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National Curriculum: Number and Place Value - Year 2 - Making Connections


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

Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.”

 

(The National Curriculum in England Key Stages 1 and 2 Framework document. September 2013 page 9)

Connections within Mathematics

Making connections to other topics within this year group

Addition and subtraction

When working on number and place value and/or addition and subtraction, there are opportunities to make connections between them:

Pupils should be taught to

  • read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
  • represent and use number bonds and related subtraction facts within 20
  • add and subtract one-digit and two-digit numbers to 20, including zero
  • solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as
    7 = ☐ – 9.

Multiplication and division

When working on number and place value and/or multiplication and division, there are opportunities to make connections between them:

Pupils should be taught to:

  • solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

Measurement

When working on number and place value and/or measurement there are opportunities to make connections between them, for example:

Pupils should be taught to:

  • 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

Making connections to this topic in adjacent year groups

Year 1

  • count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
  • count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
  • given a number, identify one more and one less
  • identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
  • read and write numbers from 1 to 20 in numerals and words

Non statutory guidance

Pupils practise counting (1, 2, 3), ordering (e.g. first, second, third), or to indicate a quantity (e.g. 3 apples, 2 centimetres), including solving simple concrete problems, until they are fluent.

Pupils begin to recognise place value in numbers beyond 20 by reading, writing, counting and comparing numbers up to 100, supported by objects and pictorial representations.

They practise counting as reciting numbers and counting as enumerating objects, and counting in twos, fives and tens from different multiples to develop their recognition of patterns in the number system (e.g. odd and even numbers), including varied and frequent practice through increasingly complex questions.

Year 3

  • count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number
  • recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
  • compare and order numbers up to 1000
  • identify, represent and estimate numbers using different representations
  • read and write numbers up to 1000 in numerals and in words
  • solve number problems and practical problems involving these ideas

Non statutory guidance

Pupils now use multiples of 2, 3, 4, 5, 8, 10, 50 and 100.

 

They use larger numbers to at least 1000, applying partitioning related to place value using varied and increasingly complex problems, building on work in year 2 (e.g. 146 = 100 and 40 and 6, 146 = 130 and 16).

Using a variety of representations, including those related to measure, pupils continue to count in ones, tens and hundreds, so that they become fluent in the order and place value of numbers to 1000.

Cross-curricular and real life connections

Learners will encounter number and place value in other subjects:

  • Within the science curriculum there are opportunities to connect with number and place value, for example, in the notes and guidance it suggests that the children might work scientifically by sorting and classifying things according to whether they are living, dead or were never alive, and recording their findings using charts. The results from their findings can be compared and ordered.
  • Within the geography curriculum, the children are expected to identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles. When they do this they could order the different temperatures and compare using the greater and less than symbols.
  • Within the history curriculum, the children are expected to explore where the people and events they study fit within a chronological framework. This could involve ordering the dates of events and the coronations of different Kings and Queens and placing these on a class number line.
 

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