Year 2 Curriculum for Depth 2014-15
Welcome to the Mathematics Mastery Curriculum for Depth for Year 2.
Problem solving is at the heart of the mastery approach, so we make sure we dedicate sufficient time to each new concept or skill for every pupil to gain
the fluency and reasoning they need to solve new problems in unfamiliar contexts. Our Curriculum for Depth is a cumulative curriculum. This means that
each school year begins with a focus on the concepts and skills (such as place value) that have the most connections, and the most opportunities for
consolidation, throughout the year. Once a new concept has been introduced, it is applied and connected to many other areas of mathematics. For more
information about the underlying principles of the mastery approach, please visit www.mathematicsmastery.org
We make sure that the requirements of the 2014 National Curriculum for England are fully met. Each year group’s Curriculum for Depth includes all of the
National Curriculum objectives for that year, plus a small number from the year above – usually from number – where we feel these wil help pupils make
connections with their learning (in measures, for example). References to the statutory requirements of the National Curriculum are in bold [e.g. ‘pupils
“use place value and number facts to solve problems” (NC Y2: p11).’]. This Year 2 Curriculum for Depth includes every single statutory requirement of the
2014 National Curriculum for Year 2. References to the non-statutory ‘notes and guidance’ in the 2014 National Curriculum are in italics. [e.g. ‘“As they
become more confident with numbers up to 100, pupils are introduced to larger numbers to develop further their recognition of patterns within the number
system and represent them in different ways, including spatial representations.” (NC Y2: p11).’]. There are approximately 5 planned weeks for each half
term. Any additional time for mathematics should be planned around the specific needs of the pupils, including clarifying any misconceptions, opportunities
for consolidation, and further application and problem solving.
This document is a starting point for continuous improvement and development. During 2014-15, we will be working closely with our National Practitioner
Panels, and consulting with all teachers in our partnership, with a view to making improvements in the sequencing and timing of the curriculum for 201516. If you have any suggestions, we’d love to hear from you. Please contact us at info@mathematicsmastery.org.
Dr Helen Drury
Director, Mathematics Mastery
May 2014
The Mathematics Mastery programme of study for Year 2 is copyright © 2013-14 Mathematics Mastery. It is designed for use by school leaders and teachers in schools in the Mathematics Mastery partnership.
We are happy to share this programme of study with schools beyond this community, in order to support preparation for and implementation of the new National Curriculum.
Number and place value
What is the starting point for Year 2?
By the end of Year 1:
children have a deep understanding of whole numbers up to 20,
and have worked with place value of tens and ones up to 100
Addition and subtraction
they can add and subtract within 100, and have used number
bonds within 20
Multiplication and
division
they have begun to explore multiplication and division
informally, and used the  symbol
Fractions
they have used simple fractions informally (such as ‘a half’)
Measurement
they can tell the time to the hour or half hour and recognise
coins
they have explored length, weight and volume involving
comparison
Geometry
they can identify and describe 2D and 3D shapes
Statistics
they have explored graphs within and beyond mathematics but
this has not been formalised
What do we expect for every child by the end of Year 2?
children have confidence counting, place value and mental fluency within
100 with whole numbers, and have worked with hundreds (place value
within 1000)
they know and use number bonds to 20, and can add and subtract within
1000, using the written algorithm or any of a variety of mental methods,
as appropriate; they understand how addition and subtraction are related
they can represent multiplication and division situations in a variety of
ways; they know their 2,3,4,5 and 10 times tables, and use the concepts
‘odd’ and ‘even’
they have begun to work with fractions, and use the terms numerator and
denominator
they can tell the time to the nearest 5 minutes, recognise coins, and solve
simple time and money problems
they use a range of measures to describe and compare different
quantities such as length, mass, capacity/volume, and can formulate and
solve length, weight and volume problems
they can recognise, draw, compare and sort 2D and 3D shapes, describe
their geometrical features, and describe position, directions and
movements, including half, whole, quarter and three-quarter turns
they can use picture graphs, block diagrams, tally charts and tables,
asking and answering simple questions
The Mathematics Mastery programme of study for Year 2 is copyright © 2013-14 Mathematics Mastery. It is designed for use by school leaders and teachers in schools in the Mathematics Mastery partnership.
We are happy to share this programme of study with schools beyond this community, in order to support preparation for and implementation of the new National Curriculum.
Autumn 1
Weeks
Autumn 1
Mathematics lesson foci
Number sense is a focus from the start of September, and continues throughout the year. Although explicit clarification, practice and application of number is
focused in units 1 and 6, it underpins all other mathematical learning throughout the year. Much of the mathematical content of the Autumn Term of Year 2
involves deepening content first encountered in Year 1, through introducing a greater variety of representations (or pupils moving interchangeably
between/selecting their own representations), practicing for greater fluency and independence with language, and asking and answering increasingly sophisticated
mathematical questions. Problem solving takes centre stage; pupils “use place value and number facts to solve problems” (NC Y2: p11).
Although the ‘Curriculum for Depth’ goes beyond NC expectations to include number to 100 in Y1, and to include number to 1000 in Y2, there is no rush to ‘bigger
numbers’ at this stage in the academic year. On the contrary, the year begins with a focus on 2-digit numbers, where pupils will “recognise the place value of each
digit in a two-digit number (tens, ones)” (NC Y2: p11) through frequent opportunities to “identify, represent and estimate numbers to 100 using different
