding shape

  • Visualise common 2-D shapes and 3-D solids and identify them from pictures of them in different positions and orientations; sort, make and describe shapes, referring to their properties
  • Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapes
  • Follow and give instructions involving position, direction and movement
  • Recognise and use whole, half and quarter turns, both clockwise and anti-clockwise; know that a right angle represents a quarter turn

6 Measuring

  • Estimate, compare and measure lengths, masses and capacities using standard units (m, cm, kg, litre) and suitable measuring instruments
  • Read the numbered divisions on a scale, and interpret the divisions between them, e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered; use a ruler to draw and measure lines to the nearest centimetre
  • Use units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour and identify time intervals, including those that cross the hour boundary

7 Handling data

  • Answer a question by recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data
  • Use lists, tables and diagrams to sort objects against one or two criteria; explain choices using appropriate language, including not