Year 2 - Medium Term Plan Autumn Term
Mathematical
Mental Strategy
Focus
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Number and
the Number
System
Week1
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Learning Objectives
Support
Core
Enrichment - Suggested activities
Say the number that is Read and write numbers from 1 to 20 in Read/write numbers to at least 50 in numerals and NRich website
one more or one less digits and words – order on a number words (use materials and representations)
 Caterpillars
than a number up to 20 line 10 - 20)
 How odd
Begin to recognise the place value of each digit in a
 Domino number patterns
Say the number that is Count, read and write number to 100 in two-digit number (tens, ones)
 Making sticks
10 more or 10 less than numerals and order these on a number
 Ring a ring of numbers
a number up to 20
line – begin to discuss place value of
Begin to understand zero as a placeholder
digits (up to 10 – , 20 –)
 How would we count
Recognise odd/even
Identify, represent and estimate numbers using
 Snail one hundred
numbers to 20
Compare numbers using < , > and = and different representations, including the number
 Are you well balanced?
the language equal to, more than, less line
than (fewer), most, least
Order numbers on a number line to at least 50
Identify and represent numbers (use
emphasise explanation and reasoning
Numicon) using concrete objects and
pictorial representations, including the Compare numbers using the < and > and = signs –
number line
from 0 up to 50
Recognise odd and even numbers (Nu- Identify odd and even numbers to 20 and explain in
micon is great for this)- actively encour- basic terms what makes an odd even number. (can
age children to become pattern spotters be paired, shared between two, odd one out etc)
Know number bonds of Begin to recognise place value in
all numbers up to 10
numbers beyond 20
Mentally add 10 to a
single digit number.
Know multiples of 10 and what the
digits mean in a two-digit number
(simple place value)
Mentally add a multiple
of 10 to a multiple of 10 Understand adding as increasing
numbers by counting on
Understand the effect of adding 0
Addition
Week 2
Work out and memorise addition
facts up to 10 and then up to 20 e.g.
4 = 2 + 2, 13 = 12 + 1 (use Numicon to
investigate)
Read, write and interpret number
sentences using + and =
Add numbers using concrete objects
(e.g. Numicon), pictorial representations
one- and two-digit numbers up to 20
Solve one-step practical problems U +
U, TU + U, TU + multiple of 10 using
and showing working with objects or
pictures
Partition numbers in different ways (for example 23 = 13 + 10 or 20 + 3) and know the value
of each digit to at least 100
Recall and use addition facts to 10 fluently
Know and use different words for addition including sum
Add numbers using concrete objects (e.g. Numicon), pictorial representations. Start with no
bridging and extend to exchange and bridging
through ten
Understand/show that addition is commutative
(can be done in any order)
Solve problems involving addition using apparatus and pictorial representations describing/explaining strategies
NRich activites
 I’m eight
 4 Dom
 Number round up
 Ladybirds in the garden
 Cuisenaire environment
 Number balance
 Secret number
 Getting the balance
Learning Objectives
Mathematical Focus
Money and
addition
(Stick coins to
Numicon)
week 3
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Mental Strategy
Support
Core
Know number bonds up to 20 Recognise all coins and know their values, Confidently/fluently recognise all coins and
starting with 1p, 10p, £1, 2p, £2, and rela- know their values
Mentally add 10 to a single
tionship between coins e.g. 2p = 2 lots of
digit number.
1p
Recognise and use symbols for pounds (£) and
pence (p)
Mentally add a multiple of 10 Compare coin values using < , > and = and
to a multiple of 10
the language equal to, more than, less
Add money using concrete objects (e.g. Nuthan (fewer), most, least
micon with coins stuck to it), pictorial representations.Start with no bridging and extend
(all in the context of money) Know numbers bonds up to 20p (remem- to exchange and bridging through ten
ber to work up to 20p NOT just amounts
to 20p)
Record pounds and pence separately
Make totals using money and show this as Solve puzzles involving money e.g. how many
a number sentence using + and =
2p coins are needed to make 12p?
Add numbers using concrete objects (e.g. Solve problems involving addition using appaNumicon which is great for finding the
ratus and describing/explaining strategies in
difference), pictorial representations –
the context of money.
one- and two-digit numbers up to 20
Solve one-step problems involving money
in practical contexts using concrete objects and pictorial representations
Enrichment - Suggested activities
Work out and remember addition facts to at least 10 and the
subtraction facts that go with
them 8 = 6 + 2, 8 - 2
Work out and memorise subtraction
facts that go with pairs of numbers that
make 10 and then 20 e,g, 16 – 7 = 9, 16
– 9 = 7)
Mentally subtract ten from a
number up to 20.
Understand subtraction as decreasing
numbers by counting backwards
Understand the effect of subtracting
zero
Write number sentences using – and =
Subtraction
week 4
Subtract numbers using concrete objects (e.g. Numicon which is great for
finding the difference), pictorial representations – one- and two-digit numbers up to 20
Solve one-step practical problems that
involve taking away U – U, TU – U, TU –
multiple of 10 using concrete objects
and pictorial representations
Know and use different words for subtraction.
Subtract numbers using concrete objects
(e.g. Numicon which is great for finding the
difference), pictorial representations.Start
with digits that can be taken away and
then introduce the need for exchange.
Complete practically.
Understand that subtraction is NOT commutative (can not be done in any order)
Begin to understand the inverse relationship between addition and subtraction
Solve subtraction problems using apparatus and describing strategies
NRich website

