Cambridge Primary Mathematics Scheme of Work

Cambridge Primary
Scheme of Work – Mathematics stage 2
Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary Mathematics stage 2. Learning
objectives for the stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you
are free to teach objectives in any order within a stage as your local requirements and resources dictate.
The scheme for Mathematics has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the
sequence, number and title of each unit for stage 2 can be seen in the table below.
The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as
necessary, to suit the pace of your learners and to fit the work comfortably into your own term times.
Problem Solving learning objectives are recurring, appearing in every unit. Activities and resources are suggested against the objectives to
illustrate possible methods of delivery.
There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary. It has been created solely to
provide an illustration of how delivery might be planned over the six stages.
A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge
Primary Teacher Guide available on the Cambridge Primary website. Blank templates are also available on the Cambridge Primary website for you
to use if you wish.
V1 1Y07 Mathematics Stage 2 1

Overview
Term 1 Term 2 Term 3
1A Number and Problem Solving 2A Number and Problem Solving 3A Number and Problem Solving
1B Geometry and Problem Solving 2B Handling Data and Problem Solving 3B Geometry and Problem Solving
1C Measure and Problem Solving 2C Measure and Problem Solving 3C Measure and Problem Solving

Unit 1A: Number and Problem Solving
Framework Learning Objective Activities Resources Comments

Codes
Numbers and the number system
2Nn1 Count read and write numbers to at What’s my number? Cover some 100 square, paper cut-outs. Use single cut outs as
least 100 and back again. numbers on a 100 square. What well as shaped, to
number is hiding? How do you know? cover more numbers in
different arrangements.
2Nn2 Count up to 100 objects. How many? Tip some objects on to a Up to 100 small objects
table, group them to make counting
easier.
2Nn4 Count in twos, fives and tens and use Use pattern for counting and grouping. 100 square
grouping in twos fives or tens to
count larger groups of numbers.
2Nn3 Count on in ones and tens from Whole class counting. 100 square Use table top squares
single and two digit numbers and for some students.
back again.
2Nn7 Find 1 or 10 more/less than any 2- Whole class and group counting. 100 square
digit number.
2Nn8 Round 2 digit numbers to the nearest Whole class and group counting. 100 square
multiple of 10.

Codes
2Nn9 Say a number between any given Small group/team game. Number cards of multiples of
neighbouring pairs of multiples of 10. 10, 100 square.
2Nn10 Place a 2 digit number on a number Whole class, small group or pair 2 digit number cards, number
line marked off in multiples of 10. activity. line marked in multiples of 10.
2Nn11 Recognise and use ordinal number Whole class, small group or pair activity Number cards 1 -10 (and
up to at least the 10th number (and of placing the numbers. beyond), unmarked number
beyond). line.
2Nn14 Understand odd and even numbers Whole class game: What’s my number? Number cards to 20.
and recognise these up to at least
20.
Calculation
2Nc1 Find and learn by heart all number Find pairs of cards that equal 10/20. Number cards of pairs totally
pairs to 10 and pairs with a total of 10/ 20.
20.
2Nc2 Partition all numbers to 20 into pairs Teacher modelling, pairs playing a Set of number cards, 1 per
and record the related addition and game: take turns to choose a card pair;
subtraction facts. (e.g.12) and record related addition and Interlocking cubes
subtraction facts.
2Nc3 Find all pairs of multiples of 10 with a Teacher modelling, pairs playing the Set of number cards ,
total of 100 and record the related game: take turns to choose c a card(40) multiples of 10 per pair, 100
addition and subtraction facts. find the multiple of 10 to make 100 square, interlocking cubes.
2Nc4 Learn and recognise multiples of 2, 5 Teacher modelling the game; students 100 square, 1 per pair,
and 10. play in pairs. Throw a die marked with marked dice, 1 per pair,
Codes
2,2,5,5, 10, 10. Cover a square on the counters or cubes.

100 grid of a multiple of the number
thrown.

Codes
Addition and subtraction

2Nc8
Add 4 or 5 small numbers together. Throw a 1 – 6 dice 4 or 5 times. Record Enough dice for 1 per child.
the numbers and add.
2Nc7 Use the = sign to represent equality. Throw a 1-6 die twice and record the Enough dice for 1 per child.
numbers. Write as an addition. Use the
= sign then write the answer.
2Nc11 Add and subtract a single digit to and Start with a 2 digit number. Turn a card Digit cards 0 – 9, 100 square,
from a 2 digit number. and add/subtract to the start number. number line.
2Nc14 Understand that addition can be Place number cards face down. Turn Number cards 0 – 9, counters
done in any order, but subtraction over any 2. Record the 2 additions. or cubes.
cannot. Repeat. Investigate what happens
when the addition is changed to
subtraction.
Multiplication and division
2Nc16 Understand multiplication as 5 added together 3 times is 5+5+5 or 3 Counters, cubes.

repeated addition and use the x sign. lots of 5 or 5 x 3. Teacher
demonstration followed by class/group
work.
2Nc17 Understand multiplication as Describing an array e.g.

describing an array. ...
...
Is 3 x 2 or 2 x 3.
Students choose and make their own
arrays.

Codes
Problem Solving
2Pt1 Choose appropriate mental Students respond to a mental Practical equipment to be As the students work
strategies to carry out calculations calculation given by teacher: There used to fit the context. through the problems,
and explain how they worked out the were 11 apples in the bag. I ate 3 of observation can be
answer. them. used as an
assessment tool.
2Pt2 Explain methods and reasoning Whole class or group feedback.

orally.
2Pt3 Explore number problems and Using 3 dice, explore how many Dice (1-6 or 0-5)
puzzles. different totals can be made.
2Pt4 Make sense of simple word I think of a number and then halve it. Practical equipment available
problems. The answer is 8, what was my number? for those who need it.
Teacher demonstrates, student make
their own problem.
2Pt5 Make up a story to go with a Present the class with a calculation. Practical equipment for those
calculation. Each group makes up a story. who need it.
2Pt6 Check the answer to an addition by Whole class introduction, individual Practical equipment for those
adding the numbers in a different working on additions. Feedback on who need it.
order or by using a different strategy. strategies used.
2Pt7 Check a subtraction by adding the Whole class introduction, individual

answer to the smaller number in the working on subtractions. Feedback on
original subtraction. strategies used.

