Second Level
Addition and
Subtraction
MNU 2-01a
I can use my knowledge
of rounding to routinely
estimate the answer to
a problem then, after
calculating, deciding my
answer is reasonable,
sharing my solution
with others.
MNU 2-02a
I have extended the
range of whole numbers
I can work with and
having explored how
decimal fractions are
constructed, can explain
the link between a digit,
its place and value.
MNU 2-03a
Having determined
which calculations are
needed, I can solve
problems involving
whole numbers using a
range of methods,
sharing my approaches
and solutions with
others.
MNU 2-03b
I have explored the
contexts in which
problems involving
decimal fractions occur
and can solve related
problems using a
Class: ________________________________ Session:__________________________
Second Level (1)
Second Level (2)
Second Level (3)
RECALL
Sums and differences of pairs of
multiples of 10, 100 or 1000
RECALL
Sums and differences of decimals,
e.g. 6.5 + 2.7 and 7.8 – 1.3
RECALL
Addition and subtraction facts for
multiples of 10 to 1000,
e.g. 650 +
= 930
Addition doubles of numbers 1 to
100, e.g. 38+38, and the
corresponding halves.
Doubles and halves of decimals
(without bridging),
e.g. half of 5.6, double 3.4
Numbers which can be added to
any three digit number to make
the next multiple of 100,
e.g. 521+
= 600
Link Number Talks –
Subtraction: Adding up (pg
207-210)
Numbers which can be added to
any four digit number to make
the next multiple of 1000,
e.g. 4087 +
= 5000
Link Number Talks –
Subtraction: Adding up (pg
207-211)
Number pairs which total 60,
then 100,
e.g. ? + 24 = 60,
? + 43 = 100
Numbers which can be added to a
decimal with units and tenths to
make the next whole number,
e.g.7.2 +
=8
Addition and subtraction facts for
decimal numbers with one
decimal place,
e.g.
– 1.4 = 2.5
Numbers which can be added to a
decimal with units, tenths and
hundredths to make the next
whole number,
e.g. 7.26 +
=8
Pairs of fractions and decimal
fractions that total 1
SKILLS (mentally, with jottings
and materials if needed)
SKILLS (mentally, with jottings
and materials if needed)
SKILLS (mentally, with jottings
and materials if needed)
Add any pair of two-digit
numbers, including crossing the
tens and 100 boundary,
e.g. 47+58
Add a near multiple of 10 e.g.
56+29,
Link Number Talks –
Addition:Making landmark
Add or subtract any pair of threedigit numbers, including crossing
the tens and 100 boundary,
e.g. 247+358, 591-235
Add or subtract pairs of decimals
with units, tenths or hundredths,
e.g. 0.7 + 3.38
Add or subtract a near multiple of
100 to any 2 or 3 digit number
e.g. 235+198 = 235+200-2
Find doubles of decimals each
with units and tenths (with
bridging),
e.g. double 1.6
variety of methods
MNU 2-04a
I can show my
understanding of how
the number line extends
to include numbers less
than zero and have
investigated how these
numbers occur and
are used.
MNU 2-07a
I have investigated the
everyday contexts in
which simple fractions,
percentages or decimal
fractions are used and
can carry out the
necessary calculations
to solve related
problems.
MNU 2-07b
I can show the
equivalent forms of
simple fractions,
decimal fractions and
percentages and can
choose my preferred
form when solving a
problem, explaining my
choice of method
numbers (pg189-192),
Breaking into place value
(pg197-198), adding up in
chunks (pg201- 203)
Subtract any pair of two-digit
numbers, including crossing the
tens and 100 boundary, e.g. 91-35
Subtract a near multiple of 10, e.g.