representations, including the number line” (NC Y2: p11). “Using materials and a range of representations, pupils practise counting, reading, writing and
comparing numbers to at least 100 and solving a variety of related problems to develop fluency” (NC Y2: p11). As per the notes and guidance, “pupils should
partition numbers in different ways (for example, 23 = 20 + 3 and 23 = 10 + 13) to support subtraction. They become fluent and apply their knowledge of numbers to
reason with, discuss and solve problems that emphasise the value of each digit in two-digit numbers. They begin to understand zero as a place holder.”(NC Y2:
p11)This unit also sees the introduction of inequality notation – pupils “compare and order numbers from 0 up to 100; use <, > and = signs” (NC Y2: p11)
Unit 1
3
weeks
Number within
1000
‘Number’ includes understanding of place value and relative size. Saying which number is ‘one more’ or ‘one less’ than a given number is something children have
been learning about since before Reception – first with numbers within 5, then within 10, then (by the end of Year 1) within 100. In Year 2, they are likely to be able
to apply this knowledge to tell you ‘one less than 563’, but may struggle with ‘one less than 500’. For this reason, when introducing numbers greater than 100,
pupils “identify, represent and estimate numbers to 1000 using different representations” (NC Y3: p18). It is through this exploration that children come to
“recognise the place value of each digit in a three-digit number (hundreds, tens, ones)” (NC Y3: p18) and “compare and order numbers up to 1000” (NC Y3: p18).
“As they become more confident with numbers up to 100, pupils are introduced to larger numbers to develop further their recognition of patterns within the number
system and represent them in different ways, including spatial representations.” (NC Y2: p11).
Children who find number within 1000 more challenging must be supported to build up a stronger conceptual framework for these numbers. This means
representing them in lots of different ways, including using base ten blocks (ones, tens and hundreds), hundred square, and the number line. Reading and writing
the numbers (as words and as symbols) is also important, though this work might appropriately take place in English as well as mathematics. “read and write
numbers to at least 100 in numerals and in words” (NC Y2: p11) and “read and write numbers up to 1000 in numerals and in words” (NC Y3: p18)
This thread runs all the way through Year 2 (and beyond, naturally!) and so there will be opportunities for further clarification and practice beyond the initial units.
However, this continued application makes it especially important that any children who need additional support receive it – or they will be at a significant
disadvantage in future lessons. The focus here must always be on hands-on work with representations, NOT dependence on memory. Sufficient experience with
manipulatives and visual representations (the amount that is ‘sufficient’ will naturally vary from child to child) will result in them ‘knowing’ the necessary
knowledge – there is no advantage in attempting to rush this process through rote learning.
Throughout Year 1, pupils will have learnt to “count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward” (NC Y2: p11),
predominantly through transitions and Maths Meetings. “They count in multiples of three to support their later understanding of a third.” (NC Y2: p11)
They will continue to practise this during Year 2, and will “count from 0 in multiples of 4, 50 and 100; find 10 or 100 more or less than a given number“ (NC Y3:
p18).
The Mathematics Mastery programme of study for Year 2 is copyright © 2013-14 Mathematics Mastery. It is designed for use by school leaders and teachers in schools in the Mathematics Mastery partnership.
We are happy to share this programme of study with schools beyond this community, in order to support preparation for and implementation of the new National Curriculum.
Addition and subtraction is a focus in Units 2 and 3, and is then applied throughout the year, particularly in units 6, 7, 8, 9 and 12. The concepts of addition and
subtraction, their inverse relationship, and mental strategies for calculating them with one- and two-digit numbers, were all explored, clarified and practiced in Year
1. The number line representation is used to a greater extent in Year 2 than Year 1, and the bar model representation is introduced as way to visualise addition and
subtraction word problems. In Year 2, “pupils extend their understanding of the language of addition and subtraction to include sum and difference.” (NC Y2: p12)
Unit 2
4
weeks
Add and
subtract 2-digit
and 3-digit
numbers
This unit begins with representing the additive relationship, with cubes, cuisinaire rods and bar models. Perhaps the most essential aspect of this unit, and the one
to which the most experience, practice and application should be devoted, is ensuring that all children can “recall and use addition and subtraction facts to 20
fluently, and derive and use related facts up to 100” (NC Y2: p12). Significant time was dedicated to number bonds within twenty in Year 1. In Units 2 and 3 of Year
2, we focus on different ways of representing these bonds, including consolidating the bonds themselves. However, where pupils do not have fluency with these
bonds, it is essential that time is prioritised for reinforcing them, through varied opportunities to experience, clarify and practice with them. This should include
representing number bonds using multiple concrete and pictorial representations. As stated in the notes and guidance, “pupils practise addition and subtraction to
20 to become increasingly fluent in deriving facts such as using 3 + 7 = 10; 10 – 7 = 3 and 7 = 10 – 3 to calculate 30 + 70 = 100; 100 – 70 = 30 and 70 = 100 – 30. They
check their calculations, including by adding to check subtraction and adding numbers in a different order to check addition (for example, 5 + 2 + 1 = 1 + 5 + 2 = 1 + 2
+ 5). This establishes commutativity and associativity of addition. ” (NC Y2: p12). As a consequence of this rich experience, children can, “show that addition of two
numbers can be done in any order (commutative) and subtraction of one number from another cannot” (NC Y2: p12)
In Year 1, children applied their understanding of place value to explore addition and subtraction of 2-digit numbers (with and without regrouping). In Year 2, the
place value underpinnings of the standard addition and subtraction algorithms are further clarified and practiced, and extended to working with numbers within
1000. Pupils “add and subtract numbers using concrete objects, pictorial representations, and mentally, including:

