Year 2 Block A

2A1 I can use place value and number facts to solve problems and explain my methods to the class, I know that I can add numbers in any order and get the same answer and use this to check my answers. I can count in steps of 2 and 5 from 0, and tens from any number, forward of backward. E.g. 93, 83, 73, 63,…. I can compare and order numbers from 0 up to 100 using the language greater than less than and equal to. I can identify, represent and estimate numbers using different representations, including the numberline. I can add and subtract a two digit number and a one digit number in my head. I can double numbers up to 20 in my head. I can recognise the place value of each digit in a two-digit number (tens and ones). I can read and begin to write numbers to at least 100 in numerals and in words e.g. forty

2A2 I can use place value and number facts to solve problems. I know that subtraction is the inverse of addition, but has to be done in the correct order. I can count in steps of 2, 3, and 5 from 0, and tens from any number, forwards or backwards. I can recall the multiplication and division facts for the 2 times table. I can compare and order numbers from 0 up to 100 using and = signs. I can identify, represent and estimate numbers using different representations, including the number line. I can add and subtract a 2 digit number and a ten in my head. I can double and halve numbers up to 20. I can partition numbers in different ways (23 = = 10+13) and recognise the place value of each digit in a two-digit number (tens and ones) I can read and write numbers to at least 100 in numerals and in words e.g. forty-five.

2A3 I can use place value and number facts to solve problems. I can show and explain how I solved a problem. I can check simple addition and subtraction problems using the inverse. I can use the inverse to work out the missing number in a number sentence. I can count in steps of 2,3 and 5 from 0, and tens from any number, forward or backwards. I can recall the multiplication and division facts for the 2, 5 and 10 times tables. I can compare and order numbers from 0 up to 100 using the and = signs. I can identify, represent and estimate numbers using different representations, including the numberline. I can add and subtract two 2 digit numbers and three 1 digit numbers using the language sum and difference. I can double and halve numbers up to 50. I can partition numbers in different ways (23 = = 10+13) and recognise the place value of each digit up to 100. I can read and write numbers to at least 100 in numerals and words

Year 2 Block B

2B1 I can use the concept and language of angles to describe ‘turn’ by applying rotations, including in practical contexts (e.g. moving myself in turns). I can identify and describe the properties of 3D shapes, including the number of vertices and faces. I can recognise and name polygons e.g. pentagon, hexagon, octagon and cones. I can compare and sort common 2D and 3D shapes and everyday objects. I can order and arrange combinations of mathematical object in patters, including those in different orientations. I can compare and order numbers from 0 up to 100 using the language greater than less than and equal to I can identify and describe the properties of 2D shapes, including the number of sides and symmetry in a vertical line. I can draw lines and shapes using a straight edge.

2B2 I can use the concept and language of angles to describe ‘turn’ by applying rotations, including in practical contexts (e.g. pupils themselves moving in turns, giving instructions to other pupils to do so, and programming robots using instructions given in right angles. I can work well with a partner or in a small group. I can identify and describe the properties of 3D shapes, including the number of edges, vertices and faces. I can recognise and name quadrilaterals and polygons. E.g. pentagon, hexagon, octagon, prisms and cones. I can use mathematical vocabulary to describe the position, direction and movement, including distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise), and movement in a straight line. I can compare and sort common 2D and 3D shapes and everyday objects. E.g. sort 3D shapes in different ways such as whether they are prisms, whether they have more than 8 edges. I can order and arrange combinations of mathematical objects in patters, including those in different orientations. I can double and halve numbers up to 20. I can identify and describe the properties of 2D shapes, including the number of sides and symmetry in a vertical line. I can identify 2D shapes on the surface of 3D shapes, for example a circle on a cylinder and a triangles on a pyramid. I can draw lines and shapes using a straight edge.

