Year 2 Maths
Find the exact skill a learner needs, understand it clearly and open the right teaching or practice resource.
Skill navigator
Skills are grouped by curriculum strand. Exact Australian Curriculum wording remains available on every card.
Number
Students build number sense to at least 1000 by connecting quantities, place value, numerals, number words, hundreds charts and number lines
ExampleWith base-ten blocks, which number has 2 hundreds, 3 tens and 4 ones?
recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines
Number
Students use hundreds, tens and ones to partition two- and three-digit numbers, then regroup and rename the same value in different equivalent ways
ExampleAt the trading station, which partition equals 235?
partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation
Number
Students recognise one-half, one-quarter and one-eighth as equal parts of a whole or collection, then connect the fractions through repeated halving
ExampleWith a pizza, which picture shows one half of the pizza?
recognise and describe one-half as one of 2 equal parts of a whole and connect halves, quarters and eighths through repeated halving
Number
Add and subtract one- and two-digit numbers using part-part-whole reasoning, number sentences, mental strategies, number lines, hundreds charts and informal written…
ExampleAt the sticker table, what is 24 + 13?
add and subtract one- and two-digit numbers, representing problems using number sentences, and solve using part-part-whole reasoning and a variety of calculation strategies
Number
Use repeated addition, equal groups, arrays, sharing, grouping and partitioning to solve simple multiplication and division problems
ExampleWith the counter groups, how many counters are in 2 equal groups of 2?
multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies
Number
Interpret everyday problems, represent the situation, choose a suitable operation and strategy, solve, check, and communicate the answer in context
ExampleIn the class shop, a notebook costs $5 and a pen costs $3. How much do they cost altogether?
use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation
Algebra
Students recognise, describe and create patterns that change by the same amount each step, then use the constant change to find missing elements
ExampleAt the bead table, the bead pattern is 3, 5, 7, __. What comes next?
recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern
Algebra
Build fluent addition facts to 20 with doubles, near doubles, making 10 and systematic partitioning, then use each addition fact to derive related subtraction facts
ExampleIn the shell game, what is 4 + 5?
recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts
Algebra
Facts for twos come from equal pairs and doubles. Halving connects each two-times fact to a related division fact
ExampleAt the sock table, how many counters are in 3 pairs?
recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving
Measurement
Choose a suitable informal unit, use equal units fairly, and explain why smaller units can give a more accurate measure
ExampleAt the art table, a pencil is 4 paperclips long. A brush is 7 paperclips long. Which is longer?
measure and compare objects based on length, capacity and mass using appropriate uniform informal units and smaller units for accuracy when necessary
Measurement
Understand fractions as equal parts of a whole, then recognise them in shapes, objects, measures, positions and events
ExampleAt lunch, which picture would show one half of the sandwich?
identify common uses and represent halves, quarters and eighths in relation to shapes, objects and events
Measurement
Use calendars to locate dates, move forward or backward in weeks, and count elapsed days accurately
ExampleOn the class calendar, the class visit is on the 2nd. What date is one week later?
identify the date and determine the number of days between events using calendars
Measurement
Learn what each hand tells you, connect the clock face to halves and quarters, and read o'clock, half past, quarter past and quarter to confidently
ExampleBefore recess, what time does the clock show?
recognise and read the time represented on an analog clock to the hour, half-hour and quarter-hour
Measurement
Describe rotation by how much an object turns and which direction it turns
ExampleIn the robot game, an arrow faces north. After a clockwise quarter turn, where does it face?
identify, describe and demonstrate quarter, half, three-quarter and full measures of turn in everyday situations
Space
Shapes can be classified by observable features such as number of sides, corners, curved edges, straight sides, opposite sides and parallel lines
ExampleAt the shape table, which shape has 3 straight sides?
recognise, compare and classify shapes, referencing the number of sides and using spatial terms such as “opposite”, “parallel”, “curved” and “straight”
Space
A map or grid represents a real space from above. Positions can be described using landmarks, rows, columns and directions
ExampleOn the classroom map, the library is above the canteen on the map. Where is the library?
locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways
Statistics
acquire data for categorical variables through surveys, observation, experiment and using digital tools; sort data into relevant categories and display data using lists…
ExampleIn the fruit survey, which question would collect data about favourite fruit?
acquire data for categorical variables through surveys, observation, experiment and using digital tools; sort data into relevant categories and display data using lists and tables
Statistics
create different graphical representations of data using software where appropriate; compare the different representations, identify and describe common and distinctive…
ExampleOn the fruit graph, which category has the most fruit votes?
create different graphical representations of data using software where appropriate; compare the different representations, identify and describe common and distinctive features in response to questions