a two-digit number and ones

a two-digit number and tens

two two-digit numbers

adding three one-digit numbers” (NC Y2: p12)
In this Curriculum for Depth, Year 2 pupils also begin to work with three-digit numbers. They “add and subtract numbers mentally, including:

a three-digit number and ones

a three-digit number and tens

a three-digit number and hundreds (NC Y3: p19)
They “add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction” (NC Y3: p19)
Representation and communication are central throughout this addition and subtraction work. The emphasis at this stage is on understanding, knowing how, and
applying addition and subtraction, rather than on speed of calculation. “Recording addition and subtraction in columns supports place value and prepares for formal
written methods with larger numbers” (NC Y2: p12).
The Mathematics Mastery programme of study for Year 2 is copyright © 2013-14 Mathematics Mastery. It is designed for use by school leaders and teachers in schools in the Mathematics Mastery partnership.
We are happy to share this programme of study with schools beyond this community, in order to support preparation for and implementation of the new National Curriculum.
Autumn 2
Week
Autumn 2
Unit 3
2
weeks
1
week
Addition and subtraction
word problems
Unit 4
Multiplication and division
Mathematics lesson foci
Unit 3 builds on units 1 and 2, consolidating children’s place value, addition and subtraction understanding and skills. Throughout the unit, they
“recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems”
(NC Y2: p12). They “solve problems with addition and subtraction:

using concrete objects and pictorial representations, including those involving numbers, quantities and measures

