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Framework for teaching mathematics

Year 2 

Numbers and the number system

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.

Counting, properties of numbers and number sequences (p.2-7)

• Say the number names in order to at least 100, from and back to zero. (p.3)
• Count reliably up to 100 objects by grouping them: for example, in tens, then in fives or twos. (p.3)
• Describe and extend simple number sequences:
  count on or back in ones or tens, starting from any two-digit number;
  count in hundreds from and back to zero;
  count on in twos from and back to zero or any small number, and recognise odd and even numbers to at least 30;
  count on in steps of 3, 4 or 5 to at least 30, from and back to zero, then from and back to any given small number. (p.3,5,7)
• Begin to recognise two-digit multiples of 2, 5 or 10. (p.7)

Place value and ordering (p.8-15)

• Read and write whole numbers to at least 100 in figures and words. (p.9)
• Know what each digit in a two-digit number represents, including 0 as a place holder, and partition two-digit numbers into a multiple of ten and ones (TU). (p.9)
• Use and begin to read the vocabulary of comparing and ordering numbers, including ordinal numbers to 100.
  Use the = sign to represent equality.
  Compare two given two-digit numbers, say which is more or less, and give a number which lies between them. (p.11)
• Say the number that is 1 or 10 more or less than any given two-digit number. (p.13)
• Order whole numbers to at least 100, and position them on a number line and 100 square. (p.15)

Estimating and rounding (p.16-19)

• Use and begin to read the vocabulary of estimation and approximation; give a sensible estimate of at least 50 objects. (p.17)
• Round numbers less than 100 to the nearest 10. (p.19)

Fractions (p.20-23)

• Begin to recognise and find one half and one quarter of shapes and small numbers of objects.
  Begin to recognise that two halves or four quarters make one whole and that two quarters and one half are equivalent. (p.21,23)

NOTE
Key objectives are highlighted in bold type.