Year 2 Maths Expectations

In mathematics by the end of Year 2 most children should be able to;

  • solve problems that involve all four operations,
  • begin to record the calculations involved, solve these and check that their solution   makes sense in the context of the problem,
  • use practical resources, for example to find how to make known shapes by combining other shapes,
  • use ICT to create shapes by moving the edges and vertices of a shape drawn on a grid,
  • record and describe the shapes, referring to their properties,
  • solve logic problems using lists or tables and practical resources, and decide whether an object satisfies a set of conditions,
  • read and write whole numbers with up to three digits and know what the digits represent in two-digit numbers,
  • order numbers to at least 100 using the vocabulary and notation of greater than (>) and less than (<),
  • count in 2s, 5s, 10s and 100s and identify the numbers on a number line to help with calculations,
  • use counting strategies for carrying out repeated addition and repeated subtraction calculations,
  • find halves and quarters of shapes and sets of objects,
  • recognise that finding a quarter involves sharing into four equal parts,
  • understand that three quarters is made up of three one-quarter parts,
  • derive and recall all pairs of numbers that total 20 and the multiples of 10 that total 100,
  • extend their knowledge of addition and subtraction facts to include all numbers to at least 10,
  • use their counting strategies to derive multiples of 2, 5 and 10. Relate these to the relevant multiplication tables and use the tables to recall multiplication facts and derive related division facts,
  • use their knowledge of number facts to add or subtract mentally a single-digit number or a multiple of 10 to or from any two-digit number,
  • use the language of addition and subtraction accurately,
  • understand that multiplication is a shorter form of repeated addition and can be represented by an array,
  • understand that  sharing and grouping  is connected to the operation of division,
  • name, visualise and make 2-D shapes and 3-D solids,
  • identify common features such as line symmetry or the shapes of the faces of a solid,
  • use mathematical language to describe position, direction and movement,
  • describe and make whole, half and quarter turns, clockwise and anticlockwise, and know that a quarter turn is called a right angle,
  • read the numbered divisions on a scale and interpret the unnumbered divisions between them,
  • use standard units to measure accurately to the nearest division, and begin to make connections between standard units of length, mass and capacity,
  • read time to the quarter hour on both digital and analogue clocks,
  • identify time intervals, including those that cross the hour boundary, and relate these intervals to their everyday experience,
  • collect and record data using simple lists and tables,
  • organise and present their results as block graphs or pictograms, using ICT where appropriate,
  • interpret and communicate their findings and decide on an answer,