applying their increasing knowledge of mental and written methods” (NC Y2: p12)
They also begin to “estimate the answer to a calculation and use inverse operations to check answers” (NC Y3: p19).
Throughout Year 2, as per the notes and guidance, “Pupils are introduced to the multiplication tables. They practise to become fluent in the 2, 5 and 10
multiplication tables and connect them to each other. They connect the 10 multiplication table to place value, and the 5 multiplication table to the
divisions on the clock face. They begin to use other multiplication tables and recall multiplication facts, including using related division facts to perform
written and mental calculations. ” (NC Y2: p13). In unit 4, the concepts of multiplication and division are explored. Using concrete manipulatives and
pictorial representations, children, “calculate mathematical statements for multiplication and division within the multiplication tables and write them
using the multiplication (×), division (÷) and equals (=) signs”; “solve problems involving multiplication and division, using materials, arrays, repeated
addition, mental methods, and multiplication and division facts, including problems in contexts” and “show that multiplication of two numbers can be
done in any order (commutative) and division of one number by another cannot” (NC Y2: p13).
Children follow this with Unit 5, focusing specifically on 2, 5 and 10, and then in Unit 13 on multiples of 3 and 4. Prior to Year 2, children have regularly
counted in 2s, 5s and 10s. By the end of Year 2, children should know facts from 2,3,4,5 and 10 times tables, and be able to represent them as arrays. As
per the notes and guidance, “pupils use a variety of language to describe multiplication and division” (NC Y2: p13).
In the Curriculum for Depth, ahead of NC expectations, Year 2 pupils use the language of ‘products’ and ‘multiples’. This is partly to facilitate their
communication regarding multiplication and division in Years 2 and 3, and also has the advantage of separating the introduction of the term ‘multiple’
from the term ‘factor’, which is formally introduced in Year 4.
Unit 5
2
weeks
Multiplication tables of 2,
5 and 10
Use of manipulatives and diagrams, as always, is not a crutch, but an opportunity to deepen understanding. Multiplication word problems are
represented as a bar model. This model is not a calculation tool, but a visual representation of the problem. “Pupils work with a range of materials and
contexts in which multiplication and division relate to grouping and sharing discrete and continuous quantities, to arrays and to repeated addition. They
begin to relate these to fractions and measures (for example, 40 ÷ 2 = 20, 20 is a half of 40). They use commutativity and inverse relations to develop
multiplicative reasoning (for example, 4 × 5 = 20 and 20 ÷ 5 = 4).” (NC Y2: p13)
Unit 5 builds on Unit 4, with a particular focus on pupils learning to, “recall and use multiplication and division facts for the 2, 5 and 10 multiplication
tables, including recognising odd and even numbers” (NC Y2: p13). As in Unit 4, they “calculate mathematical statements for multiplication and
division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs”; “solve problems involving
multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in
contexts” and “show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot” (NC
Y2: p13).
The Mathematics Mastery programme of study for Year 2 is copyright © 2013-14 Mathematics Mastery. It is designed for use by school leaders and teachers in schools in the Mathematics Mastery partnership.
We are happy to share this programme of study with schools beyond this community, in order to support preparation for and implementation of the new National Curriculum.
Spring 1
Week
Spring 1
Mathematics lesson foci
Unit 6 builds on units 2 and 3, and looks forward to applications in units 7, 8, 9 and 12. The concepts of addition and subtraction, their inverse relationship, and
mental strategies for calculating them with one- and two-digit numbers, were all explored, clarified and practiced in Year 1. The number line representation is
used to a greater extent in Year 2 than Year 1, and the bar model representation is introduced as way to visualise addition and subtraction word problems. In
Year 2, “pupils extend their understanding of the language of addition and subtraction to include sum and difference” (NC Y2: p12).
Unit 6
2
weeks
2
weeks
Exploring
calculation
strategies
Unit 7
Money
The focus of this unit is on representing and explaining addition and subtraction strategies other than the standard algorithms. Although these will ultimately
lead to efficient mental strategies, in Year 2 the emphasis is firmly on understanding and explaining the strategies, rather than racing to the answer. As with unit
2, one of the most essential aspect of this unit, and the one to which the most experience, practice and application should be devoted, is ensuring that all
children can “recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100” (NC Y2: p12). Significant time was
dedicated to number bonds within twenty in Year 1. In Units 2 and 3 of Year 2, we focussed on different ways of representing these bonds, including
consolidating the bonds themselves. However, where pupils do not have fluency with these bonds, it is essential that time is prioritised for reinforcing them,
through varied opportunities to experience, clarify and practice with them. This should include representing number bonds using multiple concrete and pictorial
representations. As stated in the notes and guidance, “pupils practise addition and subtraction to 20 to become increasingly fluent in deriving facts such as using
3 + 7 = 10; 10 – 7 = 3 and 7 = 10 – 3 to calculate 30 + 70 = 100; 100 – 70 = 30 and 70 = 100 – 30. They check their calculations, including by adding to check
subtraction and adding numbers in a different order to check addition (for example, 5 + 2 + 1 = 1 + 5 + 2 = 1 + 2 + 5). This establishes commutativity and
associativity of addition. ” (NC Y2: p12). As a consequence of this rich experience, children can, “show that addition of two numbers can be done in any order
(commutative) and subtraction of one number from another cannot” (NC Y2: p12)
Pupils “add and subtract numbers using concrete objects, pictorial representations, and mentally, including:

