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Year 2

These are the key skills that each child will be working towards in Year 2. 

 

By the end of year two children should be able to confidently:

  • Locate any 2-digit number on a landmarked line and use this to compare numbers; record comparisons using crocodile signs, e.g. 56 > 39.
  • Identify any number on the 1-100 number grid; understand that each number is a multiple of ten and some ones, e.g. 54 is 50 and 4 more.
  • Know securely number pairs for all the numbers up to and including 12, e.g. pairs which make 8 (4+4, 5+3, 6+2, 7+1, 8+0) and bonds to 10 (1+9, 2+8, 3+7, 4+6, 5+5).
  • Recognise that addition and subtraction are inverse operations and understand that 10 – 4 = 6 as well as 6 + 4 = 10.
  • Count in steps of 2, 5, and 10 from 0.
  • Count in halves e.g. ½, 1, 1½, 2, 2½, 3…
  • Know different unit patterns when not crossing a ten, e.g. 4 + 3 = 7

               14 + 3 = 17

24 + 3 = 27, etc.

  • Begin to recognise unit patterns when crossing a ten, e.g. 5 + 6 = 11

      15 + 6 = 21

     25 + 6 = 31, etc.

  • Add two single digit numbers (8 + 7) by counting up; add two 2-digit numbers which total less than 100 by counting on in tens and ones, e.g. 54 + 37 as 54 + 30 + 7.
  • Count back in ones or tens to take away, e.g. 27 – 3 = or 54 – 20 =.
  • Begin to count up to find a difference between two numbers with a small gap (42 – 38).
  • Know the 2X, 5X and 10X tables and begin to say how many 10s are in 40 or how many 5s are in 30; use X sign correctly and begin to use ÷ sign. 
  • Understand the concept of one half, one quarter and three quarters as numbers (½, ¼, ¾) and as operators (½ of 6 is...?) in a practical context, e.g. on a fraction strip or with smarties on a cake.
  • Compare and order objects according to their lengths, weights and capacities using suitable units.
  • Identify and describe, with reference to relevant properties, 4 or more common 2-D and 3-D shapes.
  • Tell the time on digital and analogue clocks to the nearest quarter of an hour.  
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