86-38
Link Number Talks –
Subtraction: Removal (pg212216), adjusting one number
(pg221-224), keeping a
distance (pg226-227)
Add near doubles of three digit
numbers, e.g. 138 + 137
Link Number Talks –
Addition:Double/Near-Doubles
(pg193-196)
Add or subtract two digit or three
digit multiples of 10,
e.g. 120-40, 140+150, 370-180
Link Number Talks – Removal
(pg 212-216)
Link Number Talks –
Addition:Making landmark
numbers (pg189-192),
breaking into place value
(pg197-200), adding up in
chunks (pg 201-204)
Add or subtract a near multiple of
10 with three digits to any two or
three digit number,
e.g. 351+229 = 351+230-1,
625-139 = 625-140+1 (bridging
100’s)
Link Number Talks –
Subtraction: adjusting one
number (pg221-225), keeping
a distance (pg226-229)
Find the difference between near
multiples of 100 or 1000, without
bridging,
e.g. 597-302 = 597-300-2,
502-397 = 502-400+3
Find the difference between near
multiples of 100 or 1000, with
bridging,
e.g. 6070-4097 = 6070-4000100+3
Add or subtract any pairs of
decimal fractions each with units
and tenths, e.g. 5.7 + 2.5, 6.3 - 4.8
Mentally subtract a larger
number from a smaller number
(negative numbers)
Link Number Talks –
Subtraction: negative numbers
(pg217-220)
Add near doubles of decimals,
e.g. 2.5+2.6
Add or subtract a decimal with
units and tenths, that is nearly a
whole number, e.g. 4.3+2.9, 6.53.8
STRATEGIES – Learners should understand when to and be able to apply these strategies.
See Addition and Subtraction mental maths booklet: Partitioning (pg38-54)
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Emphasise the use of estimation and rounding in calculations
use knowledge of place value and related calculations, e.g. work out 140 + 150 = 290 using 14 + 15 = 29, 6.3-4.8 using 63-48
use knowledge of place value and of doubles of two-digit whole numbers
Count on or back in hundreds, tens and ones. Progress to tenths then hundredths.
Subtract by counting up from the smaller to the larger number.
Partitioning strategies:
47+58 - add tens and ones separately then recombine. Progress to hundreds.
91-35 - subtract tens then ones. Progress to hundreds.
56+29 - add or subtract a multiple of 10 and adjust, add or subtract a multiple of 100 and adjust
38+37 - double and adjust.
4.3+2.9 = 4.3+3 – 0.1 – add or subtract a whole number and adjust
How long from 3.45pm to 4.20pm? Count on and back in minutes and hours, bridging through 60 (analogue and digital times,
progressing to 12 hour and 24 hour clock)
Use knowledge of place value and related calculations, e.g. 140+150=290 using 14+15=29. Progressing to decimals – 6.3-4.8 using 6348, 0.68+0.43 using 68+43
Emphasise the importance of using mental maths skills and recall in a variety of contexts, e.g. Money
Second Level
Class: ________________________________ Session:__________________________
Multiplication
and Division
Second Level (1)
MNU 2-01a
I can use my knowledge
of rounding to routinely
estimate the answer to
a problem then, after
calculating, deciding if
my answer is
reasonable, sharing my
solution with others.
RECALL
Multiplication facts for the 6,7,8,9
times tables and corresponding
division facts
MNU 2-02a
I have extended the
range of whole numbers
I can work with and
having explored how
decimal fractions are
constructed, can explain
the link between a digit,
its place and value.
MNU 2-03a
Having determined
which calculations are
needed, I can solve
problems involving
whole numbers using a
range of methods,
sharing my approaches
and solutions with
others.
MNU 2-03b
I have explored the
contexts in which
problems involving
decimal fractions occur
and can solve related
problems using a
variety of methods.
With increasing speed and
confidence, all multiplication
facts to 10 x 10 and the
corresponding division facts.
Doubles of numbers 1 to 100,
e.g. double 58 and corresponding
halves.
Second Level (2)
RECALL
Squares to 10 x 10
Division facts corresponding to
tables up to 10x10, and the
related unit fractions,
e.g. 7x9 = 63 so one ninth of 63 is
7 and one seventh of 63 is 9.
Percentage equivalents of one
half, one quarter, three quarters,
tenths and hundredths.
Factor pairs to 100
Doubles of multiples of 10 and
100 and corresponding halves.
