Year 2 Maths Activities

Year 2
Parents’ Practice and Revision

Maths - Reasoning
Contents
Page
Information and Guidance for Parents 4-6

Inital Assessment 7 - 17
Place Value 18
Tens and Ones 19 - 21
Words and Figures 22 - 23
Ordering Numbers and Reading Scales 24 - 27
Greater Than and Less Than 28 - 31
Calculation 32
Addition and Subtraction 33 - 38
Adding and Subtracting Tens and 2-Digit Numbers 39 - 43
Money 44
Value of Coins 45
Adding Coins 46 - 48
Giving Change 49 - 50
Multiplication and Division 51 - 57
Fractions 58
Fractions of Shapes 59 - 60
Fractions of Quantities 61 - 64
Fraction Word Problems 65 - 66
Geometry 67
Properties of 2D Shapes 68 - 70
Properties of 3D Shapes 71 - 73
Position and Direction 74 - 77
Patterns and Sequences 78 - 80
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Contents
Page
Statistics 81
Tally Charts 82
Pictograms 83
Block Graphs 84
Measure 85
Units of Measurement 86 - 87
Measuring Length 88
Measuring Capacity 89
Measuring Weight 90
Measuring Temperature 91
Telling the Time 92 - 93
Reward Chart 94
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Information and Guidance for Parents
Welcome to the Twinkl SATs Revision and Practice Guide for the ‘reasoning’ element of mathematics. This
booklet is intended to help you to support your child as they learn, practise and consolidate their reasoning
skills. The booklet is based on the 2016 KS1 SATs Maths Paper 2 (reasoning) test and is not a comprehensive
guide to all the maths expectations at the end of KS1.
What Is Reasoning?
Mathematical reasoning requires children to apply their learning and understanding of all aspects of maths
that they have been taught so far. Although there is a separate arithmetic paper (the branch of maths that
focusses on numbers and counting), children will need to continue to use their arithmetic skills in the reason-
ing paper as well. In key stage 1 (year 1 and year 2), children are taught the following:
Place Value
• counting on and back in 1s, 2s, 5s and 10s to and from 100
• using a number line to order numbers and aid calculation
• understanding the value of the digits in a 2-digit number
• reading and writing numbers to 100
• comparing and ordering numbers, e.g. knowing that 56 is smaller than 65
Calculation
• reading and understanding number sentences using the addition (+), subtraction (-), multiplication (x), divi-
sion (÷) and equals (=) signs
• using ‘number bonds’ for numbers to 20 (i.e. knowing pairs of numbers that make 5, 10 or 20 by heart to aid
mental calculations) and using this knowledge to make calculations up to 100, e.g. if I know 6 + 4 = 10, I also
know that 60 + 40 = 100
• multiplication tables and associated division facts for 2x, 5x and 10x tables
• adding and subtracting one-digit and two-digit numbers
• adding 3 numbers
• knowing that addition and multiplication are commutative (can be done in any order) but subtraction and
division are not
• understanding the relationship between addition and subtraction, and between multiplication and division
so that they can solve missing number problems such as 9 + ? = 14 and check their own calculations
• solving problems using addition, subtraction, multiplication and division
Fractions
• recognising, finding, naming and writing fractions: 12 , 13 , 14 , 24 and 43 of a length, shape, set of objects or
quantity
1
• writing simple fractions, e.g. 2 of 6 = 3
1 2
• understanding that 2 and 4 are the same
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Measurement
• choosing and using appropriate standard units to estimate and measure length/height in any direction (m/
cm); mass (kg/g); temperature (°C) and capacity (litres/ml) to the nearest appropriate unit, using rulers,
scales, thermometers and measuring vessels
• comparing and ordering lengths, mass, volume/capacity and recording the results using >, < and =
• recognising and using symbols for pounds (£) and pence (p); combining amounts to make a particular value
• finding different combinations of coins that equal the same amounts of money
• solving simple problems in a practical context, involving addition and subtraction of money of the same unit,
including giving change
• comparing and sequencing intervals of time
• telling and writing the time to five minutes, including quarter past/to the hour and drawing the hands on a
clock face to show these times
• knowing the number of minutes in an hour and the number of hours in a day
Properties of Shapes
• identifying and describing the properties of 2D shapes, including the number of sides and line symmetry in
a vertical line
• identifying and describing the properties of 3D shapes, including the number of edges, vertices and faces
• identifying 2D shapes on the surface of 3D shapes
• comparing and sorting common 2D and 3D shapes and everyday objects
Position & Direction

• ordering and arranging combinations of mathematical objects in patterns and sequences
• using 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)
Statistics
• interpreting and constructing simple pictograms, tally charts, block diagrams and tables
• asking and answering simple questions by counting the number of objects in each category and sorting the
categories by quantity
• asking and answering questions about totalling and comparing categorical data
How to Use This Booklet

It is up to you how you use this booklet but your child should not attempt to plough through it all in one
go. There will be areas that your child already understands well and others where they need a little more
practise. You can ask the class teacher which areas they suggest you focus on and you can also ask your
child to do the initial quiz on page 6, which will give you an idea of the areas where they may be weaker and
which you need to concentrate on. The answers section for this quiz has page references by each question
so you can find the practice pages to work on.
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Children are typically taught a range of different ways to carry out calculations and solve problems in maths.
At this stage, whilst many are using mental strategies, others continue to rely on what are called ‘concrete’
methods – i.e. using objects to help them or making marks/jottings with a pencil and paper. Encourage your
child to use whichever method they find most useful and provide them with objects to use – pieces of dry
pasta, beads, buttons or building bricks are all suitable. If your child needs to write things down in the space
below each question, encourage them to do so if this helps them to work out the answer.
Supporting Your Child’s Learning and Wellbeing

Sadly, children can become anxious about the prospect of taking tests in school. Try to keep these activities
fun and low-key and only complete a couple of pages when you feel your child is receptive – i.e. not when
they are tired, hungry, thirsty or in need of a run around. Celebrate progress rather than scores – if your child
speeds through a page with ease, that’s great but if they are finding things a little trickier, celebrate their
effort and determination, rather than results.
You could use the optional reward chart at the end of the pack to reward your child for effort, concentration
or progress. Let your child choose a reward that they would like to receive and work towards that reward.
There are also downloadable ‘Reward Cheques’ available on the Twinkl website – click here for this resource.
For practise and revision for Maths Paper 1 (which focuses on arithmetic), please see the Twinkl SATs Year
2 Parents’ Maths – Arithmetic Practice and Revision Activity Booklet. Click here to access this resource.
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Reasoning Quiz – Initial Assessment
The first part of the reasoning paper is a mental maths section (questions 1 to 5). You will need to read the
following questions to your child and let them complete their answers on the paper. Explain to your child
that you will read some questions aloud for them to answer. Explain that you will read each question twice
only, leaving a short gap in between. Tell your child that they must listen very carefully when you read the
questions. Talk to your child about where they should write their answers and explain that they can use any
blank space on the page to do working out. Ask your child to turn to question 1. After reading the question,
remember to repeat it. Repeat the bold text only.
Question 1
Circle the correct number of tens and ones to make forty-five.
Question 2
There are twelve blue counters and fourteen red counters in a box. How many counters are there in
total? Write your answer in the box.
Question 3
Listen to the number sequence:
Zero, five, ten, fifteen…
Write the next two numbers in the sequence.
Question 4
Three numbers add up to sixty-three. The first number is fifty. The second number is three. What is
the third number? Write your answer in the box.
Question 5
Write down all the even numbers between ten and twenty. Write them in the box.
Once your child has completed the first five questions, they can proceed with the rest of the paper. If your
child needs support with reading the questions, it is fine for you to do this as this is what would happen in
the real test situation. However, you should not give your child any clues as to how to answer the question
you have read out and you should not explain any mathematical terms or symbols to them.
Once the test is complete, go through it together and discuss any areas your child found tricky. The answers
section, which follows on from the test, contains references to the pages in this booklet, which you can use
to help your child to practise and revise any skills they have found tricky.
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1
10 10 10 1 1 1
10 10 1 1
10 10 10 1 1 1
counters
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4
50 3
5
10 20
6 Sort the parcels from lightest to heaviest.
A B C D
lightest heaviest
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7 How many pencils does Molly have?
I have 8
pencils.
I have 4
more pencils
than Jack. pencils
Jack Molly
8 Match each coin to the correct box. One has been done for you.
Less Than More Than
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9 On these cards, the word should match the number. One of
these cards is wrong. Draw a cross on the card that is wrong.
13 18 29 31
thirteen eighty twenty-nine thirty-one
10 Anisha makes a tally chart of her toys.
Toys In My Box Tally
1111
1111 1
11
Tick one box below that shows all of Anisha’s toys.
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There are 20 cakes. 8 cakes are eaten.
11
How many cakes are left?
cakes
12 Tick the two sentences that are correct.
Tick two.
A circle has one side.
A circle has straight sides.
A circle has no corners.
A circle has three sides.
13 Write two numbers to make this calculation correct.
+ = 17
Now, write three numbers to make this calculation correct.
+ + = 17
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14 Abdul has some toy dinosaurs. He gives half of them to Max.
He has three toy dinosaurs left.
How many toy dinosaurs did Abdul start with?
toy dinosaurs
15 Anisha has these coins in her piggy bank.

How much money does she have?
16 Write the correct number in each box.
20 30 40
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Which shape has 3 faces?
17
Write the letter.
A C
B
E
D
18 Callum and Ahmed share these biscuits equally.

How many biscuits do they each get?
biscuits
M rs Jones needs 25 paintbrushes for her class.

19
There are 5 paintbrushes in each box.
How many boxes of paintbrushes does Mrs Jones need
altogether?
boxes
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Molly has 25 beads altogether.
20
She has 18 beads in one hand.
How many beads does she have in the other hand?
beads
21 Draw lines to match the shapes to their names.
cone
cylinder
cuboid
cube
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22 Look at these four fruits:
30p 40p 20p 50p
Anisha buys three different fruits.

She spends exactly £1.
Tick the three fruits that she buys.
23 This arrow is rotated clockwise.

How much is the arrow rotated? Circle your answer.
quarter turn half turn three-quarter full turn

turn
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24 How much water is in the jug?
millilitres
25 Match the calculations that have the same answer.