Find the difference

2, 4, 6, 8

Strike it out
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Ring a ring of numbers

How do you see it?
Learning Objectives
Mathematical
Focus
Mental Strategy
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Support
Core
Work out and remember
Recognise all coins and know their val- Know and use different words for subtraction
addition facts to at least 10 ues, starting with 1p, 10p, £1, 2p, £2,
including difference
and the subtraction facts that and relationship between coins e.g. 2p =
go with them 8 = 6 + 2, 8 - 2 2 lots of 1p
Understand that subtraction is NOT commutative
(can not be done in any order)
Mentally subtract ten from a Compare coin values using < , > and =
a number up to 20.
and the language equal to, more than, Begin to understand the inverse relationship
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less than (fewer), most, least
between addition and subtraction
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All in the context of money Subtract money using concrete objects Recognise and use symbols for pounds (£) and
A
(e.g. Numicon with coins stuck to it
pence (p)
p
which is great for finding the difference),
p
pictorial representations – one- and
Record pounds and pence separately
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two-digit numbers up to 20p
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Subtract money (including giving change) using
Subtraction and i
Solve one-step problems involving mon- concrete objects (e.g. Numicon with coins stuck
money
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ey in practical contexts – one- and two- to it which is great for finding the difference),
week 5
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digit numbers up to 20p – using conpictorial representations
crete objects and pictorial representaM
tions
Solve problems involving money using apparatus,
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describing strategies and showing working out
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Enrichment - Suggested activities
Learning Objectives
Mathematical
Focus
Time
week 6
Mental Strategy
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Answer questions using known
facts about time e.g. what is the
day before …/ after … or what is
the month before …/after … or
what is the time an hour before/after … etc.
Support
Know the days of the week and put
them in order
Recognise and use language related to
time: days, weeks, months, years
Core
Know the important times in a day/year
Know the seasons/months of the year and
order them
Compare and sequence intervals of time
Use language to compare and describe
time e.g. quicker/slower, earlier/later Tell and write the including quarter
past/to the hour and then draw, the
Sequence events in chronological order hands on a clock face to show these times
using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening
Use the language of time, including telling the time first to the hour using
o’clock (1b) and then half hour using
half past(1a)
Measure and begin to record hours,
minutes and seconds
Enrichment - Suggested activities
NRich website
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Stop the clock
Order lengths/heights – ascending and descending
Say the number
that is ten cm/m more or ten
cm/m less than a number up to
20 (extend up to 100)
Move from using non-standard units
to measure to manageable standard
units
Understand the difference between
standard and non-standard units – to
measure accurately a standard unit
must be used
Mentally solve simple addition
and subtraction problems involv- Estimate lengths, widths or heights
ing length/height (use pitch and
expectations)
Begin to use measuring tools such as
a rulers
Length
(height)
week 7
Compare and describe lengths and
heights e.g. long/short, longer/shorter, tall/short, double/half
Measure and begin to record lengths
and heights using pictures, symbols
or numbers
Solve simple practical problems involving length and height (addition
and subtraction of numbers up to 20)
Choose and use appropriate standard
units to estimate and measure
lengths/heights accurately (m and cm)
and to the nearest unit using rulers and
measuring tapes
Read a numbered scale and the numbers in between – read relevant scales
to the nearest numbered unit
Use the language of length/height and
record measurements using standard
abbreviations
Compare and order lengths/heights
and record the results using < > =
Compare lengths/heights including
simple multiples such as ‘half as high’;
‘twice as wide’
Solve problems involving length/height
using apparatus, describing strategies
and showing working out
NRich website

Magic plant

The tomato and the bean
Learning Objectives
Mathematical
Focus
Mental Strategy
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s Count on and back in 1s and
i 2s 5s and 10s from any small
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Know doubles of numbers to
a 20 and all corresponding
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Multiplication
week8
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Support
Core
Enrichment - Suggested activities
Understand multiplication as repeat- Count forwards in steps of 2, 3 and 5 from zero,
Nrich website
ed addition (lots of, equal groups of) and in tens from any number

Magic plant
–use Numicon to take repeated

The tomato and the bean
amounts
Use a variety of language to describe multiplication 
Pairs of legs

