Maths - Year 2 (National Curriculum Planning and Assessment Guides)

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The exception is the science curriculum which came into force for year 10 pupils in September 2016, and applies to year 11 pupils from September 2017. A milestone in children’s maths education is the introduction of the multiplication tables in year 2. Pupils will be expected to learn the 2, 5 and 10 times tables by the end of year 2, before learning about the times tables up to 12 x 12 in the following years.

round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures] using concrete objects and pictorial representations, including those involving numbers, quantities and measures Pupils use and explain the equals sign to indicate equivalence, including in missing number problems (for example 13 + 24 = 12 + 25; 33 = 5 x ?). Number - fractions (including decimals and percentages)The position, direction and movement of objects play a key role throughout the maths curriculum of all key stages. Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programme of study for key stage 3 is organised into apparently distinct domains, but pupils should build on key stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge in science, geography, computing and other subjects. interpret the gradient of a straight line graph as a rate of change; recognise and interpret graphs that illustrate direct and inverse proportion apply angle facts, triangle congruence, similarity and properties of quadrilaterals to derive results about angles and sides, including Pythagoras’ Theorem, and use known results to obtain simple proofs

solve 2 simultaneous equations in 2 variables (linear/linear {or linear/quadratic}) algebraically; find approximate solutions using a graph explore what can and cannot be inferred in statistical and probabilistic settings, and express their arguments formally Although sometimes difficult to understand, this is one of the topics, which can easily be brought to life!extend and formalise their knowledge of ratio and proportion, including trigonometric ratios, in working with measures and geometry, and in working with proportional relations algebraically and graphically enumerate sets and unions/intersections of sets systematically, using tables, grids and Venn diagrams interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning