1. Year 2 Maths Framework

2. Fractions, Decimals and Percentages
Long Term Overview
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Autumn Term
Number and Place Value
Numbers to 100
Calculation
Addition and Subtraction
Multiplying by 2, 5 and 10
Multiplying and Dividing by 2, 4 and 10
Measurement
Length, Mass and Temperature
Spring Term
Picture Graphs
Statistics
Word Problems
Money
Geometry
2-D Shapes
3-D Shapes
Fractions, Decimals and Percentages
Fractions
Summer Term
Time
Volume
Consolidation and Review
*The long-term overview is based on the Maths No Problem Scheme of Work

3. Key Facts Termly overview Partitioning 1-digit and 2-digit numbers
These weekly objectives will be the focus of the fluency sessions which children participate in daily. They aim to increase the children’s recall of basic facts and skills in order to free up working memory for new learning. These facts will also form the basis for homework each week for the children to have repeated practice in different environments. Each of these areas can be practiced through games, songs, chanting, and competitions etc. as well as online (e.g. times table rockstars).
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Autumn Term
Partitioning 1-digit and 2-digit numbers
Number bonds to 10
Single digit addition facts within 10
2x table
5x table
10x table
Spring Term
Single digit addition facts by making 10 to bridge
Recalling doubles
Recalling near doubles
Summer Term
All single digit addition facts
Identifying fractions
Fractions of amounts

4. Autumn Term Overviews

5. Autumn Term Block 1 – Number and Place Value Numbers to 100
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
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 
use place value and number facts to solve problems.
To count numbers to 100
Planning documents
NCETM Assessment of mastery
White Rose Place Value Block
Use It!
What comes next? 41+5=46; 46+5=51; 51+5=56
Explain It!
Do, then explain: Show the value of the digit 2 in these numbers? Explain how you know.
Evaluate It!
Spot the mistake 45, 40, 35, 25: What is wrong with this sequence of numbers?
Do, then explain: If you wrote these numbers in order starting with the smallest, which number would be third? Explain how you ordered the numbers.
Prove It!
True or False? I start at 3 and count in threes. I will say 13?
Make up an example: Create numbers where the units digit is one less than the tens digit. What is the largest/smallest number?
To identify the value of each digit in a number
To compare numbers using place value knowledge
To use number bonds
To count in ones and tens
To identify number patterns
Consolidation lesson

6. Autumn Term Block 2 – Calculation Addition and Subtraction
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
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 solve missing number problems.
To add a 1-digit number to a 2-digit number without regrouping
Use It!
Continue the pattern: 90 = 100 – 10; 80 = 100 – 20; Can you make up a similar pattern starting with the numbers 74, 26 and 100?
Missing numbers: 91 +__ = 100; 100 -__ = 89 What number goes in the missing box?
Fact families: Which four number sentences link these numbers? 100, 67, 33
Missing symbols: Write the missing symbols (+ - =) in these number sentences: 80__20__100;100__70__30; 87__13__100
Explain It!
What else do you know? If you know this: 87 = 100 – 13 What other facts do you know? How did you solve this?
Evaluate It!
True or false? Are these number sentences true or false? = 113; 98 – 18 = 70; = 123; 92 – 67 = 35 Give your reasons.
Hard and easy questions: Which questions are easy / hard? =; =; =; = Explain why you think the hard questions are hard?
Making an estimate: Which of these number sentences have the answer that is between 50 and ; ; 87 – 34
Prove It!
Other possibilities: __ + __ + __ = 14 What single digit numbers could go in the boxes? How many different ways can you do this?
Convince me: What digits could go in the boxes? 7__ - 2__ = 46 Try to find all of the possible answers. How do you know you have got them all?
Always, sometimes, never: Is it always, sometimes or never true that if you add three numbers less than 10 the answer will be an odd number
To add tens
To add two 2-digit numbers where 1 is a multiple of 10.
To add with tens and ones greater than zero
To add 1-digit number to 2-digit numbers with renaming
To add two 2-digit numbers with renaming
To subtract ones from a 2-digit number
To subtract multiples of 10 from multiples of 10
To subtract tens from a 2-digit number
To subtract 2-digit numbers from 2-digit numbers
To subtract 1-digit numbers from 2-digit numbers with renaming
To subtract 2-digit numbers from 2-digit numbers with renaming
To add three 1-digit numbers
Consolidation lesson

