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Year 2 Maths Activities
Year 2 Maths Activities
Page 2 of 93
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
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
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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.
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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
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.
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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
1111
1111 1
11
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There are 20 cakes. 8 cakes are eaten.
11
How many cakes are left?
cakes
Tick two.
A circle has one side.
+ = 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
20 30 40
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Which shape has 3 faces?
17
Write the letter.
A C
B
E
D
biscuits
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
cone
cylinder
cuboid
cube
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22 Look at these four fruits:
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24 How much water is in the jug?
millilitres
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.
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
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
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.
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
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
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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
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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.
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
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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
lion tiger
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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
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.
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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 =
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?
red 5
blue 9
green 3
How many red and blue pencils are there altogether?
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.
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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
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
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 =
Page 40 of 93
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:
28 30 40 50 60 62
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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?
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?
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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
Page 47 of 93
There are some cakes for sale at the summer fair.
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:
+10
+5
35 40 50
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 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.
Page 50 of 93
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.
Page 51 of 93
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.
Page 53 of 93
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.
Page 54 of 93
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.
Page 55 of 93
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?
Ruby shares 23 sweets equally between 5 of her friends. Any sweets left over,
she keeps for herself. How many sweets does Ruby get?
Page 56 of 93
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.
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.
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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.
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.
Properties of 3D Shapes
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.
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Properties of 2D Shapes
First, let’s remind ourselves of the shape names. Label these shapes.
circle square triangle rectangle pentagon hexagon octagon
Now, write how many sides and how many corners each shape has.
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
A square is symmetrical.
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Properties of 3D Shapes
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
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?
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?
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Write these shape names in the correct place in the Venn diagram.
sphere cube cone cylinder pyramid
A square is symmetrical.
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.
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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.
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three-quarter turn clockwise full turn clockwise
Page 75 of 93
Draw arrows to show these movements. The grey arrow shows where to start.
The first one has been done for you.
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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?
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Complete these sequences.
Page 78 of 93
Fill in the missing sections in these sequences.
2
4
12 15 18
10
12
14
16
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?
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
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.
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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?
a pencil
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).
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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).
Page 89 of 93
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).
Page 90 of 93
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
Page 91 of 93
What Time Is It? – Times Past and To
Use the clock to help you draw hands on each clock to show the correct time.
20 to 1 25 to 7 5 past 2
25 past 3 10 to 12 quarter to 4
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
Page 1 of 86
Contents
Page
Timed Challenges 38 - 39
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 )
Answers 71 - 85
Page 2 of 86
Information and Guidance for Parents
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:
Page 3 of 86
Information and Guidance for Parents
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.
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
Arithmetic Quiz: Initial Assessment
4 52 + 7 =
5 4+5+6=
6 9 × 10 =
Page 6 of 86
Arithmetic Quiz: Initial Assessment
7 3×2=
8 50 + = 80
9 56 – = 51
Page 7 of 86
Arithmetic Quiz: Initial Assessment
10 10 + 40 + 20 =
11 63 – 10 – 10 =
12 8×5=
Page 8 of 86
Arithmetic Quiz: Initial Assessment
13 21 + 40 =
14 8÷2=
15 28 + = 35
Page 9 of 86
Arithmetic Quiz: Initial Assessment
16 69 + 11 =
17 6×3=
18
1
2
of 16 =
Page 10 of 86
Arithmetic Quiz: Initial Assessment
19 55 + 17 =
20 40 ÷ 10 =
21 55 ÷ 5 =
Page 11 of 86
Arithmetic Quiz: Initial Assessment
22
1
4
of 12 =
23 71 – 14 =
24
1
3
of 30 =
Page 12 of 86
Arithmetic Quiz: Initial Assessment
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
15 28 + 7 = 35 practice page 20 - 23
16 69 + 11 = 80 practice page 41 - 47
practice page 32 - 33, 36
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
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
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
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!
15 – 7 = 12 – 9 =
Page 17 of 86
Calculating with 2-Digit and 1-Digit Numbers
If we know that:
5+2=7
If we know that:
3+3=6
If we know that:
9-1=8
If we know that:
7–2=5
You just have to remember to carry the tens digit over from the first number.
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
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:
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
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’
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
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
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
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
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
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.