Fraction and decimal fraction
equivalents of one half, quarters,
tenths and hundredths,
e.g.3/10 is 0.3 and 3/100 is 0.03.
SKILLS (mentally, with jottings
and materials if needed)
Double any two-digit number, e.g.
double 39. Link x2,x4,x8
Link Number Talks –Making
landmark numbers (pg269)
Give the factor pair associated
Second Level (3)
RECALL
Multiplication facts for the 11 and
12 times tables.
Squares to 12 x 12.
Squares of the multiples of 10
e.g. 90 x 90.
Prime numbers less than 100.
Equivalent fractions, decimal
fractions and percentages for
hundredths,
e.g. 35% is equivalent to 0.35 or
35/100.
More complex but commonly
used equivalent fractions,
decimal fractions and
percentages.
e.g. 33 1/3% is equivalent to 1/3 or
0.3… or 66 2/3 is equivalent to 2/3
or 0.6…
SKILLS (mentally, with jottings
and materials if needed)
SKILLS (mentally, with jottings
and materials if needed)
Multiply and divide two digit
number by 4 or 8, e.g. 26x4, 96÷8
(using repeated doubling or
halving).
Link Number Talks –Repeated
Addition (pg265-266),
landmark numbers (pg269-
Multiply pairs of two digit and
two digit numbers, e.g. 28x3.
Link Number Talks – Doubling
and Halving (pg276-279)
Divide a two digit number by a
single digit number,
MNU 2-04a
I can show my
understanding of how
the number line extends
to include numbers less
than zero and have
investigated how these
numbers occur and are
used.
MNU 2-07a
I have investigated the
everyday contexts in
which simple fractions,
percentages or decimal
fractions are used and
can carry out the
necessary calculations
to solve related
problems.
MNU 2-07b
I can show the
equivalent forms of
simple fractions,
decimal fractions and
percentages and can
choose my preferred
form when solving a
problem, explaining my
choice of method.
with a multiplication fact, e.g.
identify that if 2x3=6 then 6 has
the factor pair 2 and 3
Break factors into smaller factors
when multiplying
Link Number Talks – Breaking
into smaller factors (pg282284)
Double any multiple of 10 or 100,
e.g. double 340, double 800.
Halve the corresponding
multiples of 10 and 100,
e.g. half of 60, half of 400.
Halve any even number to 200
Halving and doubling strategy
when calculating two-digit x onedigit multiplication problems
Link Number Talks – Doubling
and Halving (pg276-279)
Find unit fractions and simple
non-unit fractions of numbers
and quantities,
e.g. 1/7 of 21, 3/8 of 24.
Multiply and divide numbers to
1000 by 10 and then 100 (wholenumber answers)
e.g. 325x10, 42x100, 120 ÷ 10,
600 ÷ 100, 850 ÷ 10.
Multiply a multiple of 10 to 100
by a single-digit number, e.g. 40
x3.
Link Number Talks –Partial
271)
Factor pairs to 100, e.g. 30 has
the factor pairs – 1x30, 2x15,
3x10, 5x6.
Break factors into smaller factors
when multiplying
Link Number Talks – Breaking
into smaller factors (pg 282285)
Multiply two digit numbers by 5
or 20, e.g. 320x5, 14x20.
Multiply by 25 or 50, e.g. 48 x 25,
32 x 50.
Link Number Talks – Partial
products (pg 272-275)
Halving and doubling strategy
when calculating two-digit x twodigit multiplication problems
Link Number Talks – Doubling
and Halving (pg276-281)
Double three digit multiples of 10
to 500 and find corresponding
halves, e.g. 380x2, 760÷2.
Divide a double digit by one digit
Link Number Talks – Repeated
subtraction (pg287-290),
Multiplying up (pg293-296)
Find the remainder after dividing
a two digit number by a single
digit number (within tables),
e.g. 27÷4 = 6r3.
e.g. 68÷4 (exploring partitioning
method). Divide a double digit by
one digit Link Number Talks –
Repeated subtraction (pg287292)
Divide a two digit number by a
two digit number
Link Number Talks – Partial
Quotient (pg287292),multiplying up (pg293297)
Divide by 25 or 50,
e.g. 4500÷25, 3200÷50.
