Y2 Learning Objectives

Transcription

1 Addition and subtractio n Number and place value STRAND Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward Recognise the place value of each digit in a two-digit number (tens, ones) Identify, represent and estimate numbers using different representations, including the number line Compare and order numbers from 0 up to 100; use <, > and = signs Read and write numbers to at least 100 in numerals and in words I can count objects by putting them into groups (1) I can partition numbers (1) I can count in 2s and 5s and I m beginning to count in 3s (3) I can use arrays and groups on number lines to count in 2s, 3s and 5s (8) I can partition numbers (2) I can explain what each digit in a two-digit number stands for (2) I can use a wide range of resources to show how groups of tens and ones make 2-digit numbers (5) I can split a 2-digit number into 10s and 1s (13) I can recognise the place value of each digit in a two-digit number and I m beginning to understand larger numbers (16) I can write numbers in order and position them on a number line (1) I can write numbers in order and position them on a number line (2) I can use the number line to show how I count in 1s, 10s and 100s, in 2s, 5s and 3s, and in fractions (3) I can represent numbers using number lines, bead strings, beadbars, and number blocks (5) I can represent numbers using arrays (8) I can choose effective ways of representing numbers including arrow cards (13) I can estimate numbers and represent numbers in many ways (16) I can use the greater than and less than symbols to show that one number is larger or smaller than another (1) I can compare numbers, including small numbers with simple fractions (3) I can compare numbers using the < and > symbols (13) I can read and write two-digit numbers (1) I can read and write two-digit numbers (2) I know that there are teen numbers and ty numbers and I can use them correctly (2) I can read and write two-digit numbers (4) I can match word cards and arrow cards (8) Use place value and number facts to solve problems I can use number facts I know to solve a problem (2) I can use my place value understanding to solve problems (5) I can use arrow cards to show my understanding of place value (7) I can use my understanding of place value to solve problems using multiples of 10 (13) I can use place value and number facts to solve problems (16) Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures I can choose effectively from a range of objects to show how I have worked out additions and subtractions in different contexts (2) I can add and subtract numbers using practical equipment or by drawing pictures to help me (4) I understand how to use objects I can count or measuring equipment such as rulers to show a calculation (5) I can use coins to explain addition and subtraction (10) I can solve problems in measures contexts using concrete objects and pictorial representations

2 Multipl ication and divisio n Solve problems with addition and subtraction: 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 solve missing number problems Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers (15) I can solve problems with addition and subtraction using mathematical equipment (16) I can solve addition and subtraction problems using 10s, both with objects and mentally (5) I can use a number line for addition and subtraction (7) I can use and compare simple number sentences such as 11-8=3 and 3+8=11, and explain what they mean (10) I can use a number line to count on when I m solving a subtraction calculation (13) I can use a number line to describe and explain my mental calculations (16) I can recall and use number facts for each number up to 10 (2) I can recall number facts for each number up to at least 10 and which pairs of numbers make 20 (5) I can make 100 using multiples of 10 (7) I can use 10p coins to make multiples of 10p to 1 (10) I can add and subtract multiples of 10 (13) I can show how to add and subtract ones to multiples of ten using objects and pictures (2) I can add and subtract ones to multiples of ten in my head. I know how many to add to make the next multiple of ten (4) I can add and subtract a two-digit number and ones using practical equipment and images and I m beginning to do this mentally as well (5) I can add three one-digit numbers using a bead string (13) I can add two 2-digit numbers in practical contexts (15) I can use a range of images and resources to support adding and subtracting of two 2-digit numbers (16) I can choose in which order to add two numbers, putting the largest number first only when it is sensible to do so (7) I can use objects, number strips and/or the Number Scale to explain why 8-3 is not the same as 3-8, and apply this to other numbers (10) I can use a range of resources to show that addition of two numbers can be done in any order and subtraction of one number from another cannot (15) I can show how addition and subtraction are linked using concrete objects and pictorial representations (2) I know that addition and subtraction 'undo' each other in practical situations (4) I know that addition and subtraction 'undo' each other and can show this with numbers > 20 (5) I can explain why 1-60p=40p, and 60p+40p= 1 (10) I can use the inverse relationship between addition and subtraction in calculations using multiples of 10 (13) I can use a range of resources to solve missing number problems (15) I can make and recognise patterns for 2s, 5s and 10s (6) I can use my multiplication facts on a number line to divide (8) I can use resources to show that when you divide an odd number by 2 there is one left (11) I can explain the difference between odd and even numbers using practical equipment (13) I can make patterns in 2s, 5s and 10s and explain the link to counting (16)