Unit 1B: Geometry and Problem Solving

Codes
Geometry
2Gs1 Sort, name, describe, visualise and draw Use mathematical vocabulary to 2D shapes. Be aware that any
2D shapes referring to their properties; name, classify and describe some shape with any depth
recognise common 2D shapes in features of 2D shapes. Collect is 3D. Use the faces of
different positions and orientations. examples of 2D shapes. Choose shapes for discussion
an example to match properties. or pictures.
2Gs2 Sort, name, describe and make 3D Use mathematical vocabulary to 3D shapes
shapes referring to their properties, name, classify and describe some
recognise 2D drawings of 3D shapes. features of 3D shapes. . Collect
examples of 3D shapes. Choose
an example to match properties.
2Gs3 Identify reflective symmetry in patterns Begin to recognise and sketch a Any that can be used to show
and 2D shapes; draw lines of symmetry. line of symmetry: use mirrors, examples of line symmetry.
paint blots, pegboards, gummed
shapes, interlocking cubes. Draw
lines of symmetry on pre-
prepared drawings.
2Gs4 Find examples of 2D and 3D shapes in Design a maths shape trail Paper, pencil, camera, examples Use the trail for other
the environment. around the classroom, the school, of shapes. classes or parents.
the outside area. Design and make
different trails in
different areas
Problem solving
2Pt9 Identify simple relationships between Compare and contrast features of Shapes both 2D and 3D.
shapes. both 2D and 3D shapes.

Unit 1C: Measure and Problem Solving

Codes
Measure
2Mm1 Recognise all coins and notes. Recognise and appreciate the value of Coins/notes of appropriate There is great value in
all coins: Exchange coins for their value using real money
equivalent value using 2 or 3 smaller rather than ‘play’
coins. Total coins: how much is this? money.
2Mm2 Use money notation. Understand, use and begin to read Money labels. Coins/notes
money values.
Match written values to the correct
money.
2Mm3 Find totals; the coins and notes to pay Use mental addition and subtraction Coins/notes as appropriate. Explain methods and
a given amount; work out change. and own strategies to solve money reasoning orally. This
problems. can be used as an
assessment tool.
2Ml1 Estimate, measure and compare Understand and begin to read Measuring resources,
lengths, weights and capacities vocabulary associated with length and Vocabulary cards, cards for
choosing and using suitable uniform distance; mass; capacity. Make ‘more than’ and ‘less than’.
non-standard and standard units and estimates: longer or shorter than a
appropriate measuring instruments. metre; heavier or lighter than a kilogram
holding more or less than 1 litre.
2Ml2 Compare lengths, weights and Use non-standard and standard units to Measuring resources. Use observation for all
capacities using the standard units: measure in a variety of contexts. E.g. of the practical
centimetres, meters, 100g, kilogram longest/shortest measuring in activities. This can be
and litre. metres/centimetre. used as an
Heaviest/ lightest by balancing or assessment tool.
weighing.
Holds most by filling and measuring
litres/millilitres.

Codes
2Mt1 Know the units of time (seconds, Understand, use and begin to read the Vocabulary cards.
minutes, hours, days, weeks, months vocabulary from the previous year and
and years). extend.
2Mt2 Know the relationships between Suggest suitable units of time to Sand timers, stop watches,
consecutive units of time. measure time passing: how long does it analogue clock with second
take …? What takes about 20 hand, digital clocks.
seconds? 1 minute? 1 hour? Extend
times as appropriate.
2Mt3 Read the time to the half hour on Match to real life situations in the Analogue and digital clocks.
digital and analogue clocks. classroom and at home.
2Mt4 Measure activities using seconds and How long to … ? Jump 3 times, run Sand timers, stop watch,
minutes. round the hall, write your name 10 analogue clock with second
times etc. hand, digital clock.
2Mt5 Know and order the days of the week Sort and order days of the week and Vocabulary cards.
and months of the year. months of the year and seasons. Know
significant times in the day or year (own
birthday).

Codes
Problem solving
2Pt1
Choose appropriate mental strategies Time: I got on the bus at 10 o clock. Paper and pencil for jottings Devise a set of
to carry out calculations and explain The journey took half an hour. What questions. Students
how they worked out the answer. time did I arrive? How do you know? can make questions for
How did you work it out? others.
These activities can cover the following

3 learning objectives
2Pt2 Explain methods and reasoning orally.
2Pt3 Explore number problems and

puzzles.
2Pt4 Make sense of simple word problems

(single and easy two-step), decide
what operations are needed to solve
them and with help, represent them
with objects or drawings or on a
number line.

Codes
2Pt5 Make up a story to go with a I have this amount of Supply coins/notes for those The skill of these
calculation, including in the context of money, I am given the same amount who need more support activities is in the types
money. again. How much do I have now? of questions used.
A book costs twice as much as a
magazine. The magazine costs …. How
much is the book?
2Pt6 Check the answer to an addition. Solve problems such as: Investigate Supply coins/notes for those
ways of using the smallest coin value who need them.
as many times as you like, and one Have a ‘bank’ of questions
2Pt7 Check a subtraction. other coin to make different amounts. ready prepared.
You can use 3 coins to pay for different
things (already priced) how many
2Pt10 Make a sensible estimation for the different ways can you use your coins
answer to a calculation. to make the total?
I have 2 coins of the same value. What
might I have all together?
2Pt11 Consider whether an answer is
reasonable.


