Year 2

FREE maths resources for all

Year 2 Menu

We can add and subtract multiples of 10 in our head.
We can find different ways to build a number.

Year 2 Unit 12

What we are learning:

  • Add different numbers to multiples of 10 (10, 20, 30, 40, 50, 60, 70, 80, 90, 100 …) Start with 10 objects and add some more (start with one-digit numbers – you can use a dice for the number to add) and ask How many do you have now? At first your child may need to count the total – this is fine at first. Then try to move on to counting on from the multiple of 10. Your child will start to ‘notice’ what happens when you add a one-digit number to 10. Writing down what happens will also help. Your child will soon start to learn some of these and will know them.
  • Also try the same when subtracting – start with a number 16, 43, 28… take away/subtract the tens or a multiple of 10 – ask your child, What do you notice? (the unit digit does not change – talk about why this happens)
  • It is vital that your child uses the language of addition and subtraction – they need to say the words, not just respond to them.
  • Making the link between addition and subtraction is vitally important in the development of calculation skills. During practical activities you need to look at and talk about these links – for example 6 add 7 = 13, 7 add 6 =
    13, if we start with 13 and take away 7 we will have 6 left, if we start with 13 and take away 6 we will have 7 left. It is also vitally important that your child experiences practical opportunities to ‘see’ that taking 13 from 7 does not give an answer of 6. The concept involves more than simply moving the numbers around. They need to experience what happens. ‘Seeing’ and understanding these connections mean that there are less number facts to learn.

Activities you can do at home:

‘Play’ with 15 objects (something your child is interested in – conkers, toy cars etc). Split the 15 objects in different ways encourage your child to talk about what they have done – for example “I have one group of 10 and one group of 5 and altogether I have 15” Ask, How could you record this? How do you know the total is 15? How else could you split 15? Can you split them into more than two groups? How could you show this on a number line?

Remove, take way, hide, eat some of the objects and talk about what you have done. For example – “I had 15 sweets and I hid 10 of them. I have 5 sweets left. If I put the 10 sweets back I will have 15 sweets again.
Ask, Can you do this without counting each of the groups?

Good questions to ask:

If we know that 5+8 = 13, what is 13 – 8?
If 4 + 10 is 14 and 4 + 20 is 24 what is 4 + 30?
What can you see in the pattern of the numbers?

If your child:

Finds it difficult to explain patterns in numbers, e.g. 12, 22, 32, 42
Ask them which part of the number is changing (i.e. the tens or the units) and which part stays the same. Ask them whether the numbers are getting bigger or smaller. Now ask them how much bigger the number gets each time.
If your child says that they are getting bigger by ‘1’ in this example – ask them ‘one what?’ (i.e. ten or unit)

Extension Activity

Please use this activity when you think your child understands the unit of work. It will deepen and extend your child’s understanding of this unit.


Extension activity (PDF)