One is done for you.
30 + 3 30 + 33
60 + 3 60 + 23
80 + 3 20 + 13
70 + 3 40 +33
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Place Value
What you need to know: By the end of year 2, children need to be able to understand the value of the
digits in a 2-digit number. They should be able to order numbers, match words and figures and use their
understanding of place value to add and subtract tens and add and subtract 2-digit numbers. They will also
learn about locating numbers on a number line or scale and will use their understanding of place value to
better understand the relationships between numbers.
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Tens and Ones
A 2-digit number is made up of the ‘tens’ digit and the ‘ones’ digit.
45
‘tens’ digit ‘ones’ digit
The number 45 has 4 tens and 5 ones. What we need to understand
is that the 4 tens equal 40, and the 5 ones equal 5.
We can also write this as an addition number sentence.
45 = 40 + 5
Complete this table.
Number Numbers of ‘Tens’ Number of ‘Ones’ Number Sentence
32 3 2 32 = 30 + 2
96
12
80
55
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We can also use our knowledge of place value to write other
related number sentences. For example, if I know that:
50 + 4 = 54
I can move tens from one side of the ‘+’ sign
to the other and still make the same answer.
40 + 14 = 54
30 + 24 = 54
20 + 34 = 54
10 + 44 = 54
As long as our ‘tens’ digits continue to add up to 5 (50) and our
‘ones’ digit doesn’t change, the answer will remain the same.
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Complete these number sentences. The first one has been done for you.
30 + 5 = 20 + 15
40 + 6 = 30 +
60 + 1 = 40 +
90 + 2 = 50 +
20 + 7 = + 17
50 + 8 = + 28
70 + 4 = + 54
Now, match the sums that have the same answer.
30 + 8 50 + 18
70 + 8 30 + 18
60 + 8 20 + 18
40 + 8 60 + 18
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Words and Figures
Make sure you know how to write the numbers from 1 to 100 in words as
well. Learn the ‘tens’ numbers and the ‘teens’ numbers, and then look for
patterns when you add the numbers 1 to 9 to the ‘tens’ numbers.
Practise writing these numbers as numerals and words.
1 ten
2 20
3 30
four forty
5 50
6 60
7 seventy
eight 80
9 90
10 100
11
twelve
13
14
15
sixteen
seventeen
18
19
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Match these numbers to their names.
56 ninety-nine
43 forty-three
70 fifty-six
21 eighty-one
99 seventy
81 twenty-one
Two of these number cards are wrong. Which ones?
50 13 21 96
fifteen thirteen twenty-one sixty-nine
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Ordering Numbers and Reading Scales
Looking at a scale or number line helps us to understand how to order
numbers. Knowing the value of the ‘tens’ and ‘ones’ in 2-digit numbers
helps us see whether a number is bigger or smaller than another one, and
this helps us to order them.
Put these numbers in order from smallest to largest.
43, 56, 21, 8, 99, 12, 34

____, ____, ____, ____, ____, ____, ____
29, 19, 39, 9, 99, 79, 59

____, ____, ____, ____, ____, ____, ____
23, 26, 21, 28, 29, 22, 24

____, ____, ____, ____, ____, ____, ____
Put these numbers in order from largest to smallest.
73, 16, 91, 22, 89, 52, 4

____, ____, ____, ____, ____, ____, ____
16, 36, 96, 6, 76, 26, 46

____, ____, ____, ____, ____, ____, ____
64, 65, 60, 67, 68, 63, 61

____, ____, ____, ____, ____, ____, ____
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If you are asked to put numbers onto a number line, remember to look at
the numbers at the start and finish of the line to help you understand what
the number line is showing. For example, if you were asked to put ‘15’ on
these number lines, where would you put it?
14 16
14 20
1 20
1 100
Sometimes, the scales or number lines have divisions, which may not have
numbers on them. What numbers do you think would go on the divisions here?
0 50
There are four markers so it makes sense that they would be numbered
in 10s. It is now easier to see where 15 would go on this line.
0 10 20 30 40 50
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Sometimes, you might be asked to put numbers on a number line.
Can you put these numbers in order on the number lines?
3, 7, 1, 6, 4, 9
0 10
20, 49, 1, 10, 35, 43
0 50
You might be asked to say which number you think is being shown
on a number line. This is where looking at the numbers and divisions
will really help you.
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What numbers are being shown on these number lines?
(Think about what the mark half way between each number is showing you).
10 20 30
0 50 100
100 200 300
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Greater Than and Less Than
Sometimes, instead of being asked to put a set of numbers in order, you
might be asked to use the ‘greater than’, ‘less than’ and ‘equals’ symbols.
When looking at the ‘greater than’ and ‘less than’ symbols, it helps to think
of them as the mouths of crocodiles. Remember that the greedy crocodile
always wants to eat the bigger number.
< >
less than greater than
We can write a number sentence like this:
35 < 53
or
53 > 35
You might be asked to answer questions like this:
Put the correct sign in the boxes.
25 32 41 14 99 45 14 35
16 > 30 > < 99 54 >
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Sometimes, there is a calculation to do on each side of the symbol.
4+3 6+5
The easiest way to work these out is to do each calculation first
so that you end up with a number on each side.
4+3 6+5
7 < 11
Then you can work out which sign belongs in the box.
4+3 < 6+5
Try these. Remember to solve the calculation on each side of the box before
you choose the symbol.
3+5 4+6 21 + 5 20 + 6
7+8 9+3 30 + 40 20 + 60
4+3 4×3 5+5+5 5×3
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You can also solve problems using the ‘<’, ‘>’ and ‘=’ signs.
The vet has come to weigh the animals at the zoo.
Here are the weights he has written down.
lion 80kg
tiger 95kg
chimpanzee 50kg
red panda 45kg
Fill in the boxes with <, > or =.
lion tiger
chimpanzee red panda
tiger chimpanzee + red panda
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Here is the price of some sweets at the shop:
Yummy
Gummies
Whizz
20p Poppers
15p
Toffee Chunks
5p Chewy Chocs
8p
Fill in the boxes with <, > or =.
Chewy Chocs Toffee Chunks
Yummy Gummies Chewy Chocs
Fill in the boxes.
Chewy Chocs <
= Whizz Poppers + Toffee Chunks
Page 31 of 93
Calculation
Addition and Subtraction
What you need to know: There are two aspects to children’s understanding of calculation. The first is
the understanding of addition and subtraction and their relationship with one another. The second is the
development of skills to support quick and accurate mental and written calculation. All these skills are tested
in a separate arithmetic test at the end of KS1, as well as in the mental arithmetic questions at the start
of the Reasoning paper. There are lots of practice and revision opportunities for these areas in the Twinkl
SATs Year 2 Parents’ Arithmetic Practice and Revision Activity Booklet – click here to access this booklet.
The other aspect to calculation is being able to apply knowledge to solve problems, and this is what is tested
in the main part of the reasoning paper, and what we will look at here. Children need to be able to find
key information in word problems in order to establish what kind of calculation they are being asked to do.
Teachers will often ask children to underline the key points in a worded problem and look for vocabulary that
suggests the type of calculation that needs to be done – for example, ‘How many altogether?’ often points
to an addition calculation, whereas, ‘How many are left?’ might point to a subtraction. Many schools are now
teaching the ‘bar method’ and ‘part-part-whole’ methods of understanding addition and subtraction. There is
lots of information on these methods in the Arithmetic Revision Guide mentioned above. Children also need
to be able to apply their understanding of calculation to other areas of maths, for example, adding amounts
of money together or calculating difference in temperature.
Adding and Subtracting Tens and 2-Digit Numbers

What you need to know: Once children are confident with calculations involving single digit numbers, they
can move on to calculations with two-digit numbers, provided their understanding of place value is also
secure. Children are taught to count on and back in 10s from any number, e.g. 4, 14, 24 and so on. This
is helpful when they are adding or subtracting a ‘tens’ number to or from another number. They are also
taught to add and subtract two 2-digit numbers by adding or subtracting the tens and the ones numbers, or
using a number line to subtract where it is not possible to subtract the digits individually. There are lots of
practice and revision opportunities for these areas in the Twinkl SATs Year 2 Parents’ Arithmetic Practice and
Revision Activity Booklet – click here to access this booklet. We will look at some word problems involving 2
digit numbers here. Children need to be able to find key information in word problems in order to establish
what kind of calculation they are being asked to do. Teachers will often ask children to underline the key
points in a worded problem and look for vocabulary that suggests the type of calculation that needs to be
done. For example, ‘How many altogether?’ often points to an addition calculation, whereas, ‘How many are
left?’ might point to a subtraction. Many schools are now teaching the ‘bar method’ and ‘part-part-whole’
methods of understanding addition and subtraction. Again, there is lots of information on these methods in
the Arithmetic Revision Guide mentioned above. Children also need to be able to apply their understanding of
calculation to other areas of maths, for example, adding amounts of money together or calculating difference
in temperature.
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Addition and Subtraction
First, let’s look at some addition problems.
There are 8 birds in a tree. 3 more birds land on the tree. How many birds
are there altogether?
The first thing we need to do is read the problem carefully and then
underline the important information. See if you can underline what is
important in this word problem.
There are 8 birds in a tree. 3 more birds land on the tree. How many birds
are there altogether?
The important information tells us what numbers we are using and what
we need to do with them. The phrase, ‘How many altogether?’ tells us that
this is an addition problem. The phrase ‘3 more’ also gives us a clue that
we are adding.
Here are some ways that you can solve the problem now that you know the
key information.
• Firstly, you could solve the problem in your head by bridging 10.
8+3=
8+2+1=?
• Or you could count on in your head or using your fingers.
8, 9, 10, _
• You might want to use the ‘bar method’.
8 3
?
8+3=?
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• Or the ‘part-part-whole’ method.
8 3
8+3=?
• Finally, it might help you to quickly draw dots to represent whichever objects
are mentioned in the problem.
8 birds + 3 birds =
Use whichever methods work for you to solve the addition

word problems on the next page.
Page 34 of 93
Addition Problems
There are 7 fish in the school fish tank. Mrs Smith goes to the pet store and
buys 7 more. How many fish are there now?
Harry says, ‘I have eaten 4 sweets.’ Abdul says, ‘I have eaten 5 more than
you.’ How many sweets has Abdul eaten?
Here is a chart showing the number of pencils in a pot.
red 5
blue 9
green 3
How many red and blue pencils are there altogether?
How many red and green pencils are there altogether?
What is the total number of pencils in the pot?
Page 35 of 93
Now, lets look at some subtraction problems.
Sammy has 12 cakes. He eats 4 of them. How many are left?
Read the problem carefully and underline the important information.
Sammy has 12 cakes. He eats 4 of them. How many are left?
The important information tells what numbers we are using and what we
need to do with them. The phrase, ‘How many are left?’ tells us that this is
a subtraction problem. The fact that some cakes are being eaten also gives
us a clue that we are ‘taking away’.
Something important to remember about subtraction is that it is also
sometimes called ‘finding the difference’ between two numbers. For example,
in the number sentence...
10 - 4 = 6
...we are finding the difference between 10 and 4 and the difference is 6.
Sometimes, word problems will use the word ‘difference’ instead of subtraction.
Here is an example:
Last week, 12 children came to netball club. This week, 9 children came.
What is the difference in the number of children attending?
12 – 9 = 3 children
Sometimes, a subtraction word problem may use the words, ‘How many
more…?’ or ‘How many fewer…?’. These phrases may also disguise themselves
as, ‘How much older/younger…?’, ‘How much heavier/taller/shorter…?’ and
so on. Again, look out for these as they are a sign of a subtraction problem.
Sunil has 12 football cards. Jack has 8. How many more cards does
Sunil have?
12 – 8 = 4 cards
Joanna is 8. Her cousin Lucy is 10. How much older is Lucy than her cousin?
10 – 8 = 2 years older
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Here are some ways that you can solve subtraction problems now that you
know the important information.
• Firstly, you could solve the problem in your head, perhaps by bridging 10.
12 – 4 =
12 – 2 – 2 = ?
• You could count back in your head or using your fingers.
12, 11, 10, 9, _
• You might want to use the ‘bar method’. Remember that in a subtraction,
you already know the largest number.
? 4
12
12 - 4 = ?
• You could use the ‘part-part-whole’ method. Again, remember that in
a subtraction, you already know the ‘whole’ and one of the ‘parts’.
4 ?
12
• Finally, it might help you to draw dots to represent the objects in the
problem and then cross out the ones that are being taken away.
12 cakes with 4 taken away. How many are left?
Use whichever methods work for you to solve the subtraction

word problems on the next page.
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Subtraction Problems
There are 18 butterflies on a bush. 7 fly away. How many are left?
There are 25 children in the classroom. 10 children go to see the school nurse.
How many children are left in the classroom?
Amy and Sunita are building towers from bricks. Amy’s tower is 20cm tall.
Sunita’s tower is 25cm tall. How much shorter is Amy’s tower?
Green Class are measuring the temperature in their classroom over a whole
day. They find that the lowest temperature was 8°C and the highest was
14°C. What is the difference between the two temperatures?
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Adding and Subtracting
Tens and 2-Digit Numbers
Counting on in Tens
Count on in 10s from these numbers.
4 14 54
35 85
1 11
Try these calculations. Solve them by counting on in 10s.
67 + 10 =
54 + 10 + 10 =
20 + 10 + 10 + 10 =
Now, think about how many tens you need to count on.
35 + 20 =
18 + 30 =
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Counting Back in Tens
Count back in 10s from these numbers.
82 72 32
60 10
57 47
Now, try these calculations. Solve them by counting back in 10s.
34 - 10 =
42 – 10 – 10 =
99 – 10 – 10 – 10 – 10 =
Now, think about how many tens you need to count back.
78 - 30 =
48 – 40 =
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Adding 2-Digit Numbers
Now, let’s look at adding two 2-digit numbers. Usually, you can do this by
adding the ‘tens’ digits and adding the ‘ones’ digits, like this:
34 + 23 =
30 + 20 + 4 + 3 = 57
or
34 + 23 =
50 + 7 = 57
Sometimes, the calculation is a little more complicated, for example, when
the ‘ones’ digits add up to 10 or more, like this:
56 + 27 =
50 + 20 + 6 + 7 =
70 + 13 = 83
or
56 + 27 =
70 + 13 =
80 + 3 = 83
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Subtracting two 2-digit numbers can also be straightforward.
67 – 34 =
(60 – 30) + (7 – 4) = 33
or
67 - 34 =
30 + 3 = 33
Did you notice that you need to add the two numbers you calculate from
the ‘tens’ and ‘ones’ digits, even though this is a subtraction? That’s because
you’re only subtracting the ‘tens’ from each other and the ‘ones’ from each
other, then ‘putting them back together’ by adding.
Sometimes, the subtractions can be a little more complicated. Can you see
what might be tricky about this one?
62 – 28 =
If you look carefully, you can see that if we try to subtract the ‘ones’ digits,
we’ll end up with a number less than zero. In this case, try using a number
line to ‘find the difference’ instead, like this:
+10 +10 +10

