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National Curriculum: Number and Place Value - Year 2 - Exemplification


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

Exemplification

Examples of what children should be able to do, in relation to each (boxed) Programme of Study statement

count in steps of 2, 3, and 5 from 0, and in tens from any number, forward or backward
  • Use their knowledge of counting on from or back to zero in steps of 2, 3, 5 and 10 to answer multiplication and division questions such as 7 × 2 and 40 ÷ 5. They understand that one way to work out 40 ÷ 5, for example, is to find out how many fives make 40. They know that this can be done by counting forwards in fives from zero or backwards in fives from 40.

    Write the missing numbers in each of these patterns.

    net
recognise the place value of each digit in a two-digit number (tens, ones)
Look at these numbers. 371245607227 Which of these numbers is the largest?

Which of thse numbers is betweem 10 and 20?
  • What is the value of … ? (point to digits in the list above)
  • identify, represent and estimate numbers using different representations, including the number line
  • Children should be able to represent numbers using equipment such as bundles of ten and single art-straws, 10p and 1p coins and number lines.

    Look at the squares of chocolate

    chocolate

    There are 16 squares

    Tick(✔) the sum that matches the picture

    5+2+9=16

    5+6+5=16

    6+6+4=16

    6+2+8=16

    8+3+5=16

compare and order numbers from 0 up to 100; use <, > and = signs

Here are two signs

symbols

Use these signs to make these correct

52 ☐ 17

18 ☐ 91

50 ☐ 34

  • Children should be able to order a set of two-digit numbers, such as 52, 25, 5, 22, 2, 55. They explain their decisions. They understand and use the < and > symbols; for example, they write a two-digit number to make the statement 56 > ☐ true.
read and write numbers to at least 100 in numerals and in words
  • Children should be able to answer questions, such as:
    • What numbers can you make using two of these digits: 3, 6, 0?
    • Write down each number you make. Read those numbers to me. Can you write the largest of the numbers in words?
 

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Comments

 


03 June 2014 02:14
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?

Any help appreciated!
By AmySinclair
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