Download Calculation Policy For Year 2

ADDITION
Children….
Add using concrete objects, pictorial
representations and mentally, including: a twodigit number and ones, a two-digit number and
tens, two two-digit numbers and three one- digit
numbers.
Recognise that addition can be done in any order.
Partition numbers into tens and ones to add and
then recombine:
12 + 23 = 10 + 2 + 20 + 3
= 30 + 5
= 35.
Recognise and use the inverse relationship
between addition and subtraction and use this to
check calculations and number patterns.
The Number Line
Children use a blank number line to count on in
tens and ones. They use this in conjunction with
practical resources if necessary (hundred squares,
bead strings) and teachers model how to use the
number line.
23 + 12 = 23 + 10 + 2
= 33 + 2
=35
+10
10
Children….
Children….
Subtract using concrete objects, pictorial
representations, and mentally, including: a twodigit number and ones, a two-digit number and
tens, two two-digit numbers and three one- digit
numbers.
Recognise that subtraction cannot be done in any
order (negative numbers are not introduced in Yr
2).
Recall subtraction facts to 20 fluently and derive
and use related facts up to 100.
Recognise missing numbers need to be placed in all
possible places in the number sentence:
7-?=4
7-3=?
?–3=4
7- ? = 4
The Number Line
Children use a numbered line to count back. They
use this in conjunction with practical resources
(unifix, bead strings, counters) and teachers
model how to use the number line.
20 - 9 = 11
Count and chant in different multiples. Year
2 children are expected to know their 2s,
3s, 5s and 10 times tables by the end of
the year, in and out of sequence. They
recite:
“1 x 3 = 3”
“2 x 3 = 6”
“3 x 3 = 9,” etc, in order to understand
multiplication as ‘grouping’/’lots of’, up to
“12 x….”
Solve 1 and 2 step problems involving
multiplication.
Recognise that multiplication can be done in
any order (commutative), ie, 3 x 10 gives
the same answer as 10 x 3.
Understand that multiplication and division
are the inverse of each other and use this
to check the answers to their calculations:
eg: 3 x 10 = 30 and 10 x 3 = 30
“So therefore I know…”
30 ÷ 3 = 10 and 30 ÷ 10 = 3.
Calculate the answer by using concrete
objects, pictorial representations and
arrays, with support of the teacher and
writing these calculations as number
sentences, using the correct symbols:
+2
2
23
33
35
Bridging through ten:
The steps in addition often bridge through a
multiple of ten. For example:
8 + 7 = 15
Children should be able to partition 7 to relate
adding the 2 and then the 5:
10
Children then move onto using empty number lines
to count back. They partition numbers to
subtract: 35 – 12 = 35 - 10 - 2
= 25 – 2
= 23
-2
23
+5
+2
8
Calculation Policy for Year 2
MULTIPLICATION
SUBTRACTION
15
Progression:
Add numbers with up to three digits, using formal
written methods of columnar addition.
-10
2
25
35
Children also count on from the smaller to the
bigger number and ‘find the difference’ between
given numbers.
Progression:
Subtract numbers with up to three digits, using
formal written methods of columnar subtraction.
… … … …
3
+
3
+ 3
+ 3 = 12
4 x 3 = 12
Use the language of ‘groups of’, ‘lots of’,
‘multiples of’ and ‘multiplied by’ when
calculating sets of numbers.
Progression:
Children use partitioning to help them
calculate multiplications:
16 x 3 = 10 x 3 + 6 x 3
= 30 + 18
= 48
DIVISION
Children….
Share objects into equal groups and use
related vocabulary: ‘shared between’
‘halve’, ‘divided between’.
Use repeated subtractions on a number
line to divide:
12 ÷ 3 = 4
Children should also move onto calculations
involving remainders:
13 ÷ 3 = 4 r 1.
Relate divisions and grouping to real-life
contexts and learn how to calculate
fractions as divisions:
‘Peggy had 12 apples. She gave ½ to her
friend. How many did her friend receive?’
‘Paul had 20p. He gave ¼ to Mary. How
much did Mary receive?
Children understand that divisions cannot
be done in any order, ie:
12 ÷ 4
does not give the same answer as:
4 ÷ 12.
They solve problems involving division,
using material arrays, repeated addition,
mental methods and division facts,
including problems in contexts.
Progression:
Children solve problems including missing
numbers involving division.