Calculations in Year 2
Addition
Subtraction
Continue using a range of equations as in Year 1 but
Continue using a range of equations as in Year 1 but
with appropriate, larger numbers.
with appropriate numbers.
Extend to
Extend to 14 + 5 = 20 - 
14 + 5 = 10 + 
and adding three numbers
Children will begin to use empty number lines to support
calculations.
32 +  +  = 100
35 = 1 +  + 5
Children will begin to use ‘empty number lines’
themselves starting with the larger number and counting
on.
First counting on in tens and ones.
Find a small difference by counting up
42 – 39 = 3
+1
+2
34 + 23 = 57
+10
+10
39
+1 +1 +1
34
54 55 56 57
40
42
Subtract 9 or 11. Begin to add/subtract 19 or 21
35 – 9 = 26
44
Then helping children to become more efficient by adding
the units in one jump (by using the known fact 4 + 3 =
7).
+1
26
25
35
34 + 23 = 57
-10
+10
+10
+3
34
44
54
57
Followed by adding the tens in one jump and the units in
one jump.
34 + 23 = 57
+20
34
57
Partition into tens and ones and recombine
+3
Use known number facts and place value to subtract
(partition second number only)
37 – 12 = 37 – 10 – 2
= 27 – 2
= 25
27
25
-2
54
37
-10
Children are encouraged to use practical objects such as
12 + 23 = 10 + 2 + 20 + 3
= 30 + 5
= 35
refine to
23 + 12 = 23 +
=
=
Add 9 or 11 by
Numicon to subtract.
10 + 2
33 + 2
35
adding 10 and adjusting by 1
35 + 9 = 44
+10
35
44
-1
45
Children are encouraged to use practical objects such as
bead strings, bricks and Numicon to count on.
Multiplication
x = signs and missing numbers
7 x 2 = 
 = 2
7 x  = 14
14 =  x
 x 2 = 14
14 = 2 x
 x  = 14
14 =  x
Repeated addition can be shown easily
5 x 3 = 5 + 5 + 5
5
0
1
2
Division
÷ = signs and missing numbers
x 7
7


on a number line:
5
3
4
5
6
7
5
8
9
and on a bead bar:
3 times 5
is
5 + 5 + 5 = 15
10 11 12 13 14 15
or
3 lots of 5
6
6


÷
÷
÷
÷
2

2

=
=
=
=

3
3
3
 = 6 ÷ 2
3 = 6 ÷ 
3 =  ÷ 2
3 =  ÷ 
Understand division as sharing and grouping
6  2 can be modelled as:
Sharing – 6 sweets are shared between 2 people.
many do they have each?








How
or
5 x 3
5 x 3 = 5 + 5 + 5
Division can be demonstrated using a numberl ine;
5
5
5
Commutativity
Children should know that 3 x 5 has the same answer as 5
x 3. This can also be shown on the number line.
5
0
1
3
2
5
3
4
3
5
6
7
3
5
8
9
10 11 12 13 14 15
3
3
12 ÷ 2 = 6
The first number is the number they end at and the
second number is how many are in each jump.
Grouping – There are 6 sweets. How many people can have
2 each? (How many 2’s make 6?)
Arrays and repeated addition
 
 
0


4 x 2 or 4 + 4


2 x 4 or 2 + 2 + 2 + 2
0
Doubling multiples of 5 up to 50
15 x 2 = 30
Partition
10
+
20
10
=
4
6
2
4
6
Children should be given as many opportunities as
possible for practical sharing using everyday items.
5
+
2
OR
30
OR
X
10
5
2
20
10
=30
Children will develop their understanding of
multiplication and use jottings to support calculation.