a two-digit number and ones

a two-digit number and tens

two two-digit numbers

adding three one-digit numbers” (NC Y2: p12)
In this Curriculum for Depth, Year 2 pupils also begin to work with three-digit numbers. They “add and subtract numbers mentally, including:

a three-digit number and one

a three-digit number and tens

a three-digit number and hundreds” (NC Y3: p19)
Year 2 children have facility with a range of mental methods, and can select the appropriate method for the situation. They “solve problems with addition and
subtraction:

using concrete objects and pictorial representations, including those involving numbers, quantities and measures

applying their increasing knowledge of mental and written methods” (NC Y2: p12)
and begin to “estimate the answer to a calculation and use inverse operations to check answers” (NC Y3: p19).
As in Year 1, in Year 2 money is mostly learnt through plenty of exploration, clarification and practice at home, around school, and in Maths Meetings. In Unit 7,
for a fortnight, money becomes a focus in maths lessons. This is an opportunity to apply understanding of number and addition and subtraction. Those children
who still need further clarification and practice of these concepts and skills should be supported to ensure they receive it.
As per the notes and guidance, in Year 2, “pupils become fluent in counting and recognising coins. They read and say amounts of money confidently and use the
The Mathematics Mastery programme of study for Year 2 is copyright © 2013-14 Mathematics Mastery. It is designed for use by school leaders and teachers in schools in the Mathematics Mastery partnership.
We are happy to share this programme of study with schools beyond this community, in order to support preparation for and implementation of the new National Curriculum.
2
weeks
Unit 8
Measuring length
symbols £ and p accurately, recording pounds and pence separately.” (NC Y2: p15). Year 2 pupils will, “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; and solve simple problems in a
practical context involving addition and subtraction of money of the same unit, including giving change” (NC Y2: p14).
Measuring is a focus for learning in Unit 8, 9 and later in Unit 12. There are two vital components to this learning:

meaningful, hands-on experience with real objects and substances

applying the ‘big ideas’ of number, addition and subtraction within 100 to word problems on length
This is an opportunity to apply understanding of number and addition and subtraction. Those children who still need further clarification and practice of these
concepts and skills should be supported to ensure they receive it.
In this unit, Year 2 pupils, “choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm) to the nearest
appropriate unit, using rulers and scales” (NC Y2: p14). “Pupils use standard units of measurement with increasing accuracy, using their knowledge of the number
system. They use the appropriate language and record using standard abbreviations” (NC Y2: p15). They “compare and order length and record the results using
>, < and =” (NC Y2: p14). This unit also provides opportunities for comparing measures, which “includes simple multiples such as ‘half as high’; ‘twice as wide’”
(NC Y2: p15).
The Mathematics Mastery programme of study for Year 2 is copyright © 2013-14 Mathematics Mastery. It is designed for use by school leaders and teachers in schools in the Mathematics Mastery partnership.
We are happy to share this programme of study with schools beyond this community, in order to support preparation for and implementation of the new National Curriculum.
Spring 2
Week
1
week
Spring 2
Unit 9
Measuring mass
Mathematics lesson foci
Measure is also a focus for learning in units 8 (length) and 12 (volume). There are two vital components to this learning:

