Supporting Mathematics in the National Curriculum … 4 Supporting Mathematics in the National Curriculum for England Numicon 2 and the Year 2 Programme of Study Numicon_matching_charts_England_Kit_2.indd

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Supporting Mathematics in the National Curriculum for EnglandNumicon 2 and the Year 2 Programme of Study

Numicon_matching_charts_England_Kit_2.indd 1 01/04/2014 10:39

Numicon 2 • National Curriculum correlation charts for England • © Oxford University Press 2014

Supporting Mathematics in the National CurriculumNumicon 2 and the Year 2 Programme of Study

Numicon is a proven approach to teaching and learning designed to give children the understanding of mathematical ideas and relationships that is essential for successful reasoning and problem-solving. The use of apparatus builds children’s mental image of abstract concepts, and helps to develop their understanding of the connections between different areas of mathematics. The resources cover the key mathematical ideas for number, geometry, measurement and statistics that are essential foundations for further mathematical thinking.

We have correlated focus activities from Number, Pattern and Calculating 2 and Geometry, Measurement and Statistics 2 to the Year 2 Programme of Study for the National Curriculum in England to support teachers in their planning. These correlations will be useful whether schools choose to follow the focus activities in the order outlined in the Teaching Resource Handbook, or prefer to dip in and out of the teaching materials for different topics.

Key: In this correlation chart, 5.1 in the Pattern and Algebra column represents the Pattern and Algebra strand within Numicon, and refers to activity group 5, focus activity 1.

Note that statistics is covered in appropriate contexts within the Geometry and Measurement strands.

Teaching Materials Featured in this Correlation:Number, Pattern and Calculating 2 Teaching PackISBN 978-0-19-838954-5

Geometry, Measurement and Statistics 2 Teaching PackISBN 978-0-19-838955-2



Year 2 Programme of Study

Pupils should be taught to: Numicon focus activity reference

Number, Pattern and Calculating 2Teaching Resource Handbook

Geometry, Measurement and Statistics 2

Teaching Resource Handbook

Pattern and Algebra

Numbers and the Number

SystemCalculating Geometry Measurement

NUMBER – NUMBER AND PLACE VALUE

Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward

5.1 • 5.2 • 5.3 • 5.4 • 5.5 • 5.6 • 5.7 • 5.8 • 5.9 • 5.10 • 5.11 • 5.12

1.1 • 1.3 • 1.4 • 1.5 • 1.6 •2.6

4.1 • 4.2 • 4.4 • 4.5 • 4.8 • 5.6 • 5.7 • 5.8

– –

Recognise the place value of each digit in a two-digit number (tens, ones)

– 2.1 • 2.2 • 2.3 • 2.4 • 2.5 • 2.6 • 2.7 •3.1 • 3.2 • 3.3 • 3.4 • 3.6 • 3.8

6.1 • 6.2 • 6.3 • 6.4 • 6.5 • 6.6 • 6.7 • 6.9

– –

Identify, represent and estimate numbers using different representations, including the number line

5.1 • 5.4 • 5.7 • 5.9 • 5.10 • 5.11

1.4 • 1.5 • 1.6 • 2.1 • 2.3 • 2.4 • 2.6 • 2.7 • 3.2 • 3.6 • 3.8

4.8 • 6.4

– –

Compare and order numbers from 0 up to 100; use <, > and = signs

3.1 • 3.6 1.2 • 1.4 • 1.5 • 2.4 •4.1 • 4.2 • 4.3 • 4.4 • 4.5 • 4.6

4.13 – –

Read and write numbers to at least 100 in numerals and in words

– 1.1 • 1.2 • 1.3 • 1.4 • 1.5 • 1.6 •2.1 • 2.2 • 2.3 • 2.4 • 2.5 • 2.6 • 2.7 •4.1 • 4.2 • 4.3 • 4.4 • 4.5

– – –

Use place value and number facts to solve problems.

– 3.2 • 3.3 • 3.4 • 4.5 • 4.6

6.1 • 6.2 • 6.3 • 6.4 • 6.5 • 6.6 • 6.7 • 6.8 • 6.9 • 7.5 • 7.6

– –

NUMBER – ADDITION AND SUBTRACTION

Solve problems with addition and subtraction:

n using concrete objects and pictorial representations, including those involving numbers, quantities and measures

n applying their increasing knowledge of mental and written methods

– –

2.3 • 2.4 •4.1 • 4.7 • 4.12 • 4.13 •5.1 • 5.2 • 5.3 • 5.4 • 5.5 • 5.6 • 5.7

1.1 • 1.2 • 1.3 • 1.4 • 1.5 • 1.7 •5.9 •9.3

– –

Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100

2.5 • 3.3 • 7.1 • 7.2 • 7.3 •7.4 • 7.5 • 7.6 • 7.7

– 3.1 • 3.2 • 3.3 • 3.4 • 3.5 • 3.6 • 3.7 • 3.8 • 3.9 • 3.10 • 13.8 •14.1 • 14.2 • 14.3 • 14.4 • 14.5 • 14.6 • 14.7 • 14.8 • 14.9