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
3×2= 2×5=
4 × 10 = 6×3=
6×2= 5×5=
2 × 10 = 7×3=
Page 33 of 86
Times Tables – Division Facts
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:
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
10 ÷ 2 = 12 ÷ 3 =
30 ÷ 10 = 16 ÷ 2 =
20 ÷ 2 = 25 ÷ 5 =
15 ÷ 5 = 24 ÷ 3 =
Page 35 of 86
Times Tables – Rapid Recall
• counting back in 2s, 3s, 5s and 10s, e.g. 100, 90, 80, 70 and so on;
• 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
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 =
6×2= 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
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
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
50 + 7 = 57
We can subtract in a similar way:
47 – 24 =
40 – 20 = 20 7–4=3
20 + 3 = 20
47 – 24 = 23
20 + 3 = 23
Page 41 of 86
Adding and Subtracting 2-Digit Numbers
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
Adding and Subtracting 2-Digit Numbers
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 =
80 + 14 =
80 + 10 = 90 0+4=4
90 + 4 = 94
56 + 38 = 94
80 + 14 =
90 + 4 = 94
Page 43 of 86
Adding and Subtracting 2-Digit Numbers
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
Adding and Subtracting 2-Digit Numbers
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
Adding and Subtracting 2-Digit Numbers
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
Adding and Subtracting 2-Digit Numbers
56 – 28 =
28 56
72 – 34 =
34
31 – 16 =
40 – 18 =
Page 47 of 86
Adding and Subtracting Tens: Missing Number Problems
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 ?
80 – 50 = 30
so
50 + 30 = 80
Page 48 of 86
Adding and Subtracting Tens: Missing Number Problems
70 – = 30
70
30 ?
Part-Part-Whole Model
70
30 ?
70 – 30 = 40
so
70 – 40 = 30
Page 49 of 86
Adding and Subtracting Tens: Missing Number Problems
– 30 = 20
Bar Model
?
30 20
30 20
30 + 20 = 50
so
50 – 30 = 20
Page 50 of 86
Adding and Subtracting Tens: Missing Number Problems
40 + = 70
+ 30 = 60
70 – = 50
– 20 = 40
Page 51 of 86
Fractions of Numbers: Finding Half ( 12 )
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
Fractions of Numbers: Finding Half ( 12 )
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
Fractions of Numbers: Finding One Quarter ( 14 )
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
Fractions of Numbers: Finding One Quarter ( 14 )
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
Fractions of Numbers: Finding One Third ( 13 )
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
Fractions of Numbers: Finding One Third ( 13 )
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
Fractions of Numbers: Finding Three Quarters ( 34 )
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
Fractions of Numbers: Finding Three Quarters ( 34 )
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
Fractions of Numbers: Finding Two Quarters ( 24 )
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.
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
Fractions of Numbers: Finding Two Quarters ( 24 )
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
Arithmetic Quiz: Final Assessment
4 43 + 9 =
5 2+6+8=
6 6 × 10 =
Page 63 of 86
Arithmetic Quiz: Final Assessment
7 10 × 2 =
8 60 + = 90
9 48 – = 41
Page 64 of 86
Arithmetic Quiz: Final Assessment
10 20 + 30 + 10 =
11 41 – 10 – 10 =
12 4×5=
Page 65 of 86
Arithmetic Quiz: Final Assessment
13 41 + 30 =
14 16 ÷ 2 =
15 47 + = 53
Page 66 of 86
Arithmetic Quiz: Final Assessment
16 38 + 12 =
17 8×3=
18
1
2
of 20 =
Page 67 of 86
Arithmetic Quiz: Final Assessment
19 35 + 29 =
20 90 ÷ 10 =
21 45 ÷ 5 =
Page 68 of 86
Arithmetic Quiz: Final Assessment
22
1
4
of 12 =
23 62 – 25 =
24
1
3
of 18 =
Page 69 of 86
Arithmetic Quiz: Final Assessment
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
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
+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
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
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
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
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
6+ 8 = 14 8+ 4 = 12
14 – 6 =8 7 + 7 = 14
56 - 4 = 52 14 - 2 = 12
Page 77 of 86
Answers
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
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
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
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
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
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
+2 +10 +10 +6
28 30 40 50 56
72 – 34 = 38
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
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
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
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
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
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 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!
My Reward:
Page 86 of 86