Codes

2Nn4
Count in twos, fives and tens and use From zero and then from any small 100 square
grouping in twos fives or tens to count number count on in 2s, 5s and 10s. Number line
larger groups of numbers. Go up to 100. 2x2 and4x4 grids
Use a 2x2 number grid and count on in
2s from 1. Shade every second (other)
number. What do you notice? What
can you say about the shaded
numbers (even). What can you say
about the non-shaded numbers (odd).
Use a 4x4 grid. What do you notice?
Tip a quantity of counters on to the Counters.

table. How many? Group first in 2’s
then 5’s or 10’s
2Nn3
Count on in ones and tens from single Start from any number and count on in 100 square.
and two digit numbers and back again. ones to 100 and back again. Repeat. Number line.
Start with any 2 digit number and
count on in tens to 100 and back
again.
2Nc19 Some students, who
Use counting in twos, fives or tens to Start from any number and count on is Hundred square need to work with
solve practical problems involving 2s, 5s or 10s. Calculator using the constant lower numbers, may
repeated addition. Use repeated addition (counting on in function. prefer a number line.
regular steps) to solve practical
problems such as: The students in the
class each have a partner. There are
15 pairs of children, how many
altogether?

Codes

Calculation
2Nc1 Find and learn by heart all number Class chanting of number bonds to 10 Multiples charts Chanting tables allows
pairs to 10 and pairs with a total of 20 and then to 20. less confident
Learn and recognise multiples of 2, 5 students to join in with
and 10. Class chanting of multiples of 2, 5 and what they know and
10 hear what they don’t
know,
2Nn6 Know what each digit represents in Understand, use and begin to read Place value (arrow) cards
two-digit numbers; partition into tens vocabulary linked to place value. Students can also ask
and ones. Recognise zero as a place holder in 2 questions of the rest of
digit multiples of 10. Realise that 38 is the class.
30+8.
What does the digit 6 stand for in 26?
What about in 68?
Make 6 into 86. Change 59 to 19.
2Nn12 Order numbers to 100; compare two Understand and use in practical 100 square.
numbers using the > and < signs. contexts ordinal and cardinal numbers. Blank number line.
Questions: Reference poster of < and >.
Which is less?
Which is more?
Place numbers on a blank number
line.
Introduce < and >
Illustrate with examples.
2Nn13 Give a sensible estimate of up to 100 Understand and use in practical Collections of objects for
objects, e.g. choosing from 10, contexts the vocabulary of estimation. estimating.
20, 50 or 100. Make estimates of numbers of objects: Blank number line.
shells; coins in a pile; buttons in a box; Numbered number line
stars on a card.
Record estimates on a number line
where appropriate.

Codes

2Nn15 Sort numbers, e.g. odd/even, multiples Point to numbers on the 100 square. Is 100 square. Begin to recognise
of 2, 5 and 10. it odd? How do you know? that multiples of 10
Is it even? How do you know? end in zero; multiples
Is it a multiple of 10/5/2? How do you of 5 end in 0 or 5;
know? multiples of 2 end in 0,
2, 4, 6, 8.
2Nc5 Mental Strategies

Find and learn doubles for all numbers Practical activities to find doubles of all Counting equipment. Record the doubles
up to 10 and also 15, 20, 25 and 50. numbers up to 10. Calculators using the facts so that they can
Class chanting of doubles facts to 10. constant function. be seen by the whole
class.

2Nc11 Add and subtract a single digit to and Practical work before working without 100 square. The more students
from a 2 digit number. apparatus. Number line. use 100 square the
Use visual aids such as 100 square or Counting apparatus. quicker they can move
a number line, counting on (addition) away from the
and counting back (subtraction). practical and the 100
square becomes a
mental image.
2Nc6 Relate counting on/back in tens to Explore the pattern of adding and 100 square. Some students will
finding 10 more/less than any two-digit subtracting 10 using the 100 square. need the practical for
number and then to adding and Then on to multiples of 10. longer than others
subtracting other multiples of 10, e.g.
75 – 30.
2Nc12 Add pairs of two-digit numbers. Partition the 2 digit numbers into tens 100 square
and ones and use that knowledge to
move around the 100 square for
addition.

Codes

2Nc13 Find a small difference between pairs Using the 100 square use the strategy 100 square. Depending on the
of two-digit numbers. of counting back from the larger numbers used, it
number or counting on from the sometimes makes
smaller number. Offer both strategies. more sense to count
on rather than
subtract.
2Nc15 Understand subtraction as both Begin to develop subtraction as taking Number line.
difference and take away. away, finding the difference between
or complementary addition.
Using the number line explore when it
is better to count back or count on or
look for the difference between.
Multiplication and division

2Nc17 Understand multiplication as Begin to recognise how arrays can Examples of different arrays. A visual image of
describing an array. allow multiplication to be done in any arrays can help
order. E.g. 4 lots of 3 and 3 lots of 4 students in their
give the same answer. understanding of
multiplication. Some
2Nc18 Understand division as grouping and Understand the operation of division Counting equipment. students will need to
use the ÷ sign. as grouping or repeated subtraction. use them for longer
Record simple mental divisions in a than others.
number sentence using the ÷ and =
signs.

Codes
2Nc23 Understand that division can leave Count out 10 objects. Share into 2 Counting equipment.
some left over. equal sets. Recombine. Remove some 100 square for recording.
objects. Share the remainders. What
happens? Any left over? Repeat
several times so that all of the
numbers 1-10 are covered
Record those numbers which share
with no remainder and those that
share with a remainder.
Try with larger numbers. What

happens? Record those that have a
reminder as before.
Can you predict which numbers will
have a remainder and which numbers
won’t? How do you know?

