Year 2 Mathematics

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies …

Year 2 | Mathematics | F-10 curriculum

Achievement Standard Mathematics Year 2

By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students …

Achievement Standard | Achievement Standards | Year 2 | Mathematics | F-10 curriculum

ACMNA036

Solve problems by using number sentences for addition or subtraction

Elaborations ScOT Terms

ACMNA036 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

ACMMG041

Use a calendar to identify the date and determine the number of days in each month

Elaborations ScOT Terms

ACMMG041 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

ACMNA026

Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences

Elaborations ScOT Terms

ACMNA026 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration ACMNA027

recognising there are different ways of representing numbers and identifying patterns going beyond 100

Elaboration | ACMNA027 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration (1) ACMNA033

relating the number of parts to the size of a fraction

Elaboration (1) | ACMNA033 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration ACMNA036

representing a word problem as a number sentence

Elaboration | ACMNA036 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration (2) ACMNA028

demonstrating and using models such as linking blocks, sticks in bundles, place-value blocks and Aboriginal bead strings and explaining reasoning

Elaboration (2) | ACMNA028 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration (2) ACMMG037

comparing capacities using a range of containers

Elaboration (2) | ACMMG037 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration (1) ACMNA036

writing a word problem to represent a number sentence

Elaboration (1) | ACMNA036 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration ACMMG043

identifying geometric features such as the number of faces, corners or edges

Elaboration | ACMMG043 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration ACMNA026

developing fluency and confidence with numbers and calculations by saying number sequences

Elaboration | ACMNA026 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration ACMNA035

describing a pattern created by skip counting and representing the pattern on a number line

Elaboration | ACMNA035 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration (1) ACMNA035

investigating features of number patterns resulting from adding twos, fives or 10s

Elaboration (1) | ACMNA035 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration (1) ACMNA026

recognising patterns in number sequences, such as adding 10 always results in the same final digit

Elaboration (1) | ACMNA026 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration (1) ACMNA030

modelling and representing simple additive situations using materials such as 10 frames, 20 frames and empty number lines

Elaboration (1) | ACMNA030 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration (1) ACMNA031

visualising a group of objects as a unit and using this to calculate the number of objects in several identical groups

Elaboration (1) | ACMNA031 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration ACMMG039

describing the characteristics of quarter-past times on an analogue clock, and identifying that the small hand is pointing just past the number and the big hand is pointing to the three

Elaboration | ACMMG039 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum