2. What do we teach in Y2 Maths?
Recapping on number bonds of 10 and 20 ( ie 8+2=10, 18+2= 20)
this is then extended with larger numbers, ( = 100
=1,000)
Basic multiplication (fluent in 2s,5s and10s times tables, counting in 3s and 4s) including odds and evens
Show how 5 times tables link to telling the time in intervals of 5
minutes
Using the term multiples – linked to doubling
Basic division, halving – understanding the link between
multiplication and division (inverse)
Recognising, finding and naming fractions1/3 ¼ 2/4 and ¾ of a
length, shape and number of objects – counting in fractions
Understanding equivalent fractions 2/4 ½
Estimation of numbers of objects and length etc.
Addition and subtraction to 100 (to 1,000 with more able children)

3. What do we teach in Y2 Maths?
Use column method for addition and subtraction
Place value (ones, tens and hundreds)
Time- know o’clock, half past, quarter to, quarter past, 5 minute
intervals and be able to draw hands accurately on a clock face
Measurement (weight, length, capacity)
Money (everyday money- calculating change – linked to number
bonds)
Problem solving – word problems
Using terms more than≥ and less than≤
Handling data ( graphing, tables, sorting data)
Shape and space – learning 2D and 3D shape properties – faces,
edges, vertices and to identify a line of symmetry
Right angles and 90˚ turn as well as ½ and ¾ turns

4. Resources Number line Counters Number square Online games
Multi-link cubes
Number square
Place value cards

5. Place Value
We use place value cards in combination with tens and ones not
units equipment.
100 squares to recognise values of numbers.
i.e. make the number 245 Step 1: partition the numbers 2 hundreds, 4 tens and 5 ones
Step 2: make that number with either equipment or place value
cards.

6. Partitioning Lessons

7. Addition and Subtraction with a number square
Adding 12
 = 66
Step 1 :Partition the number
(one 10, two ones) 10 & 2
Step 2: add on the 10 ( down 10 to the now row in column)
Step 3 add on the ones ( jump right 2)
Adding 10 go down 10 in the column
Subtracting 10 jump back 10 in column
Adding 1 jump right 1
Subtracting 1 jump left 1

8. Column Method (new way!)
Addition without
carrying
T O 1 4
+ 1 5
2 9
Addition with carrying
TO 1 8
+1 5
3 3 1

9. Subtraction Lots of counting back in ones and tens from any number
Knowing the number before and the number after
Using a 100 square to jump back
Use language appropriately – less than, fewer,
minus, subtract, take-away etc.

10. When the children are confident we move onto larger numbers
Subtracting 13 – 5 = 8
Step 1 underline the first number and draw a magic line
Step 2 write the first number on the right-hand side of the line
and jump back in 1s the number that is being taken away (5) -5
8 13 Then count back 5 from 13
When the children are confident we move onto larger numbers
43 – 15 = 28
-5 -10
Then count back 15 from 43 28 33 43

11. Subtraction new column method
Subtraction without carrying
T O
5 4
-1 2
4 2
Subtraction with carrying
T O
4 1
5 4
-1 7
3 7

12. Using counting on in practical ways

13. Using a number grid for patterns and multiplication
Colours show odd and even numbers
clearly
Learn the 2, 5 and 10 x table
Use the term multiple
Number square
Ask children to say the next one in a
sequence of numbers 4, 8,12
Hiding numbers on a number square

14. These are parts of a hundred square. Please fill in the missing squares.
Now make up some of your own.

15. Early Multiplication 15 = 3 x 5 5 + 5 + 5 = 15 First
recognize that multiplication is repeated addition
No of lots how many per group
3 x 5
total 15 =
= 15
Is the same as 3 lots of 5 or
Use pictorial cues to represent a multiplication sum.
Encourage them to write the sum:  5 + 5 +
5 = 15

16. Multiplication in Y2 Links to expanded method TO  30 + 9 = 39
Moving on to larger numbers
We ensure that the children look at the number of 10s and ones TO
 3 x 13 = 39
Circles are drawn and the appropriate number of 10s will be written into each set
Then the ones are written into each set.
The 10s will be added together and then the ones.  10 3 10 3 10 3
= 30
= 9
 = 39
Links to expanded method

17. Division in Y2
We help children to see the link between multiplication and
division (inverse)
 12 ÷ 3 = 4
We then introduce larger numbers in this way TO
 36 ÷ 3 = 12 10 2

18. Practical maths
Making maths practical by using real materials. Use the term £ and count in £s. Try some of these at home with your child.
Using coins u
sing food
Using measuring cups
cooking

19. Curriculum for Y
The expectation for the children is certainly more challenging than it ever has been before. We will work with you in partnership to ensure that our children are successful learners at Engayne. .

20. Use the MY MATHS allocated games and materials.
On line games
Children love games that will engage them and enhance their learning. Try
some of these site links.
Use the MY MATHS allocated games and materials.