+2 +2
28 30 40 50 60 62
2 + 10 + 10 + 10 + 2 = 34 so the difference between 28 and 62 is

34, or 62 – 28= 34.
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Now, let’s try some word problems.
Remember to underline the important information before you start.
There are 25 children in Red Class and 23 children in Green Class. How
many children are there altogether?
There are 55 children playing football on the playground. 14 of them are

called in for lunch. How many children are left?
Ahmed reads 16 pages of his new book. There are 25 pages left to read.
How many pages does the book have altogether?
Mrs Smith has a box of 35 new pencils. She gives out 18 of them to her
class. How many pencils are left?
Page 43 of 93
Money
What you need to know: Learning about money is a key life skill. In year 2, children continue to learn about
the values of different coins, as well as how to carry out calculations involving money, such as working out
the total value of a set of coins, adding amounts of money together and giving change. They also begin to
learn about the concept of £1 being the same as 100p and this gives them a very simple introduction to
decimals. The understanding of addition, counting in ‘tens’ and ‘finding the difference’ is really important
when working with money.
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Value of Coins
First, let’s recap the value of all our different coins.
Draw lines to join these coins to their values.
1p
2p
5p
10p
20p
50p
£1
£2
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Adding Coins
Now, let’s have a look at some ‘adding coins’ problems. Remember, when
adding coins together, it is easiest to start with the largest coins and to add
by counting on in 10s, 5s, 2s and 1s.
How much money is in the purse?
If we start with the coins with the highest value and work our way down,
we need to do this calculation:
20 + 20 + 10 + 5 + 1 =
We can do this by adding the ‘tens’ numbers first.
20 + 20 + 10 = 50
Then we just add the 5p and the 1p.
5+1=6
Finally, add the numbers to find the total.
50 + 6 = 6p
Don’t forget to include the unit you are using in your answer -
in this case, it is ‘p’ for ‘pence’.
Try some more ‘adding coins’ calculations on the next page.
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How much money is in these piggy banks?
p p
p p
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There are some cakes for sale at the summer fair.
fairy cake flapjack chocolate cake cookie

10p 20p 25p 30p
Jack spends exactly 50p on cakes.

Tick the box that shows the cakes he bought.
Jack only has 5p pieces in his pocket. He says, ‘I will not be able to pay
exactly with 5p pieces.’ Is he right? Explain how you know.
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Giving Coins
Now, we will look at giving change. Sometimes, when you want to pay
for something, you don’t have the exact money. If you give the shopkeeper
more than the cost of what you are buying, they will give you difference
between the amount that you have paid and the cost of your items back.
This is called ‘giving change’.
Hannah buys a drink and an apple at the school snack bar. The total cost is
35p. Hannah pays with a 50p coin. How much change does she get?
To find the answer, we need to find the difference between 35 and 50.
We can do this by counting on in our heads:
35, 40, 45, 50 is 3 jumps of 5, which is 15
or, we can use a number line.
+10
+5
35 40 50
Hannah receives 15p change.
Try finding the change on the word problems on the next page.
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Here is the fruit on sale at the shop today:
banana apple pear grapes

22p 34p 31p 42p
Show the change you would receive if you bought each piece of fruit and paid
with a 50p piece.
Fruit Price Change from 50p
banana 22p
apple 34p
pear 31p
grapes 42p
Lucy buys an apple and some grapes. She pays with a £1 coin. Tick the box
which shows the change she receives.
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Multiplication and Division
What you need to know: There are two aspects to children’s understanding of multiplication and division
calculations. The first is the understanding of multiplication and division and their relationship with one
another. The second is the development of skills to support quick and accurate mental and written calculation.
All these skills are tested in a separate arithmetic test at the end of KS1, as well as in the mental arithmetic
questions at the start of the reasoning paper. There are lots of practice and revision opportunities for these
areas in the Twinkl SATs Year 2 Parents’ Arithmetic Practice and Revision Activity Booklet – click here to
access this booklet. The other aspect of calculation is being able to apply knowledge to solve problems
and this is what is tested in the main part of the reasoning paper and what we will look at here. Children
need to be able to find key information in word problems in order to establish what kind of calculation they
are being asked to do. Teachers will often ask children to underline the key points in a worded problem
and look for vocabulary that suggests the type of calculation that needs to be done. This can be trickier
with multiplication and division so children are taught to look for clues that a number of objects are being
grouped or shared. Another clue is when the number of objects in one group is given and children are asked
to calculate how many would be in more than one group. For example, ‘One alien has 3 eyes. How many
eyes do 5 aliens have altogether?’ There is lots of information on multiplication and division methods in
the Arithmetic Revision Guide mentioned above and one of the best things children can do is to learn the
2x, 5x and 10x multiplication tables and associated division facts so that they can recall them quickly and
efficiently. Children also need to be able to apply their understanding of calculation to other areas of maths,
i.e. money and measure.
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Multiplication and Division
Multiplication Problems
Joe bakes 5 trays of cakes. There are 10 cakes on each tray. How many
cakes does he make altogether?
The first thing we need to do is read the problem carefully and
then underline the important information. Underline the important
information in this word problem.
Joe bakes 5 trays of cakes. There are 10 cakes on each tray. How many
cakes does he make altogether?
The important information tells us what numbers we are using and what
we need to do with them. The phrase, ‘How many altogether?’ could make
us think that this is an addition problem and in fact, we could do it as an
addition,
10 + 10 + 10 + 10 + 10
but it is actually much quicker to use multiplication. The words, ‘5 trays’
tells us that we need 5 groups, and ’10 on each tray’ tells us that we need
5 groups of 10. In other words, multiply:
5 × 10
Here are some ways that you can solve the problem now that you know the
important information.
• Firstly, you could solve the problem in your head if you know your 5× or 10×
tables.
5 x 10 = ?
10 x 5 = ?
• If you can count in 5s or 10s, you can count on to find the answer.
5, 10, 15, 20, 25, 30, 35, 40, 45, ?
10, 20, 30, 40, ?
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• You could make an array, with 5 rows of 10 dots.
• You could even draw 5 trays with 10 dots on each, to represent the cakes – but
be careful as this is a lot of dots to count! It is much better to learn your tables
and how to count in 5s and 10s.
Now, try some multiplication word problems on the next page.
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Use whichever method you prefer to solve these problems.
There are 12 children in the room. How many legs are there?
Bananas cost £2 a bunch. William buys 4 bunches. How much does he pay?
Maddy swims 6 widths of the pool. Each width is 10 metres. How far does
she swim altogether?
There are 7 days in one week. How many days are there in 5 weeks?
Laura needs 15 litres of cola for a party. One bottle of cola holds 2 litres and
she has 8 bottles. Does she have enough cola? Show how you know.
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Division Problems
Daniel bakes 25 cakes. He puts the cakes into boxes. Each box holds 5
cakes. How many boxes does he need?
The first thing we need to do is read the problem carefully and
then underline the important information. Underline the important
information in this word problem.
Daniel bakes 25 cakes. He puts the cakes into boxes. Each box holds 5
cakes. How many boxes does he need?
The important information tells us first what numbers we are using and
what we need to do with them. If we read the problem carefully, we can see
that the cakes are being shared into groups. This is a big clue that this is a
division problem. There are 25 cakes being put into groups of 5.
25 ÷ 5 = ?
Here are some ways that you could solve the problem now that you know
the important information.
• Firstly, you could solve the problem in your head if you know your 5×
table.
• If you can count in 5s, you can count on to find the answer. See how many
counts of 5 it takes you to get to 25.
5, 10, 15, 20, 25
• You could group 25 dots into groups of 5 and see how many groups this makes.
Now, try some division word problems on the next page.
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Use whichever method you prefer to solve these problems.
There are 50 toes in the room. How many people are there?
Joe put three scoops of ice cream onto each cone. He made 21 scoops altogether.
How many cones were there?
A box holds 5 pencils. Mrs Brown needs 30 pencils for her class. How many
boxes does she need?
Ben spends £1 on raffle tickets. He is given 10 tickets. How much is each

ticket?
Ruby shares 23 sweets equally between 5 of her friends. Any sweets left over,
she keeps for herself. How many sweets does Ruby get?
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Fractions
What you need to know: At the end of year 2, children are expected to understand the meaning of the
fractions: ½, ¼, ⅓ and ¾. They also need to understand that 2/4 is the same as ½. Children should be able to
find fractions of objects, shapes and quantities. Children start to learn about fractions by looking at fractions
of shapes, and then move on to finding fractions of amounts, linking this to their understanding of division.
Children are tested on finding fractions of quantities in the separate arithmetic test at the end of KS1.
There are lots of fractions practice and revision opportunities in the Twinkl SATs Year 2 Parents’ Arithmetic
Practice and Revision Activity Booklet – click here to access this booklet. In the reasoning paper, children will
also be expected to use their understanding of fractions. They may be asked to shade in fractions of a shape
or to identify a shape, with a particular fraction shaded. They may need to find fractions of quantities or
solve word problems using fractions. A good understanding of the 2x and 3x tables is essential, as is a good
knowledge of doubling and halving quantities. Children also need to be able to apply their understanding of
fractions to other areas of maths, i.e. money and measure.
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Fractions of Shapes
First, let’s look at finding fractions of shapes.
Shade ½ of each of these shapes.
Hint: To find half of the shape, you should count the total number of
sections each shape is split into and shade half of this number.
Now shade ¼ of these shapes.
Hint: To find one quarter of the shape, you should count the total number
of sections each shape is split into, then find half and then half it again.
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Shade ⅓ of these shapes.
Again, count the number of sections and divide by 3.

Hint: You’ll need to know your 3x table for this!
Shade ¾ of these shapes.
Shading ¾ is a little bit more complicated.

