Download What does level 2 look like

What does Level 2 in Maths look like?
It is easier to give examples about levels when you are talking about number,
however there are also the areas of shape and space and data handling to be taken
into account when levelling a child’s true capability in maths.
When looking at levels it is good to bear in mind;
 Children develop at different speeds. Making steady progress is more important than
achieving a particular level by a certain age.
 This is only a sample of the skills children are assessed on.
 Each level has a range of skills which develop over the three sublevels so the range for
level 2 goes from counting to 30 to counting to 100.
Objective
I know that addition and
subtraction are opposites
(inverses)
Examples of how the skill may
be assessed
Here are three numbers: 11, 15
and 4. Use these three numbers
to make 4 number sentences
Answers/Tips
11 + 4 = 15
4 + 11 = 15
15 – 4 = 11
15 – 11 = 4
I understand the place value of
digits in numbers to 100 and can
use this to order numbers to
100.
Put these numbers in order,
starting with the smallest.
65 22 43 53 66 87
I can work out halves of even
numbers to 20 and begin to
remember them.
What is half of 12? Half of 16?
Half of 8?
I think of a number and double
it. The answer is 18. What was
my number?
Remind the children that
doubling and halving are
opposites.
I can remember and use the
addition and subtraction facts to
10.
What are the missing numbers?
_ + 6 = 15
8 + _ = 11
20 – 15 = _
16 - _ = 5
Encourage children to use
their knowledge of inverses
to solve missing number
questions.
Can you find all the addition
pairs to 17?
Give any two numbers with a
difference of 6.
(e.g. 12 and 18)
I can decide if I should add or
subtract when solving problems.
Decide what calculation is
needed to solve problems like:



A child has 23 stickers and
swapped 7. How many stickers
does he have left?
Ben has 41 sweets and Flo has
20 sweets, what is the total
number of sweets that they
have?
Philip has 50p and he spent
22 43 53 65 66 87
Encourage systematic
working. E.g.
0 + 17 = 17
1 + 16 = 17
2 + 15 = 17
3 + 14 = 17
… etc
23 – 7
20 + 41
50 – 24
32 – 18

I can use repeated addition to
solve multiplication problems
24p at the Christmas Fair.
How much did he have left?
My birthday present weighed
18kg my brother weighed 32kg
how much heavier is his
present?
6 teams enter a tournament.
There are 5 children on each
team. How many players are in
the tournament?
A regular octagon has sides of
2cm each. What is the distance
all the way around?
I can recognise number
sequences, including odd and
even numbers.
Write the missing numbers in
these sequences.
1,3,5,7 _, _, 13
18,20,22, _, 26, _
10, 15, 20, __, 30
6x5=
5 + 5 + 5 + 5 + 5 + 5 = 30
8 x 2cm =
2+2+2+2+2+2+2+2
= 16cm
Can you make up a number
sequence that increases in
steps of 4? Or of 10?
Encourage children to ask
themselves whether the
sequence is going up or
down. Then see whether
they can identify the size
of each step.
Use vocabulary such as
‘increases’, ‘less than’ and
‘more than’.
I can write the numbers to 100
accurately
Write these numbers in figures:
Thirty two
Twenty nine
Forty one
32
29
41
I can count sets of objects
reliably
Count in twos, fives or tens,
from 0 to 100.
I can solve number problems
involving money or measures.
Ben had 56p. He spent 9p. How
much did he have left?
Praveen saves 96p. Then her
friend gives her 27p. How much
does she have now?
A grub travels 27cm. A ladybird
crawls 34cm. How much further
does Lily travel than George?
Children could be
encouraged to draw
pictures to help them think
about word problems, or to
represent the problem on a
blank number line.
e.g.
Draw own jumps before
copying
Adapted from Kirby Muxloe sheets