meaningful, hands-on experience with real objects and substances

applying the ‘big ideas’ of number, addition and subtraction within 1000 to word problems on length and weight
This is an opportunity to apply understanding of number and addition and subtraction. Those children who still need further clarification and practice of these
concepts and skills should be supported to ensure they receive it.
In Unit 9, pupils “choose and use appropriate standard units to estimate and measure mass (kg/g) to the nearest appropriate unit, using rulers, scales,
thermometers and measuring vessels” (NC Y2: p14). “Pupils use standard units of measurement with increasing accuracy, using their knowledge of the number
system. They use the appropriate language and record using standard abbreviations” (NC Y2: p15). They “compare and order mass and record the results using
>, < and =” (NC Y2: p14). This unit also provides opportunities for comparing measures, which “includes simple multiples such as ‘half as high’; ‘twice as wide’”
(NC Y2: p15).
Although fractions such as ‘a half’ were informally used in previous years, it is in Unit 10 of Year 2 that they are formally introduced. Children begin to understand
that fractions can be a number in themselves (it is possible to locate 3/5 at a particular point on a number line, for example) and are also an operator – you can
find ‘3/5 of’ something. Year 2 children are yet to work with decimals or percentages, but when they do they will realise that this dual nature is what makes
fractions distinctive. Decimals are generally used as numbers, rarely as operators – you can find ‘0.6 of’ something, but tend not to, and percentages are
generally used as operators, rather than as numbers – you could say that 60% ‘is’ the number 0.6, but you usually wouldn’t.
𝟏 𝟏 𝟐
Unit 10
2
weeks
Fractions
𝟑
In Year 2, pupils “recognise, find, name and write fractions , , and of a length, shape, set of objects or quantity” (NC Y2: p13). “Pupils use fractions as
𝟑 𝟒 𝟒
𝟒
‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities. They connect unit fractions to equal sharing and
3
grouping, to numbers when they can be calculated, and to measures, finding fractions of lengths, quantities, sets of objects or shapes. They meet as the first
𝟐
𝟐 𝟑
𝟒
𝟑
𝟐 𝟑
𝟒
4
example of a non-unit fraction” (NC Y2: p14). In the Curriculum for Depth we include work with , as well as , , and , to support pupils in understanding the
𝟏
role played by the numerator and denominator. They “write simple fractions for example, of 6 = 3“ (NC Y2: p13).
𝟐
𝟐
𝟏
When working with fractions as a number in themselves, children “recognise the equivalence of and ” (NC Y2: p13), and “count in fractions up to 10, starting
1
2
weeks
Unit 11
Time
2
1
𝟒
3
𝟐
from any number and using the and equivalence on the number line (for example, 1 , 1 (or 1 ), 1 , 2). This reinforces the concept of fractions as numbers and
4
4
2
4
that they can add up to more than one” (NC Y2: p14).
Time is mostly learnt through plenty of exploration, clarification and practice at home, around school, and in Maths Meetings. In Year 2, children apply their skill
of counting in 5s to tell time to the nearest 5mins. They “tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a
clock face to show these times” (NC Y2: p14). “They become fluent in telling the time on analogue clocks and recording it.” (NC Y2: p15). In Year 2, pupils “know
the number of minutes in an hour and the number of hours in a day” (NC Y2: p14) and “compare and sequence intervals of time” (NC Y2: p14).
For additional challenge, resist pushing to telling the time to the nearest minute, or reading digital clocks (neither of which is really ‘harder’, and for both of which
there is time in later years), and instead encourage children to formulate and solve problems involving time differences and sums.
The Mathematics Mastery programme of study for Year 2 is copyright © 2013-14 Mathematics Mastery. It is designed for use by school leaders and teachers in schools in the Mathematics Mastery partnership.
We are happy to share this programme of study with schools beyond this community, in order to support preparation for and implementation of the new National Curriculum.
Summer 1
Week
Summer 1
Unit 12
2
weeks
Measuring capacity and
volume
Unit 13
3
week
Multiplication and division
3x and 4x
Mathematics lesson foci
This is a focus for learning in February and April. There are two vital components to this learning:

