Learning Objectives

What are the Learning Objectives for Maths in Year 2?

The learning objectives for maths in Year 2 are divided into different learning strands. Learning strands provide a clearer structure for teaching mathematics and tracking children's progress within primary learning. There are 7 learning strands for primary maths:

• 1: Counting and understanding number including:

• Read and write two-digit 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 10 and 1

• Order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs

• Estimate a number of objects; round two-digit numbers to the nearest 10

• Find one half, one quarter and three quarters of shapes and sets of objects

• 2: Using and applying mathematics including:

• Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence

• Identify and record the information or calculation needed to solve a puzzle or problem; carry out the steps or calculations and check the solution in the context of the problem

• Follow a line of enquiry; answer questions by choosing and using suitable equipment and selecting, organising and presenting 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 puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences

• 3: Knowing and using number facts including:

• 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 estimate and check answers to calculations

• 4: Calculating including:

• Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers

• Understand that subtraction is the inverse of addition and vice versa; 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, including calculations with remainders

• Use the symbols for adding, subtracting, multiplication and division and equals to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence

• 5: Understanding shape including:

• Visualise common 2-D shapes and 3-D solids; identify shapes 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 anticlockwise; know that a right angle represents a quarter turn

• 6: Measuring including:

• Estimate, compare and measure lengths, weights and capacities, choosing and 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; identify time intervals, including those that cross the hour