2B3 I can use the concept and language of angles to describe ‘turn’ by applying rotations, including in practical contexts (e.g. pupils themselves moving in turns, giving instructions to other pupils to do so, and programming robots using instructions given in right angles. I can identify and describe the properties of 3D shapes, including the number of edges, vertices and faces. I can recognise and name quadrilaterals and polygons. E.g. pentagon, hexagon, octagon, prisms and cones. I can use mathematical vocabulary to describe the position, direction and movement, including distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise), and movement in a straight line. I can compare and sort common 2D and 3D shapes and everyday objects. E.g. sort 2D shapes in different ways such as whether they are quadrilaterals and have line symmetry. I can order and arrange combinations of mathematical objects in patters, including those in different orientations. I can double and halve numbers up to 50. I can identify and describe the properties of 2D shapes, including the number of sides and symmetry in a vertical line. I can identify 2D shapes on the surface of 3D shapes, for example a circle on a cylinder and a triangles on a pyramid. I can draw lines and shapes using a straight edge.

Year 2 Block C

2C1 I can solve problems with addition and subtraction: -Using concrete objects, pictorial representations, including those involving numbers, quantities and measures - applying their increasing knowledge of mental and written methods. I can solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts. E.g. share 18 counters between 3 children. I can show that the addition and multiplication of two numbers can be done in any order (commutative) and subtraction and division of one number from another cannot. I can recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems. I can begin to recall and use multiplication and division facts for the 2, and 10 multiplication tables, including recognising odd and even numbers. I calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication, division and equals signs. I can check my calculations, including by adding to check my subtraction. I can double number to 20 in my head. I can begin to recall and use addition and subtraction facts to 20. e.g. 19 – 7 = 12 and derive and use related facts up to 100. I can add and subtract numbers using concrete objects, pictorial representations and mentally, including: - a two-digit number and ones - A two digit number and tens I can relate multiplication and division to grouping and sharing discrete.

2C2 I can solve problems with addition and subtraction: -Using concrete objects, pictorial representations, including those involving numbers, quantities and measures - applying their increasing knowledge of mental and written methods. I can solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts. E.g. share 18 counters between 3 children. I can show that the addition and multiplication of two numbers can be done in any order (commutative) and subtraction and division of one number from another cannot. I can recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems. I can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers. I can use the language sum and difference. I calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication, division and equals signs. I can check my calculations, including adding number in a different order to check addition. I can double and halve number to 20. I can begin to recall and use addition and subtraction facts to 20 fluently. e.g. 19 – 7 = 12 and derive and use related facts up to 100. I can 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 e.g Adding three one digit numbers I can relate multiplication and division to grouping and sharing discrete e.g. counters and continuous quantities e.g. water and relating these to fractions and measures.

2C3 I can solve problems with addition and subtraction: -Using concrete objects, pictorial representations, including those involving numbers, quantities and measures - applying their increasing knowledge of mental and written methods. I can solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts. E.g. share 18 counters between 3 children. I can show that the addition and multiplication of two numbers can be done in any order (commutative) and subtraction and division of one number from another cannot. I can recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems. I can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers. I can use the language sum and difference. I calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication, division and equals signs. I can check my calculations, including adding number in a different order to check addition. I can double and halve number to 50. I can recall and use addition and subtraction facts to 20 fluently and derive and use related facts up to 100. I can 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 e.g Adding three one digit numbers I can relate multiplication and division to grouping and sharing discrete e.g. counters and continuous quantities e.g. water and relating these to fractions and measures.

Year 2 Block D

2D1 I can solve problems using 1/3 and ¼ in different contexts I know that the same quantity can be split into equal in different ways. I can find the fractions 1/3 and ¼ of a length, shapes set of objects or a quantity. I can count up in halves to 10 starting from any number. I can share or group objects equally to help me solve fraction problems. I can recognise, name and write fractions 1/3, ¼ 2/4 and ¾ of a shape,

2D2 I can solve problems using 1/3 and ¼ in different contexts I know that the same quantity can be split into equal in different ways. I can begin to understand that 2/4 and ½ represent the same quantity. I can find the fractions 1/3 and ¼ of a length, shapes set of objects or a quantity. I can write simple fractions e.g. ½ of 6 -= 3 and recognise the equivalence of two quarters and one half. I can count up to 10 in fractions, starting from any number and using the ½ and 2/4 equivalences. I can share or group objects equally to help me solve fraction problems. I can recognise, find, name and write fraction 1/3 ¼ 2/4 and ¾ of a length, shape, set of objects or quantity.