meaningful , hands-on experience with real objects and substances

applying the ‘big ideas’ of number, addition and subtraction within 1000 to word problems on length, weight and volume
This is an opportunity to apply understanding of number and addition and subtraction. Those children who still need further clarification and
practice of these concepts and skills should be supported to ensure they receive it.
In Unit 12, pupils, “choose and use appropriate standard units to estimate and measure capacity (litres/ml) and temperature (°C) to the nearest
appropriate unit, using scales, thermometers and measuring vessels” (NC Y2: p14). “Pupils use standard units of measurement with increasing
accuracy, using their knowledge of the number system. They use the appropriate language and record using standard abbreviations” (NC Y2: p15).
They “compare and order volume and capacity and record the results using >, < and =” (NC Y2: p14). This unit also provides opportunities for
comparing measures, which “includes simple multiples such as ‘half as high’; ‘twice as wide’” (NC Y2: p15).
Unit 13 builds on units 4 and 5, with a particular focus on pupils learning to, “recall and use multiplication and division facts for the 3 and 4
multiplication tables” (NC Y3: p19). The Curriculum for Depth for Year 2 includes this Year 3 content in order for pupils to make connections
between thirds and quarters (a focus in Unit 10), and the 3 and 4 multiplication tables.
As in Unit 4, they “calculate mathematical statements for multiplication and division within the multiplication tables and write them using the
multiplication (×), division (÷) and equals (=) signs”; “solve problems involving multiplication and division, using materials, arrays, repeated
addition, mental methods, and multiplication and division facts, including problems in contexts” and “show that multiplication of two numbers
can be done in any order (commutative) and division of one number by another cannot” (NC Y2: p13).
The Mathematics Mastery programme of study for Year 2 is copyright © 2013-14 Mathematics Mastery. It is designed for use by school leaders and teachers in schools in the Mathematics Mastery partnership.
We are happy to share this programme of study with schools beyond this community, in order to support preparation for and implementation of the new National Curriculum.
Summer 2
Week
Summer 2
Unit 14
3
weeks
2
weeks
Faces, shapes and patterns;
lines and turns
Unit 15
Graphs
Mathematics lesson foci
As with time and money, much of this learning thread is integrated into children’s everyday life at home and school, and Maths Meetings.
Comparing, sorting, ordering and arranging shapes and everyday objects in integrated throughout learning within and beyond mathematics, as well
as being a formal focus for learning in Unit 14. “Pupils handle and name a wide variety of common 2-D and 3-D shapes including: quadrilaterals and
polygons, and cuboids, prisms and cones, and identify the properties of each shape (for example, number of sides, number of faces). Pupils identify,
compare and sort shapes on the basis of their properties and use vocabulary precisely, such as sides, edges, vertices and faces.” (NC Y2: p15). By the
end of Year 2, children can “identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line;
identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces; identify 2-D shapes on the surface of 3-D
shapes, [for example, a circle on a cylinder and a triangle on a pyramid]; compare and sort common 2-D and 3-D shapes and everyday objects”
(NC Y2: p15). “Pupils read and write names for shapes that are appropriate for their word reading and spelling.” (NC Y2: p15). Children should also
have opportunities to draw 2-D and create 3-D shapes, during which they will, “draw lines and shapes using a straight edge” (NC Y2: p15).
Throughout Year 2, but particularly during Unit 14, children describe repeating patterns made from shapes and symbols and numbers, and “order
and arrange combinations of mathematical objects in patterns and sequences” (NC Y2: p16). “Pupils should work with patterns of shapes,
including those in different orientations” (NC Y2: p16).
As per the notes and guidance, pupils, “use the concept and language of angles to describe ‘turn’ by applying rotations, including in practical
contexts (for example, pupils themselves moving in turns, giving instructions to other pupils to do so, and programming robots using instructions
given in right angles).” (NC Y2: p16). Children “use mathematical vocabulary to describe position, direction and movement, including movement
in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise
and anticlockwise)” (NC Y2: p16). This is explored throughout the year, and clarified and practiced in Maths Meetings. It is a formal focus for
learning in Unit 14.
Again, much of this learning is integrated into children’s everyday life at home and school, and Maths Meetings. This learning is formalised in this
last unit of Year 2, in early July, when children “interpret and construct simple pictograms, tally charts, block diagrams and simple tables; ask and
answer simple questions by counting the number of objects in each category and sorting the categories by quantity; and ask and answer
questions about totalling and comparing categorical data” (NC Y2: p16). “Pupils record, interpret, collate, organise and compare information (for
example, using many-to-one correspondence in pictograms with simple ratios 2, 5, 10)” (NC Y2: p16).
The Mathematics Mastery programme of study for Year 2 is copyright © 2013-14 Mathematics Mastery. It is designed for use by school leaders and teachers in schools in the Mathematics Mastery partnership.
We are happy to share this programme of study with schools beyond this community, in order to support preparation for and implementation of the new National Curriculum.