3 Measurement Fractions 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 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 for example, 1 /2 of 6 = 3 and recognise the equivalence of 2 /4 and 1 /2 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 I can record number sentences for x and to explain a practical activity (11) I can record number sentences for x and to explain a practical activity (16) I can show how 5 three times and 3 five times are the same amount (11) I can explain why two different multiplication patterns look the same (16) I can show what is happening in a practical multiplication or division calculation using arrays and objects (4) I understand that if I count in 2s 8 times I get 8 times 2, and that I added eight 2s. I know what the 2x8 array looks like (6) I can share and group objects to divide (8) I can solve multiplication and division problems using materials including coins and arrays (11) I can use a number line to show a multiplication or division (16) I can find one half, one third and one quarter of lots of objects, and I m beginning to recognise the written fractions 1 / 3, 1 / 4, 2 / 4 and 3 / 4 (3) I can explain the relationships between one, two, three and four quarters (9) I can write the fractions 1 / 3, 1 / 4, 2 / 4 and 3 / 4, and find these fractions of quantities (13) I can explain what 1 / 2 of 6 = 3 means in practical situations (9) I can show the equivalence of 2 / 4 and 1 / 2 (13) I can find out if something will hold a litre of water (1) I can estimate whether a container holds more or less than a litre (1) I know how long a metre is and I know how long a centimetre is (1) I know that a metre is 100 centimetres long (1) I can show you things that are approximately 100g, 100cm or 100ml (7) I can use standard measuring instruments to measure and compare amounts (10) I can choose which equipment is the most appropriate to use to measure an item (12) I can find out if something is longer or shorter than a metre (1) I can use a balance to compare two things to see which is lighter (1) I can compare amounts and say whether I think they are more or less than 100g, 100cm or 100ml (7) I can compare measures using the <, > and = signs (10) I can order lengths, masses, volumes / capacities and record what I find using symbols (12) I can compare and order lengths, mass, volume/capacity and record the results using >, < and = (15) I can combine 10p and 1p coins to illustrate number facts I know (4) I can label amounts using the or p symbol (10) I can recognise and use symbols for pounds ( ) and pence (p) and combine amounts to make a particular value (15)

4 Stat istic s Geometry position and direction Geometry properties of shapes 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 I can make sets of coins which all equal the same amount (10) I can find different combinations of coins that equal the same amounts of money (15) I understand the relationship between 2-digit numbers in 10s and 1s, and 10p and 1p coins (2) I can use coins to pay for items and to count in steps (of 2p, 5p and so on) and I am beginning to understand how much more I need to make an amount such as 50p or 1 (4) I have experienced an adult giving me change from 1 in 10p pieces (10) I can solve problems involving addition and subtraction of money and I m beginning to understand the concept of change (15) Compare and sequence intervals of time I can order times across a day or a week (12) I can work out how long an event takes using a number line (13) 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 Know the number of minutes in an hour and the number of hours in a day Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces I can tell the time when it is something o'clock or half past the hour (3) I can explain how the minute hand moves by 1 minute and 5 minutes (8) I can place hands on a clock to show times to 5 minutes, including quarter to and past (12) I can draw hands on a clock to show times to 5 minutes, including quarter to and past (13) I know that there are 60 minutes in an hour (8) I know that there are 60 minutes in an hour and 24 hours in a day (12) I know that there are 60 minutes in an hour, 60 seconds in a minute and 24 hours in a day (13) I can describe the sides in a 2-D shape and make a range of shapes with 3 or more sides (6) I can fold 2D shapes and talk about their symmetry (13) I can count the faces on a 3-D shape (6) I can describe the properties of 3-D shapes and count the edges, vertices and faces (13) Identify 2-D shapes on the surface of 3-D shapes I know that a 3-D shape has faces which are made of 2-D shapes. (6) Compare and sort common 2-D and 3-D shapes and everyday objects Order and arrange combinations of mathematical objects in patterns and sequences Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and threequarter turns (clockwise and anti-clockwise) Interpret and construct simple pictograms, tally charts, block diagrams and simple tables I can begin to sort 2-D or 3-D shapes using properties I understand, such as the shapes of each face, or how it slides (6) I can create 2-D and 3-D shapes and compare their properties (13) I can continue patterns of mathematical images (9) I can order objects in sequences that include turning (12) I can turn objects in right angles, or half and quarter turns (9) I can describe a movement as a turn and a move forwards (10) I can make clockwise and anti-clockwise turns, including quarter, half, three quarters and 1, 2 or 3 right angles (12) I understand that I can get information from a simple table or block diagram (5) I can make a list or table to show information (11)

5 Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity Ask and answer questions about totalling and comparing categorical data I can count objects presented in a diagram in 1s (5) I can sort objects and talk about the amounts shown (11) I can compare objects in a diagram and say which is greatest or least (5) I can change data in a block graph and explain what is the same and what is different (11) Block