2D2 I can solve problems using 1/3, ¼, 2/4 and ¾ in different contexts. I know that the same quantity can be split into equal in different ways. I can begin to understand that 2/4 and ½ represent the same quantity. I can find the fractions 1/3 and ¼, 2/4 and 3/4 of a length, shapes set of objects or a quantity. I can write simple fractions e.g. ½ of 6 -= 3 and recognise the equivalence of two quarters and one half. I can count up to 10 in fractions, starting from any number and using the ½ and 2/4 equivalences. I can share or group objects equally to help me solve fraction problems. I can recognise, find, name and write fraction 1/3 ¼ 2/4 and ¾ of a length, shape, set of objects or quantity. e.g. how long is 1/3 of a ribbon which is 60 cm long?

Year 2 Block E

2E1 I can solve simple problems in a practical context involving addition and subtraction of money of the same unit including giving change. E.g. I buy a toy for £14; how much change do I get from £20? I can answer simple questions by counting the number of objects in each category and sorting the categories by quantity. I can answer questions about totalling and comparing categorical data. I can recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value. I can find different combinations of coins to equal the same amounts of money. I can compare and order lengths and record the results using and =. I can compare and sequence intervals of time. I can interpret and begin to construct simple pictograms, tally charts, block diagrams and simple tables. I can count forwards and backwards in steps of 2 and count in tens from any number. I can recall the multiplication and division facts for the 2 times table. I can choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm) to the nearest appropriate unit, using rulers. I can tell and write the time quarter past/to the hour and draw the hands on a clock face to show these times. E.g. draw the hands on a clock face to show ¼ to 6, making sure the hour hand is located correctly.

2E2 I can solve simple problems in a practical context involving addition and subtraction of money of the same unit including giving change. E.g. I buy 2 bags of sweets for 20p each, how much change will I get from 50p? I can answer simple questions by counting the number of objects in each category and sorting the categories by quantity. I can answer questions about totalling and comparing categorical data. I can recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value. I can find different combinations of coins to equal the same amounts of money. I can compare and order lengths and masses and record the results using and =. I can compare and sequence intervals of time. I can interpret and construct simple pictograms, (where the symbol represent 2, 5 or 10 units) tally charts, block diagrams and simple tables. I can count forwards and backwards in steps of 2 and count in tens from any number. I can recall the multiplication and division facts for the 2 times table. I can choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g) to the nearest appropriate unit, using rulers and scales. I can tell and write the time to 5 minutes including quarter past/to the hour and draw the hands on a clock face to show these times.

2E3 I can solve simple problems in a practical context involving addition and subtraction of money of the same unit including giving change. E.g. I buy a cake for 60p and a biscuit for 25p, how much change will I get from £1? I can answer simple questions by counting the number of objects in each category and sorting the categories by quantity. I can answer questions about totalling and comparing categorical data. I can recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value. E.g. make 73p using the fewest coins. I can find different combinations of coins to equal the same amounts of money. I can compare and order lengths, masses, volume/capacity and record the results using and =. I can compare and sequence intervals of time. I can interpret and construct simple pictograms (where the symbol represents 2, 5 or 10 units), tally charts, block diagrams and simple tables. I can count forwards and backwards in steps of 2 and count in tens from any number. I can recall the multiplication and division facts for the 2 times table. I can 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 and scales, thermometers and measuring vessels. I can tell and write the time to 5 minutes including quarter past/to the hour and draw the hands on a clock face to show these times.