Codes
Problem solving For all calculations ask the students

2Pt1 Choose appropriate mental strategies ‘How would you do this?’ start with
to carry out calculations and explain what they know to find out what they
how they worked out the answer. don’t know.
Give opportunities for students to
share their own strategies.
2Pt2 Explain methods and reasoning orally. Students choose and use appropriate
number operations and ways of
calculating to solve problems and
2Pt3 Explore number problems and puzzles in a variety of contexts
puzzles.
2Pt4 Make sense of simple word problems. Solve simple word problems set in
‘real life’ situations. Use own strategies
choosing the appropriate operation.
Explain methods and reasoning orally.
2Pt5 Make up a story to go with a What could the story be?
calculation. 18 – 12 = 6
18 sweets in a bag, I ate 12 so there
were 6 left.
2Pt6 Check the answer to an addition by Give many examples for all 4 rules of
adding the numbers in a different order number.
or by using a different strategy.
2Pt7 Check a subtraction by adding the This should be on going throughout all
answer to the smaller number in the calculations.
original subtraction.
This should be on going throughout all

calculations.

Unit 2B: Handling Data and Problem Solving

Codes
Organising, categorising and

representing data
Discuss: How can we
2Dh1 Answer a question by collecting and Understand and begin to read the Interlocking cubes find out? How shall we
recording data in lists and tables, and vocabulary associated with data: sort, organise the
representing it as block graphs and set, represent, table, graph, list, count, information?
pictograms to show results. label, most/least common/popular …….
Solve a problem such as ‘What do we Discuss questions
like to do at home?’ Use the idea of a such as ‘How many
block graph. Discuss the findings: children like potato
‘What do most/least like to do? Why do best? How many don’t
you think this is? How many children like it at all? What is
did we ask?’ Ask the students to come the favourite food in
up with other questions. this class? How many
children were asked?’
Test a hypothesis: Our most favourite
food is potato. Collect data (show of Encourage class
hands). Make a simple pictogram using discussion about the
symbols, where each symbol criteria and reasons for
represents one unit. placements.
2Dh2 Use Carroll and Venn diagrams to Using a sorting diagram give each child Objects for sorting
sort numbers or objects using one a shape and ask ‘How can we sort
criterion; begin to sort numbers and these shapes?’ Discuss different ways.
objects using two criteria; explain Begin with one criterion moving on to
choices using appropriate language, two as students become more
including ‘not’. confident. Explain a Venn/Carroll
diagram. Choose labels as criteria for
sorting. Work with class discussing the
position for each shape.
Repeat with other objects until all are
familiar with and understand sorting
diagrams

Codes
Problem solving
Using techniques and skills in solving
problems
2Pt2 Explain methods and reasoning Set in the context of a handling data A bank of ideas, puzzles and Asking open ended
orally. lesson, encourage students to give problems. questions will allow
ideas and then reasons for their students to talk about
choices. what they know and
understand.
2Pt3 Explore number puzzles and Use within the context of the lesson, Using published ideas as well Giving problems to be
problems. posing questions that allow each as your own. solved, in a real life
student access to the problem to be context, will allow
solved. What would happen if? How do students to use and
you know? Would it always be the apply their knowledge,
same? skills and
understanding. Not all
students will
necessarily come up
with the same answer,
but should be able to
give reasons for their
2Pt4 Make sense of simple word problems Pose questions that need collection and own solutions.
(single and easy 2-step), decide what organisation of data in order to answer
operations are needed to solve them them, or test a hypothesis where the
and, with help, represent them with data will either prove or disprove it
objects or drawings or on a number
line.
2Pt11 Consider whether an answer is Give opportunities for students to give

reasonable. reasons for their answer, allowing them
to adapt or change their answers.


Codes
Measures
2Mm1 Recognise all coins and notes. Recognise and appreciate the value of Real coins and notes The use of real money
all coins and notes. Set up a role lay Items for pricing allows students to
shop. Price items. Have shoppers and Labels for shop items make connections with
shop keepers. real life.
2Mm2 Use money notation. Label items in the shop. Labels Differentiate the labels
for different abilities
within the class. The
labels can be changed
according to the
2Mm3 Find totals; the coins and notes to Shoppers are given a specific amount Real coins and notes students taking part at
pay a given amount; work out of money to spend, Buy 3 items. How Items for pricing any one time.
change. much has been spent? How much is Labels for shop items Shoppers can be given
left? How many different items can you different coins and
buy with the money you have? Shopping lists different amounts.
What is the most expensive item you Write shopping lists for
can buy? different pairs or
Shop keepers must work out how much groups according to
change needs to be given when the ability
correct amount is not possible to make
with the shoppers coins.
2Ml1 Estimate, measure and compare Understand, use and begin to read the Vocabulary cards
lengths, weights and capacities vocabulary related to length, weight and
choosing and using suitable uniform capacity. A variety of measuring
non-standard and standard units and Use uniform non-standard and standard apparatus both standard and

Codes
appropriate measuring instruments. units to measure and solve problems in non-standard.

