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# National Curriculum: Addition and Sub Year 2 - Making Connections

Created on 14 October 2013 by ncetm_administrator
Updated on 11 February 2014 by ncetm_administrator

# Making Connections

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 Framework document. September 2013 page 10),/p>

## Connections within Mathematics

### Making connections to other topics within this year group

#### Number and place value

(requirements include) Pupils should be taught to:

• 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)
• use place value and number facts to solve problems.

#### 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:

• 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

### Making connections to this topic in adjacent year groups

#### Year 1

• 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

#### Non statutory guidance

Pupils memorise and reason with number bonds to 10 and 20 in several forms (e.g. 9 + 7 = 16; 16 - 7 = 9; 7 = 16 - 9). They should realise the effect of adding or subtracting zero. This establishes addition and subtraction as related operations.

Pupils combine and increase numbers, counting forwards and backwards.

They discuss and solve problems in familiar practical contexts, including using quantities. Problems should include the terms put together, add, altogether, total, take away, distance between, more than and less than, so that pupils develop the concept of addition and subtraction and are enabled to use these operations flexibly.

#### Year 3

• add and subtract numbers mentally, including:
• a three-digit number and ones
• a three-digit number and tens
• a three-digit number and hundreds
• add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction
• estimate the answer to a calculation and use inverse operations to check answers
• solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

#### Non statutory guidance

Pupils practise solving varied addition and subtraction questions. For mental calculations with two-digit numbers, the answers could exceed 100.

Pupils use their understanding of place value and partitioning, and practise using columnar addition and subtraction with increasingly large numbers up to three digits to become fluent (see Appendix 1).

## Cross-curricular and real life connections

Within the science curriculum there are opportunities to connect with addition and subtraction, for example, in the notes and guidance it suggests that the children might work scientifically by sorting and classifying things according to various criteria, and recording their findings using charts. This could include finding totals and differences using the strategies for addition and subtraction that they have covered in class.

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 the numerical differences in the seasonal average temperatures.

Within the history curriculum, the children are expected to explore events beyond living memory that are significant nationally or globally. When they do this they could plot relevant dates on a number line and compare how long they went on for by counting on or back along it. They also need to explore the lives of significant individuals in the past who have contributed to national and international achievements. The children could plot the years in which they were born and died on a number line and work out, by counting on or back, for how many years they lived. They could then compare the ages of different people and work out how much older one person was than another.

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