– –







Pattern and Algebra



NUMBER – ADDITION AND SUBTRACTION continued

Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: n a two-digit number and ones

n a two-digit number and tens

n two two-digit numbers

n adding three one-digit numbers

– –

5.1 • 5.2 • 5.3 • 5.4 • 5.5 • 5.10 • 7.1 • 7.3 • 7.4 • 7.5 • 7.6 • 7.7 • 10.8 • 10.9 • 10.10

5.6 • 5.7 • 5.10 • 7.8 • 11.1 • 11.2 • 11.3 • 11.4 •13.1 • 13.2 • 13.3 • 13.4

5.6 • 5.7 • 5.8 • 5.9 • 10.1 • 10.2 •13.5 • 13.6 • 13.7

10.7 • 12.1

– –

Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot

3.5 – 1.4 •2.1 • 2.2 • 2.3 • 2.4 • 2.5 •10.3 •11.1 • 12.3 • 14.6

– –

Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

2.1 • 2.2 • 2.3 • 2.4 • 2.5 • 2.6 •3.4 • 3.5 •7.2

– 6.6 • 10.2 •13.7 • 14.3 • 14.4 • 14.7 • 14.8 • 15.5

– –

NUMBER – MULTIPLICATION AND DIVISION

Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers

4.1 • 4.2 • 4.3 • 5.1 • 5.2 • 5.3 • 5.7 • 5.9 • 5.10 • 5.11 • 5.12

2.6 8.4 • 8.5 • 8.7 • 8.8 • 9.1 • 9.3 • 9.4 • 9.6 • 9.9 •15.1 • 15.3 • 15.4 • 15.6 • 15.7

– –

Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

– – 8.1 • 8.4 • 9.2 • 9.3 • 9.4 • 9.5 • 9.6 • 9.8 • 9.9 •15.1 • 15.2

– –

Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot

– – 9.7 • 9.8 • 15.1 • 15.2

– –







Pattern and Algebra



NUMBER – MULTIPLICATION AND DIVISION continued

Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

– – 8.1 • 8.2 • 8.3 • 15.69.8 • 9.9 •15.1 • 15.5

– –

NUMBER – FRACTIONS

Recognise, find, name and write fractions, 1

3, 14, 24 and 34 of a length, shape,

set of objects or quantity

– – 16.1 • 16.2 • 16.5 • 16.6 • 16.7

– 6.2 • 6.3

Write simple fractions for example, 12 of 6 = 3 and recognise the equivalence of 24 and 1

2 .

– 6.1 • 6.2 • 6.4 • 6.5

16.1 • 16.4 • 16.5 • 16.6 • 16.7

– –

MEASUREMENT

Choose and use appropriate standard units to estimate and measure: length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml), to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels

– – – – 1.3 •4.1 • 4.2 • 4.3 • 4.4 •5.1 • 5.2 • 5.3 • 5.4 •6.1 • 6.2 • 6.3 • 6.4

Compare and order lengths, mass, volume/capacity, and record the results using >, < and =

– – – – 1.1 • 1.2 • 1.3 • 1.4 • 1.5 • 1.6 •4.1 • 4.2 • 4.3 • 4.4 •5.2 •6.1 • 6.3

Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value

– – – – 2.3 • 2.4 • 2.5 • 2.6 •3.1 • 3.2 • 3.3

Find different combinations of coins that equal the same amounts of money

– – – – 2.3 • 2.4 • 2.5 • 2.6 • 3.1 • 3.2 • 3.3

Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change

– – 2.2 • 2.4 • 2.5 • 4.11 • 4.12 • 4.13 • 5.11 •6.9 •9.1 •12.6 • 12.7 •13.10 •14.9

– 2.3 • 2.4 • 3.2 • 3.4

Compare and sequence intervals of time – – – – 7.5

Tell and write the time to 5 minutes including quarter past/to the hour and draw the hands on a clock face to show these times

– – – – 7.1 • 7.2 • 7.4

Know the number of minutes in an hour and the number of hours in a day.

– – – – 6.4 • 7.3







Pattern and Algebra



GEOMETRY – PROPERTIES OF SHAPES

Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line

– – – 1.1 • 1.2 • 1.3 • 1.4 •3.1 • 3.2 • 3.3 • 3.4

–

Identify and describe the properties of 3-D shapes including the number of edges, vertices and faces

– – – 2.1 • 2.2 • 2.3 • 2.4 •4.1 • 4.2 • 4.3 • 4.4

–

Identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]

– – – 2.1 • 2.2 • 2.3 –

Compare and sort common 2-D and 3-D shapes and everyday objects.

– – – 3.1 • 4.1 • 4.2 • 4.3 • 4.4

–

GEOMETRY – POSITION AND DIRECTION

Order and arrange combinations of mathematical objects in patterns and sequences

– – – 1.2 • 1.4

Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).

– – – 5.1 • 5.2 • 5.3 • 5.4

–

STATISTICS

Interpret and construct simple pictograms, tally charts, block diagrams and simple tables

– – – – 1.4 •4.1 • 4.2 • 4.4 •6.1

Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity

– – – – 1.4

Ask and answer questions about totalling and comparing categorical data.

– – – – 1.4


Numicon 2 • National Curriculum correlation charts for England • © Oxford University Press 2014 7 of 7

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Supporting Mathematics in the National Curriculum … 4 Supporting Mathematics in the National Curriculum for England Numicon 2 and the Year 2 Programme of Study Numicon_matching_charts_England_Kit_2.indd