Double decimals with units and
tenths and find the corresponding
halves, e.g. double 7.6, half of
15.2.
Multiply pairs of multiples of 10
and 100, e.g. 600x20, 300x400.
Divide multiples of 100 by a
multiple of 10 or 100 (whole
number answers),
e.g. 600÷20, 800÷400, 2100÷300.
Multiply and divide two digit
decimal fractions by a single digit
such as 0.8x7, 4.8÷6.
Find multiples of 10% of whole
numbers and quantities,
e.g. 30% of 50ml, 40% of £30,
70% of 200g.
Use knowledge of multiplication
facts to simplify fractions.
products (pg272-275)
Multiply numbers to 20 by a
single digit number, e.g. 17x3.
Identify the remainder when
dividing by 2, 5 or 10.
Multiply and divide whole
numbers and decimal fractions by
10, 100 or 1000, e.g. 4.3x10,
0.75x100, 25÷10, 673÷100,
74÷1000.
Multiply pairs of multiples of 10
e.g. 60x30 and a multiple of 100
by a single digit number, e.g.
900x8.
Divide a multiple of 10 by a single
digit number (whole number
answers) e.g. 80÷4, 270÷3.
Find fractions of whole numbers
or quantities e.g. 2/3 of 39, 4/5 of
70kg.
Find 50%, 25% or 10% of whole
numbers or quantities, e.g. 25%
of 20kg, 10% of £80.
Link Number Talks –
Proportional reasoning
(pg298-299)
Scale up and down using known
facts, e.g. given that three oranges
cost 24p, find the cost of four
oranges.
Identify numbers with odd and
even numbers of factors and no
factor pairs other than 1 and
themselves
STRATEGIES – Learners should understand when to and be able to apply these strategies.
See Multiplication and Division mental maths booklet: Partitioning (pg38-54)
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Emphasise the use of estimation and rounding in calculations
Partition: double or halve the tens and ones separately, then recombine
32x5, 14x20 - Form an equivalent calculation, e.g. to multiply by 5 – multiply by 10 then halve, to multiply by 20 – double then
multiply by 10 or multiply by 10 then double.
32 x 50, 48 x 25, e.g. to multiply by 50 – multiply by 100 then halve. To multiply by 25 – multiply by 100, then halve and halve again.
When dividing by 50, form an equivalent calculation e.g. divide by 100 then double. To divide by 25 – divide by 100 then multiply by
4.
Use understanding that when a number is multiplied or divided by 10 or 100, its digits move one or two places to the left or the right
relative to the decimal point, and zero is used as a place holder
Use knowledge of multiplication facts and place value, e.g. 7 x 8 = 56 to find 70 x 8, 7 x 80
Use knowledge of multiplication and division facts to find factor pairs
Multiply or divide by 2, 4 or 8 by repeated doubling or halving
Form an equivalent calculation, e.g. to multiply by 5, multiply by 10, then halve; to multiply by 20, double, then multiply by 10
Use knowledge of doubles/ halves and understanding
of place value, e.g. when multiplying by 50 multiply by 100 and divide by 2
Use knowledge of division facts, e.g. when carrying out a division to find a remainder
Use understanding that when a number is multiplied or divided by 10 or 100, its digits move one or two places to the left or the right
relative to the decimal point, and zero is used as a place holder
Scale up or down using multiplication and division – e.g. if three oranges cost 24p: one orange costs 24÷3 = 8p then four oranges
cost 8x4 = 32p.
Use knowledge of equivalence between fractions and percentages, e.g. to find 50%, 25% and 10%
partition: use partitioning and the distributive law to divide tens and ones separately, e.g.92 ÷ 4 = (80 + 12) ÷ 4 = 20 + 3 = 23
Use partitioning and the distributive law to multiply, e.g.
13 × 4 = (10 + 3) × 4=
= (10 × 4) + (3 × 4)
= 40 + 12 = 52