7. Autumn Term Block 3 – Calculation Multiplication by 2, 5 and 10
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
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
To recognise multiplication as repeated addition
Use It!
Missing numbers: 10 = 5 x ___ What number could be written in the box?
I have 30p in my pocket in 5p coins. How many coins do I have?
Explain It!
Write the multiplication number sentences to describe this array: What do you notice? Write the division sentences.
Evaluate It!
True or false? When you count up in tens starting at 5 there will always be 5 units.
Use the inverse to check if the following calculations are correct: 12 ÷ 3 = 4; 3 x 5 = 14
Prove It!
Which four number sentences link these numbers? 3, 5, 15?
To understand the 2 times table
To multiply by 2
To understand the 5 times table
To recall and use the 5 times table
To understand the 10 times table
To identify patterns in the 10 times table
To investigate links between the 2, 5 and 10 times table
To use recall of the 2, 5 and 10 times table
To solve problems using the 2, 5 and 10 times table

8. Autumn Term Block 4 – Calculation
Multiplication and Division by 2, 5 and 10
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
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
To understand grouping as division
Use It!
Missing numbers: 10 = 5 x ___ What number could be written in the box?
I have 30p in my pocket in 5p coins. How many coins do I have?
Explain It!
Write the multiplication number sentences to describe this array: What do you notice? Write the division sentences.
Evaluate It!
True or false? When you count up in tens starting at 5 there will always be 5 units.
Use the inverse to check if the following calculations are correct: 12 ÷ 3 = 4; 3 x 5 = 14
Prove It!
Which four number sentences link these numbers? 3, 5, 15?
To divide by sharing an amount
To divide by 2
To divide by 5
To divide by 10
To use fact families for 2, 5 and 10 times table
To solve division and multiplication word problems
To link odd and even numbers to dividing by 2, 5 and 10
Consolidation lesson

9. Autumn Term Block 5 – Measurement Length, Mass and Temperature
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
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 =
To measure length in metres
Use It!
Place the correct symbol between the measurements > or < 36cm __ 63cm; 130ml __ 103ml
Draw two lines whose lengths differ by 4cm.
Explain It!
Put these measurements in order starting with the smallest: 75g; 85g; 100g. Explain your thinking
The answer is …. 10cm. What is the question?
Put these temperatures in order starting with the smallest. Explain your thinking.
Evaluate It!
True or False? 20 paper clips weighs the same as a ruler
True or False? The temperature inside is the same as the temperature outside
Prove It!
Pencils are not always the same length
All areas inside the school are the same temperature
The answer is… What is the question?
To measure length in centimetres
To compare length using greater than and less than
To compare lengths using centimetres as a unit of measure
To compare and measure lines
To solve problems involving measurement
To solve addition and multiplication word problems using measurements
To solve addition and division word problems involving measurement
To measure mass in kilograms
To measure mass in grams
To compare the mass of 2 objects
To compare the mass of 3 objects
To solve problems involving mass
To estimate temperature in celsius

10. Spring Term Overviews

11. Spring Term Block 1 – Statistics Picture Graphs
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
interpret and construct simple pictograms, tally charts, block diagrams and simple tables 
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.
To read picture graphs
Prove It!
True or false? (Looking at a simple pictogram) “More people travel to work in a car than on a bicycle”.
Make up you own ‘true/false’ statement about the pictogram
Evaluate It!
What’s the same, what’s different?Pupils identify similarities and differences between different representations and explain them to each other
To read and interpret picture graphs
To read picture graphs where the value of the picture is more than 1
To read, interpret and create a picture graph