a variety of contexts.
2Ml2 Compare lengths, weights and Make direct comparisons by finding or A variety of measuring
capacities using the standard units: suggesting things: longer or shorter apparatus both standard and
centimetres, meters, 100g, kilogram than a metre/ centimetre/20 non-standard.
and litre. centimetres.
Heavier/lighter than a kilogram/100
grams.
Holding more/less than a litre/500
millilitres.
2Mt1 Know the units of time (seconds, Understand, use and begin to read the Vocabulary cards
minutes, hours, days, weeks, months vocabulary associated with time.
and years).
2Mt2 Know the relationships between

consecutive units of time.
2Mt3 Read the time to the half hour on Within the context of role play, choose Flight tickets Working in pairs allows
digital and analogue clocks. different pairs of students to play the students to gain more
part of flight controllers and check in Take off cards confidence.
clerks. Distribute the flight tickets to
different destinations around the class 12 hour digital clock Working as a group
Codes
(1 per group) and a take-off card for encourage discussion

each group. Display a 12 hour digital An analogue clock
clock and an analogue clock Ask ‘Who
is flying to Germany? What time does
your plane leave? Ask the pair of flight
controllers to show the time on the
analogue clock.. Repeat for the other
countries. Each traveller needs to
check in 2 hours before their flight. The
pair of check in clerks shows the
respective times.
2Mt4 Measure activities using seconds and Within the role play context, use Flight tickets Ask students to
minutes. different times which show half-hours. Take off cards suggest other ideas.
12 hour digital clock
An analogue clock
Choose student activities: Sand timers

Run across the hall/playground/field Stop watches
Write your name 10 times
Stand up and down 6 times
2Mt5 Know and order the days of the week Using cards of the vocabulary of the Cards This can be done as a
and months of the year. days of the week and the months of the class or as pairs.
year make a game where the cards are Some cards may need
shuffled and placed face down. Turn 1 illustrations as well as
card over at a time and place in the the words.
correct order.
Problem solving
2Pt1 Choose appropriate mental Investigate different ways to spend an Real money
strategies to carry out calculations amount of money.
and explain how they worked out the

Codes
answer.
2Pt2 Explain methods and reasoning My dog is 30 cm taller than your dog. Rulers, tape measures
orally. Your dog is 45 cm tall. How tall is my
dog?
2Pt3 Explore number problems and You have 70 litres of water. How many Jugs, containers marked in
puzzles. 10 litre buckets can you fill? litres.
2Pt4 Make sense of simple word I went into the shop at 12.15 and came Analogue and digital clocks
problems, single and easy two-step, out at 2.45. How long was I in the
decide what operations are need to shop?
solve them and with help, represent
them with objects or drawings or on a Give opportunities through the lessons
number line.
Use ideas related to measures
2Pt5 Make up a story to go with a Use within the context of the lesson.
calculation, including in the context of Use open-ended activities where
money. students can make their own decisions
e. role play
Using role play, students make up their

own shopping or flight stories and
record it in their own way.
2Pt6 Check the answer to an addition. Use in the role play lessons
2Pt7 Check a subtraction. Use in the role play lessons

Codes
2Pt10 Make a sensible estimation for the Use in the role play lessons
answer to a calculation.
2Pt11 Consider whether an answer is Use in the role play lessons

reasonable.


Codes
2Nn4 Count in twos, fives and tens and use From zero and then from any small 100 square
grouping in twos fives or tens to number count on in 2s, 5s and 10s.
count larger groups of numbers. Go up to and past 100.
Use a 2x2 number grid and count on in
2s from 1. Shade every second (other)
number. What do you notice? What can
you say about the shaded numbers
(even) What can you say about the
non-shaded numbers (odd). Use a 3x3
grid. Is it the same pattern? What’s
different What do you think will happen
with a 4x4, 5.5, 6x6?
2Nn5 Begin to count on in small constant Start from any number and count on in 100 square
steps such as threes and fours. ones to 100 and back again. Repeat.
Start with any 2-digit number and count Number line
on in tens to 100 and back again.
Start from any number and count on in Calculator using the constant
3 or 4s. function
2Nn16 Recognise that we write one half 1/2, Practical activities making Halves and
one quarter 1/4 and three quarters quarters out of paper folding. Cut each
3/4. of the fractions made and label with
both the word and the notation.
2Nn17 Recognise that 2/2 or 4/4 make a Use different starting shapes and Paper shapes Engage the students in
whole and 2/1 and 4/2 are repeat. Scissors practical work before
equivalent. Place 2 halves back together to show working in the abstract.
that half plus another half (2/2 or 2 This will help develop
Codes
halves) makes 1 whole. Repeat with their understanding.

different start shapes and repeating
with 4 quarters.
Show shapes where there are fractions

shaded. What can you see? Sort all of
the shapes showing ½, 1/4 into sets.
Sort shapes not showing ½ or ¼ into
another set.
2Nn18 Recognise which shapes are divided Use paper folding to find halves and Prepared shapes with
in halves or quarters and which are quarters using both regular and fractions shaded
not. irregular shapes. What do you notice
about irregular shapes?
2Nn19 Find halves and quarters of shapes Group or share objects to show half Regular and irregular shapes
and small numbers of objects. and quarter quantities. What if there is
some left over?
Calculation
2Nc1 Find and learn by heart all number Class chanting of number bonds to 10 Counting apparatus
pairs to 10 and pairs with a total of and then to 20. Multiples charts
20.
2Nc4 Learn and recognise Class chanting of multiples of 2, 5 and Multiples charts Chanting tables allows
multiples of 2, 5 and 10. 10 less confident students
to join in with what they
know and hear what
they don’t know,
2Nn6 Know what each digit represents in Understand, use and begin to read Place value (arrow) cards Students can also ask
two-digit numbers; partition into vocabulary linked to place value. questions of the rest of
tens and ones. Recognise zero as a place holder in 2 the class.
digit multiples of 10. Realise that 83 is
80+3.
Codes
What does the digit 9 stand for in 29?