Hint: Find one quarter and then multiply this by 3.
Page 59 of 93
Fraction of Quantities
The same thing applies when we are finding fractions of quantities. You
need to make sure you know your 2× and 3× tables and that you are
confident with halving. Let’s practise. Use objects like buttons, beads or
pieces of pasta if this helps you.
Find ½
2 1
10
12
14
16
18
20
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Now, let’s try finding ¼. Remember to find half and then halve again.
Find ½ Find ¼
4 2 1
12
16
20
24
28
32
36
40
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Now, see if you can find ¾. Remember, find ¼ then multiply this by 3.
Find ½ Find ¼ Find ¾
4 2 1 3
12
16
20
24
28
32
36
40
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Finally, let’s find ⅓.
Find ⅓
12
15
18
21
24
27
30
Page 63 of 93
Fraction Word Problems
Now, let’s have a look at some fraction word problems. Underline the
important information in this word problem.
Jas has collected 20 football cards. He gives half of them to his friend Tom.
How many cards does Jas have left?
The important information tells us the numbers we are using and what
we need to do with them.
Jas has collected 20 football cards. He gives half of them to his friend Tom.
How many cards does Jas have left?
For this problem, we need to find half of 20. Here are some ways that you
can solve the problem now that you know the important information.
• Firstly, you could solve the problem in your head if you know your 2× tables
or you are confident with halving.
• You could group 20 dots into two groups and see how many are in each group.
• You could find 20 objects like bricks or beads and divide them into two groups,
then see how many are in each group.
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There are 24 children in Gold Class. Half of them are girls.
How many are boys?
Molly has some pens. She gives half of them to Chloe. Molly has 6 pens left.
How many did she start with?
Jack has saved £12. He spends ¼ of his money on a new toy car.
How much does the car cost? How much does Jack have left?
My cake recipe says I need 60ml of milk. I have to add ⅓ of the milk to the
mixture. How much do I need to add?
Kim has a piece of ribbon, which is 28cm long. She cuts ¾ of it off.
How long are her two pieces of ribbon?
Page 65 of 93
Geometry
Properties of 2D Shapes
What you need to know: 2D shapes are ‘flat’, meaning they have sides and corners but no faces. In year 2,
children need to know the names of the common 2D shapes – circle, square, rectangle, triangle, pentagon,
hexagon and octagon. They should also be able to talk about the properties of these shapes, e.g. how many
sides and corners they have, and whether the sides are equal lengths. They should be able to recognise a
vertical line of symmetry in a 2D shape, to recognise 2D shapes on the faces of 3D shapes and to sort shapes
according to their properties.
What you need to know: 3D shapes have depth as well as width and length. They have faces (surfaces),
edges (where two faces meet) and vertices (‘corners’, where three faces meet). In year 2, children need to
know the names of the common 3D shapes – sphere, cube, cuboid, cylinder, cone, triangular prism, square-
based pyramid and triangular-based pyramid. They also need to be able to talk about the properties of these
shapes, e.g. how many faces, edges and vertices they have, and what 2D shapes make up their faces. They
need to be able to sort 3D shapes according to their properties.
Position and Direction

What you need to know: By the end of year 2, children need to be able to recognise repeating patterns and
sequences, involving numbers and objects. They also need to be able to describe position, direction and
movement of an object, 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).
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First, let’s remind ourselves of the shape names. Label these shapes.
circle square triangle rectangle pentagon hexagon octagon
Name Name Name Name
Sides Sides Sides Sides
Corners Corners Corners Corners
Name Name Name
Sides Sides Sides
Corners Corners Corners
Now, write how many sides and how many corners each shape has.
Try some questions on the next page.
Page 67 of 93
Draw lines to match these shapes to their names.
triangle
hexagon
octagon
pentagon
Page 68 of 93
Write these shape names in the correct place in the Carroll diagram.
square hexagon rectangle circle
4 Sides or Less More Than 4 Sides
Which statements are correct? Tick two.
A square has four sides.
A square is symmetrical.
The sides of a square are not the same length.
A square has one curved side.
Page 69 of 93
First, let’s remind ourselves of the 3D shape names. Label these shapes.
sphere cube cuboid cylinder cone triangular prism
square-based pyramid triangular-based pyramid
Name Name Name Name
Faces Faces Faces Faces
Edges Edges Edges Edges
Vertices Vertices Vertices Vertices
Name Name Name Name
Faces Faces Faces Faces
Edges Edges Edges Edges
Vertices Vertices Vertices Vertices
Now, write how many faces, edges and vertices each shape has.
Page 70 of 93
Shape Problems
Adam is painting by printing with a 3D shape. His 3D shape is a triangular
prism. What two 2D shapes can he make?
Mo says, ‘A cone has no vertices.’ Is he correct? Explain your answer.
Priya is holding a 3D shape. She says, ‘My shape has five faces. Four of the
faces are the same shape and one is different.’ What shape is Priya holding?
Page 71 of 93
Write these shape names in the correct place in the Venn diagram.
sphere cube cone cylinder pyramid
All Curved Faces All Flat Faces
Which statements are correct? Tick two.
A square has four sides.
A square is symmetrical.
The sides of a square are not the same length.
A square has one curved side.
Page 72 of 93
Position and Direction
First, let’s look at movement and turning. Look at this arrow:
forward
left right
back
Draw what the arrow would look like if it turned to the left.
Now, draw what it would look like if it turned to the right.
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Another way to look at movement and direction is to imagine the hands of
a clock. Turning to the right is called ‘clockwise’ because this is the direction
that a clock’s hands move. Turning to the left is called ‘anti-clockwise’
because this is opposite direction to the way a clock’s hands move.
anti-clockwise clockwise
When imagining the hands of a clock, we also talk about quarter, half,
three-quarter and full turns. Imagine the clock divided into four quarters.
quarter turn clockwise half turn clockwise
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three-quarter turn clockwise full turn clockwise
quarter turn anti-clockwise half turn anti-clockwise
three-quarter turn anti-clockwise full turn anti-clockwise
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Draw arrows to show these movements. The grey arrow shows where to start.
The first one has been done for you.
quarter turn clockwise three-quarter turn clockwise
half turn anti-clockwise quarter turn clockwise
three-quarter turn anti-clockwise quarter turn clockwise
Page 76 of 93
Patterns and Sequences
When you are asked to complete a pattern, you need to look at what you
already know first. Can you fill in the missing numbers in this sequence?
3, 6, 9, ____, ____, ____, ____, 24

We can see straight away that the sequence goes up in 3s, so we just need
to keep counting on in this way. The final number helps us to check if
we’ve got it right.
3, 6, 9, 12, 15, 18, 21, 24

Sometimes, the sequence goes backwards.
____, ____, ____, 60, 50, 40, ____, ____

We can see that the sequence counts back in 10s.
90, 80, 70, 60, 50, 40, 30, 20

And when we look at patterns that use shapes,
we have to look again at what we already know.
Although the pattern here doesn’t completely repeat,

we know enough to be able to carry it on.
Sometimes, a question might ask you to find a ‘term’ in a sequence.

This just means one of the parts of the sequence. So for the sequence above,
the 1st term is a triangle, the 6th term is a circle and so on.
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Complete these sequences.
____, ____, 25, 30, 35, ____, ____, ____
1, 3, 5, ____, ____, ____, ____, 15
Look at this sequence. What would the 10th term be?

2, 4, 6, 8, 10, 12
3, 6, 9, 12
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Fill in the missing sections in these sequences.
2
4
12 15 18
10
12
14
16
Fill in the missing sections in these sequences.
X
O
! X @ X @ X
Page 79 of 93
Statistics
What you need to know: By the end of year 2, children need to be able to construct simple pictograms, tally
charts, block diagrams and tables and interpret the data they contain. They also need to be able to ask and
answer simple questions by counting the number of objects in each category and sorting the categories by
quantity. For example, they may be asked which category has the highest number or to say which group of
objects represents those shown in a tally chart. Finally, they need to be able to ask and answer questions
about totalling and comparing categorical data so they may be asked how many more are in one category
than another, or to say how many objects are shown in total. Accurate reading of questions, charts and
tables is important, as are good calculation skills.
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Tally Charts
Lily has a pack of coloured sweets. She empties them out and looks at how
many there are of each different colour. Here are her sweets:
Lily decides to count the colours and record this information in a tally
chart. Can you finish the tally chart for her?
Colour Tally Number
red 111 3
1111 111
pink
orange 1
green 5
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Pictograms
Next, Lily decides to make a pictogram. She has made a start.
Can you finish it?
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Block Graphs
Finally, Lily makes a block graph.
0
red purple pink orange blue green
Which colour is the most popular?

Which two colours have the same number of sweets?
How many sweets are there altogether?
How many more purple sweets are there than blue?
Lily eats 3 purple sweets, 2 green sweets and 2 red sweets.
What will the tally chart look like now?
Colour Tally Number
How many sweets are left?
Page 83 of 93
Measure
What you need to know: By the end of year 2, children will have learnt about the measurement of length,
weight, capacity, time and temperature. They need to know the units of measurement used for each of these
and how to read the scale on a ruler, measuring jug, weighing scale and so on. They also need to be able to
compare different measures and to carry out simple calculations. In learning about time, children need to be
able to tell the time to 5 minutes on an analogue clock and say how many seconds in a minute, minutes in an
hour and hours in a day. Lots of practical work is carried out in schools as this is the best way to learn these
skills. This can help at home too. To develop measuring skills, you could try practical activities at home such
as making something out of bricks or paper, baking a cake or observing the temperature.
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Units of Measurement
First, let’s look at the units we use to measure. Draw lines to match the
units to the measures. The first one has been done for you.
millimetres, centimetres, metres capacity
grams, kilograms weight
seconds, minutes, hours temperature
millilitres, litres time
degrees centigrade length
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To save time, we can write some units of measurement in a shorter way.
Can you complete the table?
metres
millilitres
cm
kilograms
°C
grams
mm
l
It is important to use the right unit when you are measuring. What unit
would you use to measure these things?
the water in a swimming pool
a pencil
the temperature in your classroom
the liquid in a cup of tea
the distance from your home to Australia
Page 86 of 93
Measuring Length
Use a centimetre ruler to measure these objects. Remember that you
need to measure from the ‘zero’ marker (not the end of the ruler).
Don’t forget to write your answer using ‘cm’, e.g. ‘5cm’.
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Measuring Capacity
Being able to read a scale is important when you are measuring. Measuring
jugs will have a scale on them but they will not show every single millilitre.
Have a go at reading the scales on these jugs. Don’t forget to write your
answers in millilitres (ml).
Draw a circle around the jug holding the most water.

Put a cross next to the jug holding the least water.
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Measuring Weight
Being able to read a scale is important when you are measuring. Weighing
scales will have a numbered scale on them but they will not show every
single gram. Have a go at reading the weights shown by these scales. Don’t
forget to write your answers in grams (g).
Draw a circle around the scale with the heaviest parcel.

Put a cross next to the scale with the lightest parcel.
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Measuring Temperature
Being able to read a scale is important when you are measuring.
Thermometers will have a numbered scale on them but they will not show
every single degree. Have a go at reading the temperatures shown by these
thermometers. Don’t forget to write your answers in degrees Celcius (°C).
Draw a circle around the thermometer showing the coldest temperature.