12. Spring Term Block 2 – Calculation Word Problems
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts
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
To identify addition and subtraction word problems
To solve problems involving difference
To solve multi-step problems
To solve problems involving unknown quantities
Consolidation lesson

13. Spring Term Block 3 – Measurement Money
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
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 
To identify UK coins and notes
Use It!
Undoing. The film finishes two hours after it starts. It finishes at What time did it start? Draw the clock at the start and the finish of the film.
Application. (Practical) Draw two lines whose lengths differ by 4cm.
Working backwards. Draw hands on the clock faces to show when break started and when it finished 15 minutes later at 10:35.
Evaluate It!
The time is 3:15pm. Kate says that in two hours she will be at her football game which starts at 4:15. Is Kate right? Explain why.
Explain It!
Top tips. Put these measurements in order starting with the smallest. 75 grams, 85 grams, 100 grams. Explain your thinking
Position the symbols. Place the correct symbol between the measurements > or < 36cm__63cm; 130ml__103ml. Explain your thinking
What do you notice? 1 hour = 60 minutes; ½ hour = 30 minutes; ¼ hour = 15 minutes. Write down some more time facts like these
Prove It!
Possibilities. How many different ways can you make 63p using only 20p, 10p and 1p coins?
The answer is …. 3 hours. What is the question?
To count notes in 5s and 10s
To count coins using their values
To represent amounts of money using coins and notes
To create equal amounts of money using different coins
To exchange money for different coins
To compare amounts of money using coins
To add money together to find the total
To calculate change from £100 or less
To solve word problems using money

14. Spring Term Block 4 – Geometry 2-D Shapes
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line 
compare and sort common 2-D and 3-D shapes and everyday objects
To identify the number of sides on a 2-D shape
Use It!
Do they all have straight edges and flat faces?
Visualising. In your head picture a rectangle that is twice as long as it is wide. What could its measurements be?
Evaluate It!
What’s the same, what’s different? Pick up and look at these 3-D shapes.
What is the same and what is different about these shapes?
Explain It!
What comes next? Explain why
Prove It!
Always, sometimes, never. Is it always, sometimes or never true that when you fold a square in half you get a rectangle.
Other possibilities. Can you find shapes that can go with the set with this label? “Have straight sides and all sides are the same length”
To identify and count vertices in regular polygons
To identify lines of symmetry in basic 2-D shapes
To construct shapes using pattern blocks
To sort shapes based on sides, vertices and other factors
To draw shapes using square grid and dot paper
To recognise patters
To move shapes using common language
To turn objects using ¼, ½ and ¾ turns
Consolidation lesson

15. Spring Term Block 5 – Geometry 3-D Shapes
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces 
identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid] 
compare and sort common 2-D and 3-D shapes and everyday objects
To recognise 3-D shapes by identifying their properties
Use It!
Do they all have straight edges and flat faces?
Visualising. In your head picture a rectangle that is twice as long as it is wide. What could its measurements be?
Evaluate It!
What’s the same, what’s different? Pick up and look at these 3-D shapes.
What is the same and what is different about these shapes?
Explain It!
What comes next? Explain why
Prove It!
Always, sometimes, never. Is it always, sometimes or never true that when you fold a square in half you get a rectangle.
Other possibilities. Can you find shapes that can go with the set with this label? “Have straight sides and all sides are the same length”
To describe 3-D shapes using faces, vertices and edges
To describe 3-D shapes based on the 2-D shapes of their faces.
To group 3-D shapes by their properties
To form 3-D structures using multiple objects
To make and recognise patterns using 3-D shapes
Consolidation lesson

