National Curriculum Primary Keystage 1 Year 2 Mathematics
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Number – number and place value 
Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
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. They count in multiples of three to support their later understanding of a third. 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. Pupils should partition numbers in different ways (for example, 23 = 20 + 3 and 
Number – addition and subtraction 
Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
Pupils extend their understanding of the language of addition and subtraction to include sum and difference. 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 Recording addition and subtraction in columns supports place value and prepares for formal written methods with larger numbers. 
Number – multiplication and division 
Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
Pupils use a variety of language to describe multiplication and division. 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. 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). 
Number – fractions 
Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
Pupils use fractions as ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities. They connect unit fractions to equal sharing and 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 example of a nonunit fraction. Pupils should count in fractions up to 10, starting 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 that they can add up to more than one. 
Measurement 
Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
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. Comparing measures includes simple multiples such as ‘half as high’; ‘twice as wide’. They become fluent in telling the time on analogue clocks and recording it. Pupils become fluent in counting and recognising coins. They read and say amounts of money confidently and use the symbols £ and p accurately, recording pounds and pence separately. 
Geometry – properties of shapes 
Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
Pupils handle and name a wide variety of common 2D and 3D 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. Pupils read and write names for shapes that are appropriate for their word reading and spelling. Pupils draw lines and shapes using a straight edge. 
Geometry – position and direction 
Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
Pupils should work with patterns of shapes, including those in different orientations. 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). 
Statistics 
Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
Pupils record, interpret, collate, organise and compare information (for example, using manytoone correspondence in pictograms with simple ratios 2, 5, 10). 