Put a cross next to the thermometer showing the hottest temperature.
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Telling the Time
Look carefully at this clock. It should help you to remember
how to use an analogue clock to tell the time.
o’clock
5 to 5 past
10 to 10 past
quarter quarter
to past
20 to 20 past
25 to 25 past
half past
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What Time Is It? – Times Past and To
Use the clock to help you draw hands on each clock to show the correct time.
quarter past 9 10 past 10 25 to 8
20 to 1 25 to 7 5 past 2
25 past 3 10 to 12 quarter to 4
5 to 11 half past 5 20 past 6
Challenge: Choose four of the times shown above. What might you be doing
at these times?
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Fill the Jar!
Choose a reward that you would like to have and write it on the label of
the jar. You can colour in buttons every time you complete some great work,
and when you’ve coloured in all the buttons you can have your reward. If
you still have work to do, you can print off another chart and start again -
perhaps with a new reward!
Completing a sheet – colour 1 button
Doing something else great (helper’s choice) – colour 1 button
My Reward
Page 93 of 93
SATs Survival: Year 2
Parents’ Arithmetic
Practice and
Revision Activity
Booklet
Contents
Page
Information and Guidance for Parents 3-4
Arithmetic Quiz: Initial Assessment 5 - 13
Adding Two Single-Digit Numbers: Bridging 10 15 - 16
Subtracting One Single-Digit Number from Another: Bridging

17
10
Adding and Subtracting with 2-Digit and 1-Digit Numbers 19
Missing Number Problems (Addition) Using Bar Models 20 - 21
Missing Number Problems (Addition) Using ‘Part-Part-Whole’ 22 - 23
Missing Number Problems (Subtraction) Using Bar Models 24 - 25
Missing Number Problems (Subtraction) Using ‘Part-Part-

26
Whole’
Missing Number Problems (Addition) Using Bar Models 27
Missing Number Problems: Bringing It All Together 28
Adding Three Single-Digit Numbers Using Number Bonds to 10 29
Counting in 2s, 5s and 10s 30
Counting in 2s, 5s and 10s to Do Calculations 31
Page 1 of 86
Contents
Page
Times Tables – Multiplication Facts 32 - 33
Times Tables – Division Facts 34 - 35
Times Tables – Rapid Recall 36 - 37
Timed Challenges 38 - 39
Adding and Subtracting Tens 40
Adding and Subtracting 2-Digit Numbers 41 - 47
Adding and Subtracting Tens: Missing Number Problems 48 - 51
1 52 - 53
Fractions of Numbers: Finding Half ( 2 )
1 54 - 55
Fractions of Numbers: Finding One Quarter ( 4 )
1 56 - 57
Fractions of Numbers: Finding One Third ( 3 )
3 58 - 59
Fractions of Numbers: Finding Three Quarters ( 4 )
2 60 - 61
Fractions of Numbers: Finding Two Quarters ( 4 )
Arithmetic Quiz: Final Assessment 62 - 70
Answers 71 - 85
Page 2 of 86
This booklet is intended to help you to support your child as they learn, practise and consolidate
their arithmetic skills. The booklet is based on the 2016 KS1 SATs Maths Paper 1 (arithmetic)
test, and is not a comprehensive guide to all the arithmetic expectations at the end of KS1.
What Is Arithmetic?
Arithmetic is the branch of maths that focuses on numbers and counting. A good understanding
of arithmetic is an essential life skill and there has been a greater focus on arithmetic in
schools, since the introduction of the new national curriculum in 2014. In Key Stage 1 (year
1 and year 2), children are taught the following:
• counting on and back in 1s, 2s, • adding and subtracting one-

5s and 10s to and from 100; digit and two-digit numbers;
• using a number line to order • adding 3 numbers;

numbers and aid calculation;
• knowing that addition and multiplication
• understanding the value of the are commutative (can be done in any
digits in a 2-digit number; order) but subtraction and division are not;
• reading and writing numbers to 100; • understanding the relationship

between addition and subtraction,
• comparing and ordering numbers, e.g.
and between multiplication and
knowing that 56 is less than 65;
division so that they can solve missing
• reading and understanding number number problems such as 9 + ? = 14
sentences using the addition (+), and check their own calculations;
subtraction (-), multiplication (×),
• solving problems using addition,
division (÷) and equals (=) signs;
subtraction, multiplication and division;
• using ‘number bonds’ for numbers to 20
• recognising, finding, naming and writing
(i.e. knowing by heart pairs of numbers
fractions: 14 , 13 , 14 , 24 and 34 of a length,
that make 5, 10 or 20 to aid mental
shape, set of objects or quantity;
calculations) and using this knowledge to
make calculations up to 100, e.g. if I know • writing simple fractions, e.g. ½ of 6 = 3;
6 + 4 = 10, I also know that 60 + 40 = 100;
• understanding that ½ and 24 are the same.
multiplication tables and associated
division facts for 2×, 5× and 10× tables;
Page 3 of 86
How to Use This Booklet

It is up to you how you use this booklet but your child should not attempt to plough through
it all in one go. There will be areas that your child already understands well, and others where
they need a little more practice. You can ask the class teacher which areas they suggest you
focus on and you can also ask your child to do the initial quiz on page 6, which will give you
an idea of the areas where they may be weaker at and you need to concentrate on. The answers
section for this quiz has page references by each question so you can find the practice pages to
work on. There is another quiz at the end so that you and your child can see the progress they
have made by using this book.
Children are typically taught a range of different ways to carry out calculations in maths. At
this stage, whilst many are using mental strategies, others continue to rely on what are called
‘concrete’ methods – i.e. using objects to help them, or making marks or doing jottings with
paper and a pencil. Encourage your child to use whichever method they find most useful and
provide them with objects to use, i.e. pieces of dry pasta, beads, buttons or building bricks are
all suitable. If your child needs to write things down, encourage them to do so in the space
below each question if this helps them to work out the answer.
Supporting Your Child’s Learning and Wellbeing

Sadly, children can become anxious about the prospect of taking tests in school. Try to keep
these activities fun and low-key, and only complete a couple of pages when you feel your child
is receptive – i.e. not when they are tired, hungry, thirsty or in need of a run around outside.
Celebrate progress rather than scores – if your child speeds through a page with ease, that’s
great, but if they are finding things a little trickier, celebrate their effort and determination,
rather than results. You can use the optional reward chart at the end of the pack to reward your
child for effort, concentration, progress – whatever you choose. Let your child choose a reward
that they would like to receive and work towards that reward. There are also downloadable
‘Reward Cheques’ available on the Twinkl website.
For practice and revision for the Maths Paper 2 (which focuses on reasoning and features
all areas of the Maths curriculum), please see the Twinkl SATs Survival Year 2 Parents’
Maths – Reasoning Practice and Revision Activity Booklet.
Page 4 of 86
Arithmetic Quiz: Initial Assessment
1 8+6=
2 12 – 7 =
3 10 – =2
Page 5 of 86
4 52 + 7 =
5 4+5+6=
6 9 × 10 =
Page 6 of 86
7 3×2=
8 50 + = 80
9 56 – = 51
Page 7 of 86
10 10 + 40 + 20 =
11 63 – 10 – 10 =
12 8×5=
Page 8 of 86
13 21 + 40 =
14 8÷2=
15 28 + = 35
Page 9 of 86
16 69 + 11 =
17 6×3=
18
1
2
of 16 =
Page 10 of 86
19 55 + 17 =
20 40 ÷ 10 =
21 55 ÷ 5 =
Page 11 of 86
22
1
4
of 12 =
23 71 – 14 =
24
1
3
of 30 =
Page 12 of 86
25
3
4
of 20 =
**END OF TEST**
Page 13 of 86
Answers: Initial Assessment
1 8 + 6 = 14 practice page 15 - 16
2 12 − 7 = 5 practice page 17
3 10 − 8 = 2 practice page 24 - 28
4 52 + 7 = 59 practice page 18 - 19
5 4 + 5 + 6 = 15 practice page 29
practice page 31 - 33,
6 9 × 10 = 90
36 - 37
practice page 31 - 33, 36
7 3×2=6
- 37
practice page 40, 31, 20
8 50 + 30 = 80
- 23
practice page 31,
9 56 − 5 = 51
p24 - 28
10 10 + 40 + 20 = 70 practice page 40
11 63 − 10 − 10 = 43 practice page 40, 31

12 8 × 5 = 40
- 37
13 21 + 40 = 61 practice page 41 - 44, 31
14 8÷2=4 practice page 34 - 37
15 28 + 7 = 35 practice page 20 - 23
16 69 + 11 = 80 practice page 41 - 47
17 6 × 3 = 18
-37
1
18 2 of 16 = 8 practice page 52 - 53
19 55 + 17 = 72 practice page 41 - 47
20 40 ÷ 10 = 4 practice page 34 - 37
21 55 ÷ 5 = 11 practice page 34 - 37
1
22 4 of 12 = 3 practice page 54 - 55
23 71 − 14 = 57 practice page 41 - 47
1
24 3 of 30 = 10 practice page 56 - 57
3
25 4 of 20 = 15 practice page 58 - 59
Page 14 of 86
Adding Two Single-Digit Numbers: Bridging 10
What you need to know:

One of the first concepts children learn is the idea of combining two groups of objects and
finding the total. By the end of year 2, many children can do simple calculations in their
heads or from memory. This is especially true of the number bonds to 10 and 20 (pairs
of numbers which make 10 or 20). By learning these number bonds, children can make
rapid mental calculations. They can also use this knowledge to support more complex
calculations. In this case, we look at ’bridging 10’. This means that when children are faced
with a calculation which crosses a ‘tens’ number (e.g. 10, 20, 30, etc.), they learn to count
on from the first number to the tens number, then add on what they have left. So in the
calculation 8 + 6, children take 2 of the 6 to get from 8 to 10, then add the remaining 4 to
the 10 to make 14. For more examples of using number bonds, see p29 (Adding 3 Single-
Digit Numbers).
First, let’s remind ourselves of the number bonds to 10. Fill in the blanks.
0 + = 10 1 + = 10
+ 8 = 10 + 7 = 10
4 + = 10 + 5 = 10
6 + = 10 7 + = 10
+ 2 = 10 9 + = 10
Page 15 of 86
Adding Two Single-Digit Numbers: Bridging 10
Now calculate the answers to these number sentences by ‘bridging 10’.
9+4= 7+7=
6+8= 9+8=
8+4= 7+4=
Page 16 of 86
Subtracting One Single-Digit Number from Another: Bridging 10

Children are taught to ‘find the difference’ between two numbers and to subtract the smaller
from the larger and see what is left. By year 2, many children can do simple calculations
like these in their heads or from memory. Others may need to make jottings or use objects
to help them. In this case, we look at ’bridging 10’. This means that when children are
faced with a calculation which crosses a ‘tens’ number (e.g. 10, 20, 30, etc.), they learn
to count back from the first number to the tens number, then subtract what they have
left. So in the calculation 14 - 6, children count back 4 to get to 10, then count back the
remaining 2 to get to 8. Knowing their number bonds to 10 helps with the second part of
this calculation (see previous page). It can be helpful for children to use a number line to
count back, and this is what we will look at here.
We are going to use a number line to do a subtraction calculation.
The calculation is 13 – 7 = 6
13 – 3 = 10 so -4 -3 first, count
count back 4 back 3 to get
more to get to 6 to 10
6 10 13
Start here!
Make number lines to solve these subtractions.

14 – 8 = 18 – 9 =
15 – 7 = 12 – 9 =
Page 17 of 86
Calculating with 2-Digit and 1-Digit Numbers

Once children are confident adding and subtracting two single-digit numbers, they
can move on to adding a single-digit number to a two-digit number, or subtracting a
single-digit number from a two-digit number. Their knowledge of place value should help
them to understand that, provided the number stays within the ‘ten’, they simply need to
focus on the ‘ones’ digits.
If we know that:
5+2=7
then we also know that:

45 + 2 = 47
If we know that:
3+3=6

63 + 3 = 66
Subtraction works in the same way.
If we know that:
9-1=8

99 – 1 = 98
If we know that:
7–2=5

17 – 2 = 15
You just have to remember to carry the tens digit over from the first number.
Try the practice questions on the next page.
Page 18 of 86
Adding and Subtracting with 2-Digit and 1-Digit Numbers
43 + 2 = 21 + 5 =
36 + 3 = 88 + 1 =
56 - 4 = 14 - 2 =
67 - 6 = 39 - 5 =
Page 19 of 86
Missing Number Problems (Addition) Using Bar Models

Children are showing true ‘mastery’ (deep understanding) of arithmetic when they can use
their knowledge of the relationship between addition and subtraction to solve problems,
where the answer is given but one of the other elements is missing. Many schools teach the
‘bar model’ or ‘part-part-whole’ methods. Both methods attempt to show the relationship
between the numbers within a number sentence.
A bar model shows us how two numbers combine to make another number.For example, look
at this bar model:
11
8 3
This model shows us all of these calculations:
8 + 3 = 11
3 + 8 = 11
11 – 8 = 3
11 – 3 = 8
We can use bar models to solve missing number calculations, by filling in the numbers we do
know and using them to work out the missing number. For example:
12 + = 18
18
12 ?
We can calculate the missing number by looking at the size of each bar. In this case,
18 – 12 = 6 so 12 + 6 = 18.
Page 20 of 86
Missing Number Problems (Addition) Using Bar Models
Use bar models to solve these missing number problems.
1. 12 + = 20
20
12
2. +5=9
3. + 6 = 17
4. 9+ = 14
5. 8+ = 16
Page 21 of 86
Missing Number Problems (Addition) Using ‘Part-Part-Whole’