What about in 98?
Make 4 into 84. Change 89 to 29.
Explain what number needs to go in the
space:
45 = ? +7
75 = 28 + ? 100 square
Blank number line
Reference poster of < and >
2Nn12 Order numbers to 100; compare two Understand and use in practical
numbers using the > and < contexts ordinal and cardinal numbers.
signs. Questions:
Which is less?
Which is more?
Place numbers on a blank number line.
Introduce < and >
Illustrate with examples.
Record estimates on number line and
find the difference between the
estimate and the actual number
Counting equipment
Mental Strategies Calculators using the constant
function
2Nc5 Find and learn doubles for all Practical activities to find doubles of all Record the doubles
numbers up to 10 and also 15, 20, 25 numbers up to 10. facts so that they can
and 50. Class chanting of doubles facts to 10 be seen by the whole
Use known facts to say doubles of class
numbers 1-15; doubles of 5, 10, 15, 20,
25 and 50 to
100 square
2Nc11 Add and subtract a single digit to and Practical work before working without Number line The more students use
from a 2-digit number. apparatus. Counting apparatus 100 square the quicker
Use visual aids such as 100 square or they can move away
a number line, counting on (addition) from the practical and
Codes
and counting back (subtraction). the 100 square

becomes a mental
image
100 square
2Nc6 Relate counting on/back in tens to Explore the pattern of adding and Some students will
finding 10 more/less than any two- subtracting 10 using the 100 square. need the practical for
digit number and then to adding and Then on to multiples of 10. longer than others
subtracting other multiples
of 10, e.g. 75 – 30.
100 square
2Nc12 Add pairs of two-digit numbers. Partition the 2 digit numbers into tens Place value (arrow) cards
and ones and use that knowledge to
move around the 100 square for
addition.
100square
2Nc13 Find a small difference between pairs Using the 100 square use the strategy Depending on the
of two-digit numbers. of counting back from the larger numbers used, it
number or counting on from the smaller sometimes makes
number. Offer both strategies. more sense to count
on rather than subtract
2Nc9 Recognise the use of a symbol such Revise and use knowledge of number Slide number strips
as 􀂅 or Δ to represent an unknown, bonds to 10.. Find all possibilities Use
e.g. Δ + 􀂅 = 10. knowledge and understanding of bonds
to 10 to extend to addition to 20.
2Nc10 Solve number sentences such as 27 Use known number facts and Slide number strips A strip of card with a
+ 􀂅 = 30. knowledge of place value. calculation written
Set different number sentences with the horizontally/. Over the
missing number in different places in strip moves a flattened
the number sentence. tube of card which can
cover any of the
Multiplication and division numbers at any one
Codes
time which will be the

2Nc18 Understand division as grouping and Understand the operation of division as Counting equipment unknown number
use the ÷ sign. grouping or repeated subtraction.
Record simple mental divisions in a
number sentence using the ÷ and =
signs.
2Nc19 Use counting in twos, fives or tens to Start from any number and count on is 100 square
solve practical problems involving 2s, 5s or 10s,
repeated addition. Use repeated addition (counting on in
regular steps) to solve practical
problems such as: Five small boxes fit
into 1 large box. How many small boxes
are there if I have 6 large boxes?
2Nc23 Understand that division can leave Count out 10 objects. Share into 2 Counting equipment
some left over. equal sets. Recombine. Remove some 100 square for recording
objects. Share the remainder. What
happens? Any left over? Repeat
several times so that all of the numbers
1-10 are covered
Record those numbers which share
with no remainder and those that share
with a remainder.
Try with larger numbers. Record the
numbers that have a remainder and
those that don’t. Use 100 square to
record. What do you notice?
2Nc20 Find doubles of multiples of 5 up to How would you do this? Discuss Number line
double 50 and corresponding strategies for doubling. 100 square
halves.
2Nc21 Double two-digit numbers. Double the tens, double the units, add
together; double the units, double the
tens, add together; add the tens to the
Codes
first number, then add units … Discuss

with students which way they find
easiest.
2Nc22 Work out multiplication and division Understand that division is the inverse 100 square
facts for the 3x and 4x tables. of multiplication.
Use 100 square to find pattern of 3x Counting equipment
and 4 x tables.
Use the vocabulary of multiplication
(repeated addition) and division
(grouping/repeated subtraction) when
finding the multiplication and division
facts.
Interpret 10 divided by 2 as ‘how many
2s make 10?

Codes
Problem solving
2Pt1 Choose appropriate mental For all calculations ask the students
strategies to carry out calculations ‘How would you do this?’ start with what
and explain how they worked out the they know to find out what they don’t
answer. know.
2Pt2 Explain methods and reasoning Give opportunities for students to share
orally. their own strategies.
2Pt3 Explore number problems and Students choose and use appropriate
puzzles. number operations and ways of
calculating to solve problems and
puzzles in a variety of contexts.
2Pt4 Make sense of simple word Solve simple word problems set in ‘real
problems. life’ situations. Use own strategies
choosing the appropriate operation.
Explain methods and reasoning orally.
2Pt5 Make up a story to go with a What could the story be?

calculation. 18 – 12 = 6
18 sweets in a bag, I ate 12 so there
were 6 left.
Give many examples for all 4 rules of

number.
2Pt6 Check the answer to an addition by This should be on going throughout all
adding the numbers in a different calculations.
order or by using a different strategy.
2Pt7 Check a subtraction by adding the This should be on going throughout all
Codes
answer to the smaller number in the calculations.

original subtraction.
2Pt8 Describe and continue patterns Use of 100 square

which count on in twos, threes, fours Use of calculator using the constant
or fives to 30 or more. function.