Ordering cards
Understand doubling numbers and Understand multiplication as repeated addition use 
Different sizes (halving and doubling
quantities (e.g. double 4 = 8, double cuisenaire to show on a number track and numi4p = 8p, double 4cm = 8cm etc.)
con. Practically show arrays with pegs, draw on
squared paper and describe these, writing correSolve one-step problems involving sponding number sentences, these will help to
multiplication by working out the
show that multiplication of two numbers can be
answer using concrete objects, picto- done in any order (commutative)
rial representations and arrays with
the support of the teacher
Calculate and write mathematical statements for
multiplication within the multiplication tables using
the x and = signs
Solve problems involving multiplication using materials, arrays, repeated addition including in the
context of money.
Count on and back in 1s and
2s 5s and 10s from any small
number
Understand division as sharing
Know doubles of numbers
to 20, doubles of multiples of
10 to 50, and all corresponding halves
Solve one-step problems involving division by working out the
answer using concrete objects,
pictorial representations and
arrays(how many equal groups
of) with the support of the
teacher
Count backwards in steps of 2 and 5 from zero,
and in tens from any number
Understand division as grouping
Use a variety of language to describe division
Division
week 9
Find simple fractions e.g. half of
objects, numbers and quantities
(1/2 of 12, ½ of 12p, ½ of 12 cm,
½ of 12g)
Understand division as repeated subtraction
use numicon and a number line. Practically
show arrays with pegs, draw on squared paper
and describe these, writing corresponding division number sentences.
Show that division of two numbers can not be
done in any order (commutative)
Solve problems involving division using materials, arrays, repeated subtraction, grouping and
sharing, including in the context of money.
NRich website
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Lots of lollies
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Grouping goodies
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Different sizes (halving and doubling)
Know doubles of numbers
to 20 and all corresponding
halves
Fractions
week 10
Recognise, find and name as a half as Link unitary fractions to equal sharing
one of two equal parts of an object, and grouping. Use cuisenaire rods
NRich website
shape or quantity(measures)

Happy halving
Write simple fractions, for example ½ of 6 
Halving
Recognise, find and name a quarter = 3. Use cuisenaire rods where possible. 
Making longer, making shorter
as one of four equal parts of an object, shape or quantity(measures)
Recognise, find, name and write fractions
½, ¼, of a length ( half and quarter )
Link finding half and a quarter to
Know that one quarter is half and half
equal grouping/division
again.
Understand that two halves make a Recognise, find, name and write fractions
whole
½, ¼, of a shape (half and quarter)
Understand that four quarters make Recognise, find, name and write fractions
a whole
½, ¼, of a set of objects or quantity (half
and quarter –)
Learning Objectives
Mathematical
Focus
Mental Strategy
U Guess my shape/I’m thinking
s of a shape
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Geometry
(2-D shape)
week 11
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Support
Core
Recognise, handle and name
Visualise, handle and identify regular and irregular 2-D
common 2-D shapes and recog- shapes including everyday objects that are that shape
nise everyday objects that are
that shape
Read and name 2-D shapes
Understand that orientation
and size do not change the
properties of a shape
Describe common features of shapes
Identify, compare and sort shapes based upon their properties – begin to use accurate mathematical vocabulary e.g.
Describe shapes: describe simi- number of sides, straight sides (could link to sorting dialarities and differences
grams e.g. Venn, Carroll)
Enrichment – suggested activities
NRich website
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Create, copy, describe, continue Know that if position or orientation of a shape is changed
and reorganise shape patterns its features do not change.
and talk about/describe them (
(could include using ICT
Order and arrange combinations of mathematical objects
in patterns and sequences (including shapes in different
orientations)
circle, circular, triangle, square, rectangle/oblong
Colouring triangles
A city of towers
Chain of changes
Skeleton shapes
Shadow play
Complete the square
Inside triangles
Guess my shape/I’m thinking
of a shape
Barrier games
Recognise, handle and name
common 3-D shapes and recognise everyday objects that
are that shape
Understand that orientation
and size do not change the
properties of a shape
Geometry
(3-D shape)
week 12
Describe shapes: describe
similarities and differences
Create, copy, describe, continue and reorganise patterns with 3-D objects and
talk about/describe them
(could include using ICT)
Visualise, name and identify 3-D shapes including everyday objects which are that shape
Describe common features of 3-D shapes including the
number and shape of faces, then number of edges and
vertices
Read and write names of 3-D shapes.
Identify, compare and sort shapes based upon their
properties – use accurate mathematical vocabulary e.g.
shape of faces (could link to sorting diagrams e.g. Venn,
Carroll)
Know that if position or orientation of a shape is
changed its features do not change
Order and arrange combinations of mathematical objects in patterns and sequences (including shapes in
different orientations)
cube, pyramid, sphere, cone, cuboid, cylinder