A ‘part part-whole’ model shows us how two numbers combine to make another number.
For example:
whole 16
add subtract
part 10 6 part
10 + 6 = 16 6 + 10 = 16
16 - 10 = 6 16 - 6 = 10
We can use the ‘part-part-whole’ model to solve missing number calculations, by filling in the
numbers we do know and using them to work out the missing number. For example:
+ 7 = 15
15
? 7
By filling in the numbers we know, we can calculate the missing number. In this case,
15 – 7 = 8 so 8 + 7 = 15.
Page 22 of 86
Missing Number Problems (Addition) Using ‘Part-Part-Whole’
Use ‘part-part-whole’ models to solve these missing number problems.
1. 11 + = 16 16
11
14 + = 17 17
2.
14
+ 9 = 13 13
3.
+ 7 = 11
4.
5. 8+ = 12
Page 23 of 86
Missing Number Problems (Subtraction) Using Bar Models

A bar model shows us how two numbers combine to make another number. For example, look
at this bar model:
11
8 3
8 + 3 = 11
3 + 8 = 11
11 – 8 = 3
11 – 3 = 8
We can use bar models to solve missing number calculations, by filling in the numbers we do
know and using them to work out the missing number. For example:
18 – = 12
18
12 ?
We can calculate the missing number by looking at the size of each bar. In this case,
18 – 12 = 6 so 18 – 6 = 12.
Page 24 of 86
Missing Number Problems (Subtraction) Using Bar Models
Use bar models to solve these missing number problems. Don’t forget that in subtraction
calculations, the first number in the number sentence is always the ‘whole’ number that goes
in the top bar.
1. 15 – = 12
15
12
2. –5=9
9 5
3. – 6 = 14
4. 9– =4
5. – 3 = 16
Page 25 of 86
Missing Number Problems (Subtraction) Using ‘Part-Part-Whole’

A ‘part part-whole’ model shows us how two numbers combine to make another number.
For example:
whole 16
add subtract
part 10 6 part

10 + 6 = 16 6 + 10 = 16
16 - 10 = 6 16 - 6 = 10
We can use the ‘part-part-whole’ model to solve missing number calculations, by filling in the
numbers we do know and using them to work out the missing number. For example:
– 7 = 11
7 11
By filling in the numbers we know, we can calculate the missing number. In this case,
11 + 7 = 18 so 18 – 7 = 11.
Page 26 of 86
Missing Number Problems (Subtraction) Using ‘Part-Part-Whole’
Use ‘part-part-whole’ models to solve these missing number problems. Don’t forget that in
subtraction calculations, the first number in the number sentence is always the ‘whole’ number.
1. 11 – =6
11
2. –4=8
8 4
3. – 9 = 11
4. – 7 = 11
5. 8– =3
Page 27 of 86
Missing Number Problems: Bringing It All Together
Use bar models or ‘part-part-whole’ models to solve these missing number problems. Don’t
forget to check carefully whether the sign is ‘+’ or ‘-’.
6+ = 14 8+ = 12
14 – =8 + 7 = 14
16 – =8 – 3 = 14
Page 28 of 86
Adding Three Single-Digit Numbers Using Number Bonds to 10

One of the first concepts children learn is the idea of combining two, then three groups of
objects and finding the total. By the end of year 2, many children can do simple calculations
in their heads or from memory. This is especially true of the number bonds to 10 and
20 (pairs of numbers which make 10 or 20). By learning these number bonds, children
can make rapid mental calculations. They can also use this knowledge to support more
complex calculations. In this case, we look at adding three single-digit numbers. In these
calculations, children are taught first, to look for pairs of numbers that make 10, and then
add the third number on. For more examples of using number bonds, see p15 (Adding 2
Single-Digit Numbers).
How We Add 3 Numbers

Look at the three numbers you need to add. Find a pair of numbers that make 10 and circle
these numbers. Now you have made 10, you can add the final number on. Easy!
6 + 2 + 4 = 10 + 2 = 12
Now calculate the answers to these number sentences by using number bonds to 10.
8+4+2= 9+9+1=
4+6+8= 5+3+5=
7+4+3= 9+6+4=
2+2+8= 5+9+1=
Page 29 of 86
Counting in 2s, 5s and 10s

Children usually find it quite easy to learn to count on and back in 2s, 5s and 10s and the
best way for them to learn how to do this is lots of practice and repetition. Being able to
count on and back in this way can help them to carry out mental arithmetic calculations
more easily.
Complete the missing numbers.
2 4 6
15 20 25
40 50
24 22 20
100 90
30 25 20
6 16 26
32 42
95 85
61 51 1
Page 30 of 86
Counting in 2s, 5s and 10s to Do Calculations

Once children can count on and back in 2s, 5s and 10s, they can carry out mental arithmetic
calculations more easily.
Count on or back in 5s or 10s to complete these number sentences.
15 + 5 + 5 + 5 = 45 + 10 + 10 =
35 + 5 + 5 = 63 + 10 + 10 =
45 – 5 – 5 = 76 – 10 – 10 =
65 – 5 – 5 – 5 = 99 – 10 – 10 =
Count on or back in 10s to complete these number sentences. Think about how many tens you
need to count.
21 + 20 =
14 + 30 =
88 – 30 =
79 – 20 =
Page 31 of 86
Times Tables – Multiplication Facts

By the end of year 2, children need to know the multiplication facts for the 2×, 3×, 5×
and 10× tables. They also need to know the associated division facts for each table (e.g. 20
÷ 2 = 10). Learning these tables ‘by heart’ is the ultimate aim but children in year 2 are
also still learning what is meant by multiplication and division. Multiplication is usually
taught through the concepts of creating groups or using ‘repeated addition’, and division is
taught through the concepts of sharing and ‘repeated subtraction’. We will begin by looking
at multiplication here.
How We Multiply
When we look at a multiplication number sentence, we can imagine that the ‘×’ sign is saying
‘groups of’ so the number sentence ‘4 × 5’ is telling us to make 4 groups of 5.
Here we have 20 stars altogether so we know that 4 × 5 = 20.
Alternatively, we can do a repeated addition, where we add 5 four times:
5 + 5 + 5 + 5 = 20
A simple way of grouping is to use an ‘array’. The array for 4 × 5 looks like this – four rows
of 5 dots:
Again, we have made four groups of 5 but if we look down the columns, we can also see five
groups of 4, so we know that 5 × 4 = 20 too.
Page 32 of 86
Times Tables – Multiplication Facts
Use arrays to work out the answers to these number sentences.
3×2= 2×5=
4 × 10 = 6×3=
6×2= 5×5=
2 × 10 = 7×3=
Page 33 of 86
Times Tables – Division Facts

By the end of year 2, children need to know the multiplication facts for the 2×, 3×, 5×
and 10× tables. They also need to know the associated division facts for each table (e.g. 20
÷ 2 = 10). Learning these tables ‘by heart’ is the ultimate aim but children in year 2 are
also still learning what is meant by multiplication and division. Multiplication is usually
taught through the concepts of creating groups or using ‘repeated addition’, and division is
taught through the concepts of sharing and ‘repeated subtraction’. We will begin by looking
at multiplication here.
How We Divide
When we look at a division number sentence, we can imagine that the ‘÷’ sign is saying ‘divide
into groups of’ so the number sentence ‘20 ÷ 5’ is telling us to divide 20 into 5 groups. We can
start by drawing the number of groups we need:
Then we need to divide 20 equally between these groups. The best way to do this is to add one
at a time to each group, like this:
until you have counted 20 spots into the groups.
Once we have shared 20 between 5 groups, we can see that we have 4 in each group so 20 ÷
5 = 4, or to use the repeated subtraction method,
20 - 4 - 4 - 4 - 4 - 4 = 0.
Page 34 of 86
Times Tables – Division Facts
Draw groups and use sharing to work out the answers.
10 ÷ 2 = 12 ÷ 3 =
30 ÷ 10 = 16 ÷ 2 =
20 ÷ 2 = 25 ÷ 5 =
15 ÷ 5 = 24 ÷ 3 =
Page 35 of 86
Times Tables – Rapid Recall

Once children understand the concepts of multiplication and division, they need to develop
rapid recall of the multiplication and division facts in the 2×, 3×, 5× and 10× tables. They
should learn the following recall skills:
• reciting the multiplication tables, e.g. 1 × 2 is 2, 2 × 2 is 4 and so on;
• reciting the associated division facts, e.g. 2 ÷ 2 is 1, 4 ÷ 2 is 2 and so on;
• counting on in 2s, 3s, 5s, and 10s, e.g. 2, 4, 6, 8 and so on;
• counting back in 2s, 3s, 5s and 10s, e.g. 100, 90, 80, 70 and so on;
• being able to answer questions given randomly, e.g.

what is 3 × 3? what is 15 ÷ 3? and so on;
• linking multiplication and division facts, e.g. If I know 4 × 3 =

12, I know that 3 × 4 = 12, 12 ÷ 4 = 3 and 12 ÷ 3 = 4;
• how to recognise whether numbers belong in the tables, e.g. all numbers in the 2× table
are even, all numbers in the 5× table end with 5 or 0 or all numbers in the 10× table
end with 0.
There are lots of ways to help your child learn their tables. Have a look at the Twinkl Guide
to Useful Strategies for Learning Multiplication Tables for some useful ideas.
On the next page, you will find the 2×, 3×, 5× and 10× tables written
out to help you learn them off by heart.
Page 36 of 86
Times Tables – Rapid Recall
2× tables 3× tables
1×2=2 2÷2=1 1×3=3 3÷3=1

2×2=4 4÷2=2 2×3=6 6÷3=2
3×2=6 6÷2=3 3×3=9 9÷3=3
4×2=8 8÷2=4 4 × 3 = 12 12 ÷ 3 = 4
5 × 2 = 10 10 ÷ 2 = 5 5 × 3 = 15 15 ÷ 3 = 5
6 × 2 = 12 12 ÷ 2 = 6 6 × 3 = 18 18 ÷ 3 = 6
7 × 2 = 14 14 ÷ 2 = 7 7 × 3 = 21 21 ÷ 3 = 7
8 × 2 = 16 16 ÷ 2 = 8 8 × 3 = 24 24 ÷ 3 = 8
9 × 2 = 18 18 ÷ 2 = 9 9 × 3 = 27 27 ÷ 3 = 9
10 × 2 = 20 20 ÷ 2 = 10 10 × 3 = 30 30 ÷ 3 = 10
11 × 2 = 22 22 ÷ 2 = 11 11 × 3 = 33 33 ÷ 3 = 11
12 × 2 = 24 24 ÷ 2 = 12 12 × 3 = 36 36 ÷ 3 = 12
5× tables 10× tables
1×5=5 5÷5=1 1 × 10 = 10 5÷5=1

2 × 5 = 10 10 ÷ 5 = 2 2 × 10 = 20 10 ÷ 5 = 2
3 × 5 = 15 15 ÷ 5 = 3 3 × 10 = 30 15 ÷ 5 = 3
4 × 5 = 20 20 ÷ 5 = 4 4 × 10 = 40 20 ÷ 5 = 4
5 × 5 = 25 25 ÷ 5 = 5 5 × 10 = 50 25 ÷ 5 = 5
6 × 5 = 30 30 ÷ 5 = 6 6 × 10 = 60 30 ÷ 5 = 6
7 × 5 = 35 35 ÷ 5 = 7 7 × 10 = 70 35 ÷ 5 = 7
8 × 5 = 40 40 ÷ 5 = 8 8 × 10 = 80 40 ÷ 5 = 8
9 × 5 = 45 45 ÷ 5 = 9 9 × 10 = 90 45 ÷ 5 = 9
10 × 5 = 50 50 ÷ 5 = 10 10 × 10 = 100 50 ÷ 5 = 10
11 × 5 = 55 55 ÷ 5 = 11 11 × 10 = 110 55 ÷ 5 = 11
12 × 5 = 60 60 ÷ 5 = 12 12 × 10 = 120 60 ÷ 5 = 12
Page 37 of 86
Timed Challenges
See how long it takes you to answer all of the questions in each box. Complete a new one
every day or every other day. Use a stopwatch or ask your helper to time you. Well done if you
manage to improve your time! Even more well done if you manage to equal your score or even
get a higher score!
4×3= 20 ÷ 2 =
2 × 10 = 55 ÷ 5 =
6×5= 9÷3= My score:
5×5= 100 ÷ 10 = My time:
6×2= 24 ÷ 3 =
4 × 10 = 6×3=
45 ÷ 5 = 40 ÷ 10 = My score:
8×5= 14 ÷ 2 = My time:
Page 38 of 86
Timed Challenges
7×2= 10 ÷ 5 =
24 ÷ 2 = 9×3=
10 × 10 = 2×3= My score:
5÷5= 90 ÷ 10 = My time:
7×5= 36 ÷ 3 =
20 ÷ 10 = 9×2=
10 × 5 = 12 × 3 = My score:
30 ÷ 10 = 4÷2= My time:
Page 39 of 86
Adding and Subtracting Tens