Unit 3B: Geometry and Problem Solving

Codes
Geometry
2Gs1 Sort, name, describe, visualise and Understand, use and begin to read the Vocabulary cards. The cards can be just
draw 2D shapes referring to their vocabulary related to shape. words, words with
properties; recognise common 2D Use a collection of flat shapes, student A set of flat shapes. picture illustrations or
shapes in different positions and chooses their own example and words and pictures to
orientations. describes a face. Or teacher sets the match.
criteria: choose a shape with 1 curved
edge; 4 corners and 4 sides …
2Gs2 Sort, name, describe and make 3D Sort a set of flat shapes according to A set of flat shapes. This activity can be
shapes referring to their properties, properties: the number of sides; the linked to Carroll and
recognise 2D drawings of 3D shapes. number of corners; straight or curved Venn diagrams.
sides.
2Gs3 Identify reflective symmetry in Use, understand and begin to read the Vocabulary cards. The cards can be just
patterns and 2D shapes; draw lines vocabulary of symmetry. words, words with
of symmetry. Begin to recognise and sketch a line of picture illustrations or
symmetry. Mirrors. words and pictures to
Describe the line of symmetry match.
Make, talk about and describe
symmetrical patterns in real life
examples as well as those produced
from paint, ink blots, pegboards, paper
shapes, interlocking cubes ….
Collect examples of 2D and 3D shapes Fabric, wallpaper, paint, ink,

3D: boxes, packaging, models …. Sort pegboards, paper shapes,
and label them. interlocking cubes …..
2Gs4 Find examples of 2D and 3D shapes Understand, use and begin to read 2D and 3D shapes 2D shapes have no
in the environment. vocabulary to describe position and Packaging and other depth, so if using flat or
movement. examples of 3D. thin shapes explain
Labels. that is it the shape of
Codes
Respond to oral or written instructions the face which is 2D.

by drawing or positioning objects.
Position and movement
2Gp1 Follow and give instructions involving Make maps. Give instructions to find Vocabulary cards The cards can be just
position, direction and movement. the treasure. words, words with
picture illustrations or
words and pictures to
match.
Maps can be designed
2D or 3D. Pairs or
groups can work
together to encourage
discussion.
2Gp2 Recognise whole, half and quarter Understand, and begin to read the Vocabulary cards The cards can be just
turns, both clockwise and anti- vocabulary of turn and angle. words, words with
clockwise. In dance or P.E turn on the spot a picture illustrations or
whole turn, half turn or quarter turn. words and pictures to
Turn either clockwise or anticlockwise. match.
Use picture clue cards to make a
sequence of turns
2Gp3 Recognise that a right angle is a In the classroom find examples of a Picture clue cards The cards show both
quarter turn. right angle: windows, door, cupboard, the movement and the
table, books … words. Each group
‘Walk’ along the edge of a table and chooses 4 or 5 cards to
discuss what happens at the corner come up with a
Codes
when you have to change direction. sequence of moves

Does this always happen with a right which they then share
angle? with the rest of the
class.
Sort angles in to right angles (quarter Cards showing different
turn) and not right angles (more or less angles. The sorting activity can
than a quarter turn) be used to reinforce
work with Venn and
Carroll diagrams
Problem solving
2Pt9 Identify simple relationships between Give examples where students match Practical equipment that Challenge the thinking
shapes. statements to shape or angle: shows 2D and 3D shape of students
A cuboid has 6 faces
A cube has 6 square faces. Link this activity with
Is a cube a cuboid? Carroll and Venn
Is a cuboid a cube? diagrams
Discuss and explain your reasoning.
All triangles have 3 sides.
2Pt11 Consider whether an answer is Encourage discussion in pairs or small

reasonable. groups. Ask for feedback to the whole
class


Codes
This unit can be worked in 2 different

ways.
Either keep it as it is but change the
amounts of money, making them more
difficult so that there is evidence of
progression.
Or change the example of the role play
areas.
Both will give progression and also

reinforcement opportunities for those
students who need them.
Measures
2Mm1 Recognise all coins and notes. Recognise and appreciate the value of Real coins and notes The use of real money
all coins and notes. Set up a role lay Items for pricing allows students to
shop. Price items. Have shoppers and Labels for shop items make connections with
shop keepers. real life.
Label items in the shop.
2Mm2 Use money notation. Shoppers are given a specific amount Labels Differentiate the labels
of money to spend, Buy 3 items. How for different abilities
much has been spent? How much is within the class. The
Codes
left? How many different items can you labels can be changed
buy with the money you have? according to the
What is the most expensive item you students taking part at
can buy? any one time.
2Mm3 Find totals; the coins and notes to Shop keepers must work out how much Real coins and notes. Shoppers can be given
pay a given amount; work out change needs to be given when the Items for pricing. different coins and
change. correct amount is not possible to make Labels for shop items. different amounts.
with the shoppers coins.
This unit can be linked to a new role Shopping lists. Write shopping lists for
play area, increasing the difficulty of the different pairs or
measures groups according to
ability
2Ml1 Estimate, measure and compare Understand, use and begin to read the
lengths, weights and capacities vocabulary related to length, weight and
choosing and using suitable uniform capacity.
non-standard and standard units and Use uniform non-standard and standard
appropriate measuring instruments. units to measure and solve problems in
a variety of contexts.
2Ml2 Compare lengths, weights and Make direct comparisons by finding or Vocabulary cards
capacities using the standard units: suggesting things: longer or shorter
centimetres, meters, 100g, kilogram than a metre/ centimetre/20 A variety of measuring
and litre. centimetres. apparatus both standard and
Heavier/lighter than a kilogram/100 non-standard.
grams
Holding more/less than a litre/500
millilitres
2Mt1 Know the units of time (seconds, Understand, use and begin to read the A variety of measuring
minutes, hours, days, weeks, months vocabulary associated with time. apparatus both standard and
and years). non-standard.

