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Framework for teaching mathematics

Year 2 

Measures, shape and space

Yearly teaching programmes, shown below, are taken from the relevant section of the Framework for teaching mathematics: Reception to Year 6. The numbers, in brackets, are page references to the relevant supplement of examples in the Framework which you can download by clicking on an icon in the 'Downloads' box on the left of this page.

Measures (p.72-79)

• Use and begin to read the vocabulary related to length, mass and capacity. (p.73)
• Estimate, measure and compare lengths, masses and capacities, using standard units (m, cm, kg, litre);
  suggest suitable units and equipment for such measurements. (p.73,75)
• Read a simple scale to the nearest labelled division, including using a ruler to draw and measure lines to the nearest centimetre, recording estimates and measurements as '3 and a bit metres long' or 'about 8 centimetres' or 'nearly 3 kilograms heavy'. (p.77)
• Use and begin to read the vocabulary related to time.
  Use units of time and know the relationships between them (second, minute, hour, day, week).
  Suggest suitable units to estimate or measure time.
  Order the months of the year.
  Read the time to the hour, half hour or quarter hour on an analogue clock and a 12-hour digital clock, and understand the
  notation 7:30. (p.79)

Shape and space (p.80-89)

• Use the mathematical names for common 3-D and 2-D shapes, including the pyramid, cylinder, pentagon, hexagon, octagon
  Sort shapes and describe some of their features, such as the number of sides and corners, symmetry (2-D shapes), or the shapes of faces and number of faces, edges and corners (3-D shapes). (p.81)
• Make and describe shapes, pictures and patterns using, for example, solid shapes, templates, pinboard and elastic bands, squared paper, a programmable robot...
  Relate solid shapes to pictures of them. (p.83)
• Begin to recognise line symmetry. (p.85)
• Use mathematical vocabulary to describe position, direction and movement: for example, describe, place, tick, draw or visualise objects in given positions. (p.87,89)
• Recognise whole, half and quarter turns, to the left or right, clockwise or anti-clockwise.
  Know that a right angle is a measure of a quarter turn, and recognise right angles in squares and rectangles.
  Give instructions for moving along a route in straight lines and round right-angled corners: for example, to pass through a simple maze (p.87,89)

NOTE
Key objectives are highlighted in bold type.