In year 2, children start to learn more about the value of the digits in a 2-digit number;
learning that the ‘tens’ number is worth a multiple of 10, e.g. in the number 53, the ‘5’ is
actually ‘50’ and so on. This knowledge enables them to carry out more advanced addition
and subtraction. To begin with, they will add ‘tens’ numbers (these are the numbers that
end with a zero, e.g. 10, 20 30, 40 and so on).
If I know that 2 + 3 = 5, then I also know that 20 + 30 = 50.
Complete these statements:
3 + 4 = 7 so 30 + 40 =
6 + 3 = 9 so 60 + 30 =
5 - 2 = 3 so 50 - 20 =
2 + 2 = 4 so 20 + = 40
8 - 2 = 6 so 80 – = 60
Now use what you know about tens numbers to solve these number sentences:
60 + 20 + 10 =
30 + 30 + 20 =
20 + 40 + 5 =
50 + 10 + 10 =
Page 40 of 86
Adding and Subtracting 2-Digit Numbers

In year 2, children start to learn more about the value of the digits in a 2-digit number;
learning that the ‘tens’ number is worth a multiple of 10, e.g. in the number 53, the ‘5’
is actually ‘50’ and so on. This knowledge enables them to carry out more advanced
addition and subtraction. They can also continue to use their understanding of the
relationship between addition and subtraction to solve missing number problems involving
2-digit numbers.
When we add two 2-digit numbers, we can add the tens and the ones separately:
24 + 33 =
20 + 30 = 50 4+3=7
50 + 7 = 57
24 + 33 = 57
Or, we can do it this way:

24 + 33 =
50 + 7 = 57
We can subtract in a similar way:
47 – 24 =
40 – 20 = 20 7–4=3
20 + 3 = 20
47 – 24 = 23

47 – 24 =
20 + 3 = 23
Page 41 of 86
Try these problems – use whichever method works best for you.
45 + 22 = 21 + 35 =
16 + 12 = 36 + 23 =
93 - 21 = 65 - 45 =
53 - 20 = 35 - 21 =
Page 42 of 86

Once children understand how to use their knowledge of tens and ones to add and subtract
2-digit numbers, they can look at more challenging problems, where the ones digits add up
to more than 10 (e.g. 47 + 35), or cannot immediately be subtracted (e.g. 63 – 37).
Here is what to do if your ‘ones’ digits add up to more than 10. Start as you would for any
addition involving two 2-digit numbers:
56 + 38 =
50 + 30 = 80 6 + 8 = 14
80 + 14 =
All you need to do now is repeat the same thing again:
80 + 14 =
80 + 10 = 90 0+4=4
90 + 4 = 94
56 + 38 = 94

56 – 38 =
80 + 14 =
90 + 4 = 94
Page 43 of 86
Try these problems – use whichever method works best for you.
45 + 28 = 29 + 15 =
76 + 19 = 36 + 27 =
73 + 28 = 65 + 25 =
59 + 23 = 37 + 27 =
Page 44 of 86

Once children understand how to use their knowledge of tens and ones to add and subtract
2-digit numbers, they can look at more challenging problems, where the ones digits add
up to more than 10 (e.g. 47 + 35), or cannot immediately be subtracted (e.g. 63 – 37).
Unfortunately, the subtractions in these situations don’t work with the methods we have
looked at so far. It is easier to look at ‘finding the difference’ between the two numbers and
children are taught to do this using a number line - ‘jumping along’ the line using their
knowledge of counting on in ones, 5s, 10s and so on.
Look at this subtraction number sentence:
45 – 18 =
We can’t work it out by subtracting the tens and then the ones separately. Can you see why?
Talk to your helper about it.
The reason is because the ‘ones’ subtraction would be 5 – 8 = and we can’t do this because
5 is less than 8.
Instead, we can find the ‘difference’ between the numbers using a number line. Draw a straight
line using a ruler, and write the two numbers at each end. Don’t forget to put the smaller
number first!
18 45
Now ‘jump’ from the first number to the next ten, like this:
+2
18 20 45
Page 45 of 86
For each jump, write how much you have jumped by. Now, jump to the next ‘tens’ number - this
is easy, because you can count in 10s. The next 10 here would be 30.
+10 +10
+2
18 20 30 40 45
Once you have jumped to the ‘tens’ number closest to the final number, you just need to jump
to the final number:
+10 +10
+2 +5
18 20 30 40 45
Finally, add together the values of all the jumps you have done – here it would be 2 + 10 + 10
+ 5 = 27 so the answer to our original problem is:
45 – 18 = 27
If you want to, you can check your answer using the inverse operation:
27 + 18 =
20 + 10 = 30 7 + 8 = 15
30 + 15 = 45
Page 46 of 86
Try these problems using a number line to find the difference.
56 – 28 =
28 56
72 – 34 =
34
31 – 16 =
40 – 18 =
Page 47 of 86
Adding and Subtracting Tens: Missing Number Problems

For more information about the ‘bar’ and ‘part-part-whole’ models, see pages 24 – 27. Once
children understand how to add and subtract two-digit numbers, they should be able to
use these models to help them to solve missing number problems.
Look at this missing number problem:
50 + = 80
We can use the bar model or the ‘part-part-whole’ model to help us solve this.
Bar Model
80
50 ?
Part-Part-Whole Model
80
50 ?
Both these models show us that to find the answer, we need to do

the calculation:
80 – 50 = 30
so
50 + 30 = 80
Page 48 of 86
Here’s a subtraction missing number problem:
70 – = 30
Again, we can use the bar model or the ‘part-part-whole’ model:

Bar Model
70
30 ?
Part-Part-Whole Model
70
30 ?
To find the answer we need to do the calculation.
70 – 30 = 40
so
70 – 40 = 30
Turn to the next page for one more.
Page 49 of 86
– 30 = 20
Bar Model
?
30 20
Part-Part: Whole Model
30 20
To find the answer we need to do the calculation.
30 + 20 = 50
so
50 – 30 = 20
Page 50 of 86
Try these missing number problems.

You might need some extra paper for your working out.
40 + = 70
+ 30 = 60
70 – = 50
– 20 = 40
Page 51 of 86

Children begin to learn about fractions by dividing shapes into halves, quarters and thirds.
They then move on to thinking about fractions of amounts and are taught to make the link
with their understanding of division. Children are also encouraged to learn the halves of
numbers to 20 and doubles of numbers to 10, by heart.
When we divide a shape into halves, we make two equal parts.
When we divide a number of objects into half, we need to divide the objects into two equal
groups. To find half of 8, divide 8 between 2 groups (8 ÷ 2).
To find the answer, count the number of objects in one of the groups you have made. There
are 4 objects in each group, so half of 8 is 4.
Page 52 of 86
½ of 8 = ½ of 10 =
½ of 20 = ½ of 16 =
½ of 2 = ½ of 4 =
½ of 30 = ½ of 24 =
Page 53 of 86

They then move on to thinking about fractions of amounts and are taught to make the
link with their understanding of division. Children are also taught to find one quarter by
halving and then halving again, e.g. half of 8 is 4, half of 4 is 2, so one quarter of 8 is 2.
When we divide a shape into quarters, we make four equal parts.
When we divide a number of objects into quarters, we need to divide the objects into four
equal groups. To find quarter of 12, divide 12 between 4 groups (12 ÷ 4).
To find the answer, count the number of objects in one of the groups you have made. There
are 3 objects in each group, so quarter of 12 is 3.
Page 54 of 86
1 1
4 of 8 = 4 of 4 =
1 1
4 of 12 = 4 of 28 =
1 1
4 of 20 = 4 of 24 =
1 1
4 of 32 = 4 of 16 =
Page 55 of 86

with their understanding of division.
When we divide a shape into thirds, we make three equal parts.

When we divide a shape into thirds, we make three equal parts.
When we divide a number of objects into thirds, we need to divide the objects into three equal
groups. To find one third of 15, divide 15 between 3 groups (15 ÷ 3).
To find the answer, count the number of objects in one of the groups you have made. There are
5 objects in each group, so one third of 15 is 5.
Page 56 of 86
⅓ of 6 = ⅓ of 15 =
⅓ of 9 = ⅓ of 18 =
⅓ of 12 = ⅓ of 3 =
⅓ of 30 = ⅓ of 24 =
Page 57 of 86

with their understanding of division. Finding three quarters requires children to carry out
two steps; first finding one quarter, then multiplying this by 3 to find three quarters.
When we divide a shape into quarters, we make four equal parts. Three quarters means 3 of
these parts.
When we want to find three quarters of a number of objects, we divide the objects into four
equal groups first so we can find one quarter. Then, we multiply this amount by three to find
three quarters. To find ¾ of 12, first divide 12 by four:
Then multiply the number of objects in one group by 3 to find three quarters. There are 3
objects in each group so ¼ of 12 is 3.
3 × 3 = 9 so three quarters of 12 is 9.
Page 58 of 86
3 3
4 of 12 = 4 of 28 =
3 3
4 of 8 = 4 of 24 =
3 3
4 of 16 = 4 of 4 =
3 3
4 of 40 = 4 of 20 =
Page 59 of 86

They then move on to thinking about fractions of amounts and are taught to make the
1 1 1 3
link with their understanding of division. As well as finding 2 , 4 , 3 and 4 , children need to
2 1
understand that 4 is the same as 2 .
When we divide a shape into quarters, we make four equal parts. Two quarters means 2 of
these parts.
Do you think this shows any other fraction of the shape? Talk to your helper about it.
Two quarters is the same as ½.
2
We have 12 objects here. We can see that half of 12 is 6, and 4
of 12 is also 6, so if you see a
2
question asking you to find 4 - you just need to find half!
Page 60 of 86
2 2
4 of 12 = 4 of 2 =
2 2
4 of 16 = 4 of 8 =
2 2
4 of 40 = 4 of 4 =
2 2
4 of 24 = 4 of 20 =
Page 61 of 86
Arithmetic Quiz: Final Assessment
1 9+7=
2 14 – 6 =
3 10 – =4
Page 62 of 86
4 43 + 9 =
5 2+6+8=
6 6 × 10 =
Page 63 of 86
7 10 × 2 =
8 60 + = 90
9 48 – = 41
Page 64 of 86
10 20 + 30 + 10 =
11 41 – 10 – 10 =
12 4×5=
Page 65 of 86
13 41 + 30 =
14 16 ÷ 2 =
15 47 + = 53
Page 66 of 86
16 38 + 12 =
17 8×3=
18
1
2
of 20 =
Page 67 of 86
19 35 + 29 =
20 90 ÷ 10 =
21 45 ÷ 5 =
Page 68 of 86
22
1
4
of 12 =
23 62 – 25 =
24
1
3
of 18 =
Page 69 of 86
25
3
4
of 16 =
**END OF TEST**
Page 70 of 86
Answers: Final Assessment
1 9 + 7 = 16
2 14 – 6 = 8
3 10 – 6 = 4
4 43 + 9 = 52
5 2 + 6 + 8 = 16
6 6 × 10 = 60
7 10 × 2 = 20
8 60 + 30 = 90
9 48 – 7 = 41
10 20 + 30 + 10 = 60
11 41 – 10 – 10 = 21
12 4 × 5 = 20
13 41 + 30 = 71
14 16 ÷ 2 = 8
15 47 + 6 = 53
16 38 + 12 = 50
17 8 × 3 = 24
18 ½ of 20 = 10
19 35 + 29 = 64
20 90 ÷ 10 = 9
21 45 ÷ 5 = 9
22 ¼ of 12 = 3
23 62 – 25 = 37
24 ⅓ of 18 = 6
25 ¾ of 16 = 12
Page 71 of 86
Answers
Page 12 - 13: Adding Two Single-Digit Numbers: Bridging 10
0 + 10 = 10 1 + 9 = 10
2 + 8 = 10 3 + 7 = 10
4 + 6 = 10 5 + 5 = 10
6 + 4 = 10 7 + 3 = 10
8 + 2 = 10 9 + 1 = 10
9+4= 13 7+7= 14
6+8= 14 9+8= 17
8+4= 12 7+4= 11
Page 72 of 86
Answers
Page 14: Subtracting One Single-Digit Number from Another: Bridging 10

