Maths - Year 2 (National Curriculum Planning and Assessment Guides)

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This is the statutory national curriculum framework. It is issued by law; you must follow it unless there’s a good reason not to. The framework includes the programmes of study for all subjects for key stages 1 to 4. Introduced for the first time to the national curriculum for maths in year 2, statistics will help children take their first steps into using pictorial representations to analyse data. This is a crucial life skill, so it’s a useful addition to the curriculum.

Pupils use their understanding of place value and partitioning, and practise using columnar addition and subtraction with increasingly large numbers up to 3 digits to become fluent (see Mathematics appendix 1 (PDF, 248KB)). Number - multiplication and division The position, direction and movement of objects play a key role throughout the maths curriculum of all key stages. ADVICE on career guidance from myself also available, I have worked in organisations that draw heavily from these subject areas, especially healthcare. compare lengths, areas and volumes using ratio notation and/or scale factors; make links to similarity (including trigonometric ratios) Pupils practise and extend their use of the formal written methods of short multiplication and short division (see Mathematics appendix 1 (PDF, 248KB)). They apply all the multiplication tables and related division facts frequently, commit them to memory and use them confidently to make larger calculations.

divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning

Pupils solve simple problems in contexts, deciding which of the 4 operations to use and why. These include measuring and scaling contexts, (for example 4 times as high, 8 times as long etc) and correspondence problems in which m objects are connected to n objects (for example, 3 hats and 4 coats, how many different outfits?; 12 sweets shared equally between 4 children; 4 cakes shared equally between 8 children). Number - fractions understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints Using the number line, pupils use, add and subtract positive and negative integers for measures such as temperature. calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

They understand the terms factor, multiple and prime, square and cube numbers and use them to construct equivalence statements (for example, 4 x 35 = 2 x 2 x 35; 3 x 270 = 3 x 3 x 9 x 10 = 9² x 10). solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics KEY STAGE 3 to 4 for pupils between 11 and 16 years, normally denoted as compulsory secondary school. Pupils write statements about the equality of expressions (for example, use the distributive law 39 × 7 = 30 × 7 + 9 × 7 and associative law (2 × 3) × 4 = 2 × (3 × 4)). They combine their knowledge of number facts and rules of arithmetic to solve mental and written calculations for example, 2 x 6 x 5 = 10 x 6 = 60. solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number