## New Maths Curriculum: Year 2 Measurement

The statutory requirements for Year 2 Measurement :

Pupils should be taught to:

•    choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels

•    compare and order lengths, mass, volume/capacity and record the results using >, < and =

•    recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value

•    find different combinations of coins that equal the same amounts of money

•    solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change

•    compare and sequence intervals of time

•    tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.

Main changes and comments

One of the key changes is the use of the < > signs when comparing lengths, mass, volume/capacity.

Children should use standard units of measurement and mental calculations strategies to solve various number problems involving length, mass, capacity and time.

They should be encouraged to explain orally how the problems were solved and begin to write a simple number sentence on paper:

e.g.  12 cm + 6 cm = 18 cm

Children should also be reminded about abbreviations such as cm for centimetre,
kg for kilogram and g for gram.

They will also be expected to become fluent in telling the time on analogue clocks to five minutes.

New Maths Curriculum: Year 2 Measurement

## New Maths Curriculum: Year 2 Fractions

Fractions are seen as a completely separate area now, rather than being within Number or Division and Fractions.

The statutory requirements for Year 2 Fractions :

Pupils should be taught to:

•    recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity

•    write simple fractions e.g. 1/2 of 6 = 3 and recognise the equivalence of 2/4 and 1/2.

Main changes and comments
Quite a few new targets in this category.
Counting in fractions up to ten is a new target for this year.
Much practical work should continue to be done using shapes and objects so that children understand what finding a half or a quarter of a quantity means.

Thirds are introduced in Year 2 now. This enables children to work with fractions other than halves and quarters at an earlier age. (Some children do so much work with halves that they think all fractions can be worked out by dividing by two!!)

Three quarters is also introduced; the first time children come across a non-unit fraction (where the top number is more than one).

A new target is counting up to ten in quarters. This process has two purposes:

a. so that children see the equivalence between a half and two quarters
b. so that children see that fractions can add up to more than one whole one.

New Maths Curriculum: Fractions

## Count on in tens (Christmas)

We are rapidly approaching the Christmas season in schools, with plenty of work going on preparing concerts, nativities etc. but the maths work still needs to go on, so here are a couple of worksheets for Year 1 children with a Christmas feel to them.

They look at counting on in whole tens from any 2-digit number, with answers up to 100. It is important that children are confident and happy with counting in ones up to 100 before starting this and some children may still need a number square to help them with this. Counting on in tens also helps with the understanding of partitioning numbers into tens and units and it is important to ask children what is happening, both to the tens and the units.

Count on in tens (pg 2)

## New Maths Curriculum: Year 2 Multiplication and Division

Year 2 Multiplication and Division

It’s time to start learning those times tables off by heart; beginning with the 2x, 5x and 10x tables.
The statutory requirements for Year 2 Multiplication and division :

Pupils should be taught to:

• recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
• calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs
• show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot
• solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

Main changes and comments

This is the year that children begin to learn multiplication tables, starting with the two, five and ten times tables. Remember, it is not enough to just count up in fives (5, 10, 15, 20 etc.) the whole sentence needs to be learned (5 times 2 equals 10 etc).
Perhaps the main change is that tables are meant to be learned up to 12 times, rather than just 10.

As with addition, it is important to know that multiplication can be done in any order, but not division. The relationship between multiplication and division is now stressed more, with inverse operations for checking made more explicit in the Guidance.

Year 2 multiplication and division statutory requirements

## New Maths Curriculum: Year 2 Addition and Subtraction

Year 2 Addition and subtraction

The emphasis is on mental arithmetic this year, as children become fluent and confident adding and subtracting small numbers.

The statutory requirements for Year 2 Addition and Subtraction are:

Pupils should be taught to:

•    solve problems with addition and subtraction:

using concrete objects and pictorial representations, including those involving numbers, quantities and measures

applying their increasing knowledge of mental and written methods

•    recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100

•    add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
a two-digit number and ones
a two-digit number and tens
two two-digit numbers
adding three one-digit numbers

•    show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot

•    recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems.

Main changes and comments

The key this year is to really learn basic number facts off by heart and then use them to work out other facts.
A great deal of emphasis is put on mental arithmetic so that by the end of the year children are responding quickly and accurately to oral and written questions. Three key areas are:

a. using known facts to work out other facts e.g. knowing 4 + 5 = 9 can be used to work out
quickly 40 + 50. This relates to knowledge of place value in number work.

b. knowing that addition of numbers can be done in any order but subtraction cannot. This is very
handy when adding more than two numbers; looking for pairs that make 10 etc.

c. using inverse operations to check answers e.g. to check 10 – 7 = 3 by adding 7 and 3 to make 10.

In the Guidance section there is also mention that children should record addition and subtraction in columns to support place vale and ready for formal written methods.

New Maths Programme of Study: Year 2 Addition and Subtraction