14 – 8 = 6 18 – 9 = 9
+2 +4 +1 +8
8 10 14 9 10 18
15 – 7 = 8 12 – 9 = 3
+3 +5 +1 +2
7 10 15 9 10 12
Page 16: Adding and Subtracting with 2-Digit and 1-Digit Numbers
43 + 2 = 45 21 + 5 = 26
36 + 3 = 39 88 + 1 = 89
56 - 4 = 52 14 - 2 = 12
67 - 6 = 61 39 - 5 = 34
Page 73 of 86
Answers
Page 18: Missing Number Problems (Addition) Using Bar Models
20
1. 12 + 8 = 20
12 8
9
2. 4 +5=9
5 4
17
3. 11 + 6 = 17
11 6
14
4. 9+ 5 = 14
9 5
16
5. 8+ 8 = 16
8 8
Page 21: Missing Number Problems (Addition) Using ‘Part-Part-Whole’
1. 11 + 5 = 16
16
11 5
Page 74 of 86
Answers
2. 14 + 3 = 17
17
14 3
3. 4 + 9 = 13
13
4 9
4. 4 + 7 = 11 11
4 7
5. 8+ 4 = 12 12
8 4
Page 22: Missing Number Problems (Subtraction) Using Bar Models
1. 15 – 3 = 12
15
12 3
Page 75 of 86
Answers
2. 14 – 5 = 9
14
9 5
3. 20 – 6 = 14
20
14 6
4. 9– 5 =4
5 4
5. 19 – 3 = 16
19
16 3
Page 24: Missing Number Problems (Addition) Using Bar Models
1. 11 + 5 = 16
11
6 5
Page 76 of 86
Answers
2. 14 + 3 = 17
17
14 5
3. 4 + 9 = 13
13
4 9
4. 4 + 7 = 11
11
4 7
5. 8+ 4 = 12
12
8 4
Page 25: Missing Number Problems: Bringing It All Together
6+ 8 = 14 8+ 4 = 12
14 – 6 =8 7 + 7 = 14
56 - 4 = 52 14 - 2 = 12
Page 77 of 86
Answers
Page 25: Adding Three Single-Digit Numbers Using Number Bonds to 10
8+4+2= 14 9+9+1= 19
4+6+8= 18 5+3+5= 13
7+4+3= 14 9+6+4= 19
2+2+8= 12 5+9+1= 15
Page 27: Counting in 2s, 5s and 10s
2 4 6 8 10 12 14 16 18 20
15 20 25 30 35 40 45 50 55 60
10 20 30 40 50 60 70 80 90 100
24 22 20 18 16 14 12 10 8 6
100 90 80 70 60 50 40 30 20 10
50 45 40 35 30 25 20 15 10 5
6 16 26 36 46 56 66 76 86 96
2 12 22 32 42 52 62 72 82 92
95 85 75 65 55 45 35 25 15 5
91 81 71 61 51 41 31 21 11 1
Page 78 of 86
Answers
Page 28: Counting in 2s, 5s and 10s to Do Calculations
15 + 5 + 5 + 5 = 30 45 + 10 + 10 = 65
35 + 5 + 5 = 45 63 + 10 + 10 = 83
45 – 5 – 5 = 35 76 – 10 – 10 = 56
65 – 5 – 5 – 5 = 50 99 – 10 – 10 = 79
21 + 20 = 41
14 + 30 = 44
88 – 30 = 58
79 – 20 = 59
Page 30: Times Tables – Multiplication Facts
3×2= 6 2×5= 10
4 × 10 = 40 6×3= 18
6×2= 12 5×5= 25
2 × 10 = 20 7×3= 21
Page 79 of 86
Answers
10 ÷ 2 = 5 12 ÷ 3 = 4
30 ÷ 10 = 3 16 ÷ 2 = 8
20 ÷ 2 = 10 25 ÷ 5 = 5
15 ÷ 5 = 3 24 ÷ 3 = 8
Page 35 - 36: Timed Challenges
4×3= 12 20 ÷ 2 = 10
2 × 10 = 20 55 ÷ 5 = 11
6×5= 30 9÷3= 3
5×5= 25 100 ÷ 10 = 10
6×2= 12 24 ÷ 3 = 8
4 × 10 = 40 6×3= 18
45 ÷ 5 = 9 40 ÷ 10 = 4
8×5= 40 14 ÷ 2 = 7
Page 80 of 86
Answers
3 + 4 = 7 so 30 + 40 = 70
6 + 3 = 9 so 60 + 30 = 90
5 – 2 = 3 so 50 - 20 = 30
2 + 2 = 4 so 20 + 20 = 40
8 – 2 = 6 so 80 – 20 = 60
60 + 20 + 10 = 90
30 + 30 + 20 = 80
20 + 40 + 5 = 65
50 + 10 + 10 = 70
Page 39: Adding and Subtracting 2-Digit Numbers
45 + 22 = 67 21 + 35 = 56
16 + 12 = 28 36 + 23 = 59
93 - 21 = 72 65 - 45 = 20
53 - 20 = 33 35 - 21 = 14
Page 81 of 86
Answers
45 + 28 = 73 29 + 15 = 44
76 + 19 = 95 36 + 27 = 63
73 + 28 = 101 65 + 25 = 90
59 + 23 = 82 37 + 27 = 64

56 – 28 = 28
+2 +10 +10 +6
28 30 40 50 56
72 – 34 = 38
+6 +10 +10 +10 +2
34 40 50 60 70 72
31 – 16 = 15
+4 +10
+1
16 20 30 31
Page 82 of 86
Answers
40 – 18 = 22
+2 +10 +10
18 20 30 40
40 + 30 = 70
30 + 30 = 60
70 – 20 = 50
60 – 20 = 40
Page 52: Fractions of Numbers – Finding Half
½ of 8 = 4 ½ of 10 = 5
½ of 20 = 10 ½ of 16 = 8
½ of 2 = 1 ½ of 4 = 2
½ of 30 = 15 ½ of 24 = 12
Page 83 of 86
Answers
Page 52: Fractions of Numbers – Finding One Quarter
¼ of 8 = 2 ¼ of 4 = 1
¼ of 12 = 3 ¼ of 28 = 7
¼ of 20 = 5 ¼ of 24 = 6
¼ of 32 = 8 ¼ of 16 = 4
Page 54: Fractions of Numbers – Finding One Third
⅓ of 6 = 2 ⅓ of 15 = 5
⅓ of 9 = 3 ⅓ of 18 = 6
⅓ of 12 = 4 ⅓ of 3 = 1
⅓ of 30 = 10 ⅓ of 24 = 8
Page 56: Fractions of Numbers – Finding Three Quarters
3 3
4 of 12 = 9 4 of 28 = 21
3 3
4 of 8 = 6 4 of 24 = 18
Page 84 of 86
Answers
3 3
4 of 16 = 12 4 of 4 = 3
3 3
4 of 40 = 30 4 of 20 = 15
Page 58: Fractions of Numbers – Finding Three Quarters
2 2
4 of 12 = 6 4 of 2 = 1
2 2
4 of 16 = 8 4 of 8 = 4
2 2
4 of 40 = 20 4 of 4 = 2
2 2
4 of 24 = 12 4 of 20 = 10
Page 59 - 67: Arithmetic Quiz: Final Assessment
1. 16 6. 60 11. 21 16. 50 21. 9
2. 8 7. 20 12. 20 17. 24 22. 3
3. 6 8. 30 13. 71 18. 10 23. 37
4. 52 9. 7 14. 8 19. 64 24. 6
5. 16 10. 60 15. 6 20. 9 25. 12
Page 85 of 86
Fill the Jar!
Choose a reward that you would like to have and write it on the label of the jar. You can
check off a button every time you complete some great work and when you’ve collected all the
buttons, you can have your reward.
If you still have work to do, you can start again, perhaps with a new reward!
Completing a sheet – 1 button
Doing something else great (helper’s choice) – 1 button
My Reward:
Page 86 of 86

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Year 2 Maths Activities

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Year 2

Parents’ Practice and Revision

Information and Guidance for Parents 4-6

Position & Direction

How to Use This Booklet

Supporting Your Child’s Learning and Wellbeing

6 Sort the parcels from lightest to heaviest.

Less Than More Than

10 Anisha makes a tally chart of her toys.

Toys In My Box Tally

Tick one box below that shows all of Anisha’s toys.

12 Tick the two sentences that are correct.

A circle has straight sides.

A circle has no corners.

A circle has three sides.

13 Write two numbers to make this calculation correct.

15 Anisha has these coins in her piggy bank.

16 Write the correct number in each box.

18 Callum and Ahmed share these biscuits equally.

M rs Jones needs 25 paintbrushes for her class.

21 Draw lines to match the shapes to their names.

30p 40p 20p 50p

Anisha buys three different fruits.

23 This arrow is rotated clockwise.

quarter turn half turn three-quarter full turn

25 Match the calculations that have the same answer.

Number Numbers of ‘Tens’ Number of ‘Ones’ Number Sentence

Now, match the sums that have the same answer.

Two of these number cards are wrong. Which ones?

43, 56, 21, 8, 99, 12, 34

29, 19, 39, 9, 99, 79, 59

23, 26, 21, 28, 29, 22, 24

73, 16, 91, 22, 89, 52, 4

16, 36, 96, 6, 76, 26, 46

64, 65, 60, 67, 68, 63, 61

20, 49, 1, 10, 35, 43

100 200 300

16 > 30 > < 99 54 >

4+3 < 6+5

4+3 4×3 5+5+5 5×3

Fill in the boxes with <, > or =.

chimpanzee red panda

tiger chimpanzee + red panda

Fill in the boxes with <, > or =.

Chewy Chocs Toffee Chunks

Yummy Gummies Chewy Chocs

Fill in the boxes.

Chewy Chocs <

= Whizz Poppers + Toffee Chunks

Adding and Subtracting Tens and 2-Digit Numbers

Use whichever methods work for you to solve the addition

Here is a chart showing the number of pencils in a pot.

How many red and green pencils are there altogether?

What is the total number of pencils in the pot?

12 cakes with 4 taken away. How many are left?

Use whichever methods work for you to solve the subtraction

Try these calculations. Solve them by counting on in 10s.

Now, try these calculations. Solve them by counting back in 10s.

+10 +10 +10

2 + 10 + 10 + 10 + 2 = 34 so the difference between 28 and 62 is

There are 55 children playing football on the playground. 14 of them are

fairy cake flapjack chocolate cake cookie

Jack spends exactly 50p on cakes.

3, 6, 9, , , , , 24

, , , 60, 50, 40, ,

, , 25, 30, 35, , ,

1, 3, 5, , , , , 15