16. Spring Term Block 6 – Fractions, Decimals, Percentages Fractions
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
recognise, find, name and write the fractions 1/3, ¼, 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 ½.
To make equal parts from a whole
Use It!
What comes next? 5 ½, 6 ½ , 7 ½ , …., …. 9 ½, 9, 8 ½, ……, …..
Ordering. Put these fractions in the correct order, starting with the smallest.. ½, ¼, 1/3
Evaluate It!
Spot the mistake 7, 7 ½ , 8, 9, 10; 8 ½, 8, 7, 6 ½, … and correct it
What do you notice? ¼ of 4 = 1, ¼ of 8 = 2, ¼ of 12 = 3 Continue the pattern. What do you notice?
What do you notice? Find ½ of 8. Find 2/4 of 8. What do you notice?
Explain It!
Odd one out. Which is the odd one out in this trio: ½, 2/4, ¼ Why?
Prove It!
True or false? Half of 20cm = 5cm, ¾ of 12cm = 9cm
To show and recognise halves and quarters
To show and identify more than one quarter
To show and identify thirds in shapes
To name fractions
To recognise equivalent fractions in quarter, thirds and halves
To compare and order fractions using pictorial support
To compare and order fractions with different denominators
To form mixed numbers by counting wholes and parts
To count in halves
To count in quarters
To count in thirds
To find half of whole numbers
To find thirds of whole numbers
To find quarters of whole numbers
To find fractions of quantities or lengths
Consolidation lesson

17. Summer Term Overviews

18. Summer Term Block 1 – Measurement Time
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
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 
know the number of minutes in an hour and the number of hours in a day.
To tell and write the time in 5-minute intervals
Use It!
Undoing. The film finishes two hours after it starts. It finishes at What time did it start? Draw the clock at the start and the finish of the film.
Application. (Practical) Draw two lines whose lengths differ by 4cm.
Working backwards. Draw hands on the clock faces to show when break started and when it finished 15 minutes later at 10:35.
Evaluate It!
The time is 3:15pm. Kate says that in two hours she will be at her football game which starts at 4:15. Is Kate right? Explain why.
Explain It!
Top tips. Put these measurements in order starting with the smallest. 75 grams, 85 grams, 100 grams. Explain your thinking
Position the symbols. Place the correct symbol between the measurements > or < 36cm__63cm; 130ml__103ml. Explain your thinking
What do you notice? 1 hour = 60 minutes; ½ hour = 30 minutes; ¼ hour = 15 minutes. Write down some more time facts like these
Prove It!
Possibilities. How many different ways can you make 63p using only 20p, 10p and 1p coins?
The answer is …. 3 hours. What is the question?
To tell time to 5-minute intervals and to the hour
To sequence events from analogue clocks and pictures
To draw hands to show time
To find the duration of time in 30 and 60-minute intervals
To find the duration of time to 5-minute intervals
To find the ending of a duration from a 5-minute starting point
To find the ending time in intervals of 5-minute
To find starting times from 30-minute and 1-hour durations
To compare durations of time

19. Summer Term Block 2 – Measurement Volume
Curriculum Objective Coverage
Small Step
Lesson Breakdown
Additional Planning Guidance
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 = 
To compare volume using greater than, less than, greatest and least
Use It!
Undoing. The film finishes two hours after it starts. It finishes at What time did it start? Draw the clock at the start and the finish of the film.
Application. (Practical) Draw two lines whose lengths differ by 4cm.
Working backwards. Draw hands on the clock faces to show when break started and when it finished 15 minutes later at 10:35.
Evaluate It!
The time is 3:15pm. Kate says that in two hours she will be at her football game which starts at 4:15. Is Kate right? Explain why.
Explain It!
Top tips. Put these measurements in order starting with the smallest. 75 grams, 85 grams, 100 grams. Explain your thinking
Position the symbols. Place the correct symbol between the measurements > or < 36cm__63cm; 130ml__103ml. Explain your thinking
What do you notice? 1 hour = 60 minutes; ½ hour = 30 minutes; ¼ hour = 15 minutes. Write down some more time facts like these
Prove It!
Possibilities. How many different ways can you make 63p using only 20p, 10p and 1p coins?
The answer is …. 3 hours. What is the question?
To compare volume using non-standard units
To measure volume using litres
To measure volume using millilitres and litres
To solve word problem using litres
To solve word problems using ml and L
To solve word problems involving volume and multiplication
Consolidation lesson