Codes
2Mt2 Know the relationships between Within the context of role play, choose Vocabulary cards Working in pairs allows
consecutive units of time. different pairs of students to play the students to gain more
part of flight controllers and check in Flight tickets confidence.
clerks. Distribute the flight tickets to
different destinations around the class Take off cards Working as a group
(1 per group) and a take-off card for encourages discussion
each group. Display a 12-hour digital 12-hour digital clock
clock and an analogue clock Ask ‘Who
is flying to Germany? What time does An analogue clock
your plane leave? Ask the pair of flight
controllers to show the time on the
analogue clock. Repeat for the other
countries. Each traveller needs to
check in 2 hours before their flight. The
pair of check in clerks shows the
respective times.
2Mt3 Read the time to the half hour on Within the role play context, use
digital and analogue clocks. different times which show half-hours.
Measure activities using seconds and Choose student activities: Flight tickets Ask students to
2Mt4 minutes. Run across the hall/playground/field Take off cards suggest other ideas.
Write your name 10 times 12-hour digital clock
Stand up and down 6 times An analogue clock
………
Sand timers
Stop watches
2Mt5 Know and order the days of the week Using cards of the vocabulary of the Cards This can be done as a
and months of the year. days of the week and the months of the class or as pairs.
year make a game where the cards are Some cards may need
shuffled and placed face down. Turn 1 illustrations as well as
card over at a time and place in the the words.
Codes
correct order.
Students make their own calendar to

show the months of the year and
illustrating with significant happenings
for that time.
Or making timetables for a week

illustrating significant dates. (birthday,
moving to a new school/class …..)

Codes
Problem solving
2Pt1 Choose appropriate mental Investigate different ways to spend an Real money. Invite students to make
strategies to carry out calculations amount of money. up puzzles and
and explain how they worked out the problems to share with
answer. the rest of the class.
This can be done as
homework, pairs, or
groups.
2Pt2 Explain methods and reasoning I am 10 centimetres taller than my Rulers, tape measures.
orally. sister. My mother is 10 centimetres
shorter than my sister. I am 130 cms.
Tall. How tall are my mother and sister?
How do you know? How did you work it
out?
You have 95 litres of water. How many Jugs, containers marked in
10 litre buckets can you fill? litres.
What if they were 5/6/8 litre buckets?
2Pt3 Explore number problems and I went into the shop at quarter to 8 and Analogue and digital clocks.
puzzles. came out at 12.45. How long was I in
the shop?
2Pt4 Make sense of simple word Give opportunities through the lessons.
problems, single and easy two-step,
decide what operations are need to Use ideas related to measures.
solve them and with help, represent
them with objects or drawings or on a Use within the context of the lesson.
number line. Use open-ended activities where
students can make their own decisions
e.g. role play.
2Pt5 Make up a story to go with a Using role play, students make up their
Codes
calculation, including in the context of own shopping or flight stories and

money. record it in their own way.
2Pt6 Check the answer to an addition. Use in the role play lessons
2Pt7 Check a subtraction. Use in the role play lessons
2Pt10 Make a sensible estimation for the Use in the role play lessons
answer to a calculation.
2Pt11 Consider whether an answer is Use in the role play lessons

reasonable.

Cambridge Primary Mathematics Scheme of Work

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Cambridge Primary

Scheme of Work – Mathematics stage 2

V1 1Y07 Mathematics Stage 2 1

V1 1Y07 Mathematics Stage 2 2

Framework Learning Objective Activities Resources Comments

Numbers and the number system

V1 1Y07 Mathematics Stage 2 3

2,2,5,5, 10, 10. Cover a square on the counters or cubes.

V1 1Y07 Mathematics Stage 2 5

Addition and subtraction

Multiplication and division

2Nc16 Understand multiplication as 5 added together 3 times is 5+5+5 or 3 Counters, cubes.

2Nc17 Understand multiplication as Describing an array e.g.

V1 1Y07 Mathematics Stage 2 6

2Pt2 Explain methods and reasoning Whole class or group feedback.

2Pt7 Check a subtraction by adding the Whole class introduction, individual

V1 1Y07 Mathematics Stage 2 7

Framework Learning Objective Activities Resources Comments

V1 1Y07 Mathematics Stage 2 8

Framework Learning Objective Activities Resources Comments

V1 1Y07 Mathematics Stage 2 9

V1 1Y07 Mathematics Stage 2 10

These activities can cover the following

2Pt2 Explain methods and reasoning orally.

2Pt3 Explore number problems and

2Pt4 Make sense of simple word problems

V1 1Y07 Mathematics Stage 2 11

V1 1Y07 Mathematics Stage 2 12

Framework Learning Objective Activities Resources Comments

Numbers and the number system

Tip a quantity of counters on to the Counters.

Framework Learning Objective Activities Resources Comments

V1 1Y07 Mathematics Stage 2 13

Framework Learning Objective Activities Resources Comments

V1 1Y07 Mathematics Stage 2 14

2Nc5 Mental Strategies

Addition and subtraction

Framework Learning Objective Activities Resources Comments

V1 1Y07 Mathematics Stage 2 15

Multiplication and division

V1 1Y07 Mathematics Stage 2 16

Try with larger numbers. What

V1 1Y07 Mathematics Stage 2 17

Problem solving For all calculations ask the students

This should be on going throughout all

V1 1Y07 Mathematics Stage 2 18

Framework Learning Objective Activities Resources Comments

Organising, categorising and

V1 1Y07 Mathematics Stage 2 19

2Pt11 Consider whether an answer is Give opportunities for students to give

V1 1Y07 Mathematics Stage 2 20

Framework Learning Objective Activities Resources Comments

V1 1Y07 Mathematics Stage 2 21

appropriate measuring instruments. units to measure and solve problems in non-standard.

2Mt2 Know the relationships between

(1 per group) and a take-off card for encourage discussion

Choose student activities: Sand timers

V1 1Y07 Mathematics Stage 2 23

Using role play, students make up their

2Pt7 Check a subtraction. Use in the role play lessons

V1 1Y07 Mathematics Stage 2 24

2Pt11 Consider whether an answer is Use in the role play lessons

V1 1Y07 Mathematics Stage 2 25