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National Curriculum: Number and Place Value - Year 2


Created on 11 October 2013 by ncetm_administrator
Updated on 11 February 2014 by ncetm_administrator

National Curriculum: Number and Place Value - Year 2

  • 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.

Non-Statutory Guidance

Using materials and a range of representations, pupils practise counting, reading, writing and comparing numbers to at least 100 and solving a variety of related problems to develop fluency. They count in multiples of three to support their later understanding of a third.

As they become more confident with numbers up to 100, pupils are introduced to larger numbers to develop further their recognition of patterns within the number system and represent them in different ways, including spatial representations.

Pupils should partition numbers in different ways (for example, 23 = 20 + 3 and 23 = 10 + 13) to support subtraction. They become fluent and apply their knowledge of numbers to reason with, discuss and solve problems that emphasise the value of each digit in two-digit numbers. They begin to understand zero as a place holder.

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Comments

 


19 June 2014 09:40
Here are the NC requirements, the step up for Y2 is multiples of 3 and tens from any number. The exemplification examples may not match exactly the detail but give a general overview. The definitive guide is the National Curriculum POS statements

Y1 count in multiples of twos, fives and tens

Y2 count in steps of 2, 3, and 5 from 0, and in tens from any number, forward or backward
18 June 2014 20:45
Hi

I am hoping someone can help clarify a detail in the curriculum statements.

The phrase is, "count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward" within Year 2 Number and Place Value.

In year 1, the children are expected to, "count in multiples of twos, fives and tens" with the non-statutory adding, "counting in twos, fives and tens from different multiples to develop their recognition of patterns in the number system"

In year two, it has count on from 0 but doesn't specify from other multiples for counting on or back and there is no further detail in the non-statutory notes.

Within the test framework for key stage 1, it says, "count in multiples of 2, 5 and 10, to 100, forwards and backwards [N1]" as the expected standard for number (p26).

In the exemplification for the Y2 statement on your website, it has counting in steps starting from non-multiples (e.g. count in 5s from 38).

So I am unsure what the progression should be from year 1 to year 2 and would really appreciate if anyone could shed some light on this for me. Is year 2 counting on from 0 and back from any multiple (this adds counting back compared to year 1) or does it mean we count on and back from any number in steps of 2, 3, 5?
By AmySinclair
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