Year 2Monitoring map— Numeracy

Year 2 Monitoring map — NumeracyQueensland Studies AuthoritySeptember 2018 | 1

In Year 2, children:
CE 2 / T1 / T2 / T3 / T4
Calculating and estimating / i. / Identify number patterns in the ones, tens and hundreds
ii. / Skip count by 2, 3, 5 and 10 from any starting point, e.g. 12, 15, 18, 21, 24 …
iii. / Order and position whole numbers to 1000 using 100, 250, 500 and 750 as key reference points
iv. / Identify and compare the quantity of whole numbers to at least 1000, using place value of digits (hundreds, tens and ones)
v. / Identify in given sentences and visual images whether combining, adding, taking away and finding the difference is required
vi. / Recall and select basic facts and mental strategies for:
  • addition, e.g. commutativity (turnarounds), building to ten, doubles, ten facts and adding ten
  • subtraction, e.g. related addition facts
  • partitioning or rearranging collections
  • multiplication of single-digit numbers, e.g. arrays with materials and drawings, doubles and extensions of doubles to larger numbers

vii. / Represent, solve and sort problems and visual images of problems involving:
  • addition and subtraction of single- and two-digit whole numbers that do not bridge a decade, e.g. 25 + 31 = 56; 27 – 5 = 22
  • addition and subtraction of single- and two-digit whole numbers in number sentences that bridge a decade, e.g. 27+ 5= 32; 27 – 8 = 19
  • arrays and equal groups and sharing equally into groups

viii. / Check the reasonableness of solutions using:
  • knowledge of commutativity for addition and multiplication
  • connections between addition and subtraction (inverse relationships)
  • estimation strategies

ix. / Read and write whole numbers in numerals to 1000 and in words to at least 100
x. / Count and order small collections of Australian coins and notes according to their value
xi. / Read written representations of money
In Year 2, children:
PR 2 / T1 / T2 / T3 / T4
Recognising and using
patterns and relationships / i. / Describe patterns, identify missing elements, and extend patterns with numbers by skip counting or adding 2s, 5s, or 10s
ii. / Identify and describe patterns in everyday environments, e.g. family and school routines or celebrations
FDPR 2
Using fractions, decimals, percentages, ratios and rates / i. / Use materials and visual representations (linear, region and group) to represent:
  • a fourth (half of a half, quarter) asany one of four equal parts of a whole
  • aneighth (half of a fourth) as any one of eight equal parts of a whole

SR 2
Using spatial reasoning / i. / Classify familiar 3-D and 2-D shapes using key features
ii. / Visualise and describe key features of 3-D models, counting faces, corners and edges. Describe straight and curvedlines, and draw 2-D shapes (triangles, kites, rhombuses, circles, rectangles including squares) with and without technologies
iii. / Represent and interpret simple maps of familiar locations on a grid and describe locations of key features. Follow and give directions using positional language, e.g. right, left, forward, back, number of spaces, full-, half- and quarter-turns
iv. / Visualise and identify one-step transformations (slides, flips, half- and quarter-turns) with and without technologies
v. / Identify viewpoints (top, front, side and back) of 3-D objects
In Year 2, children:
SI 2 / T1 / T2 / T3 / T4
Interpreting and drawing conclusions from statistical information / i. / Describe the likelihood of outcomes of practical activities and everyday events using the language of chance, e.g. likely, unlikely, impossible, certain
ii. / Represent and interpret data by:
  • identifying an issue or question of interest based on one categorical variable
  • collecting data using a range of methods including tally marks
  • using drawings, tables and lists to sort, classify and check information
  • creating displays using lists, tables and picture graphs (one to one correspondence), with and without technologies
  • comparing the usefulness of different data displays
  • describing the data presented, combining categories as required
  • comparing responses with predictions

M 2
Using measurement / i. / Compare (directly and indirectly) and order by:
  • length and height using uniform informal units, e.g. hand spans and pieces of string
  • area, volume and capacity using appropriate uniform informal units
  • mass using uniform informal units on balance scales

ii. / Make reasonable estimates for measurements and describe the strategies used when given a uniform informal unit
iii. / Read quarter-hour time, using: past the hour and to the hour
iv. / Order days of the week, months of the year and seasons, and identify the number of days in each month
v. / Use a calendar or timeline to identify duration of time in months, weeks, days and hours, and dates of events

Year 2 Monitoring map — NumeracyQueensland Studies AuthoritySeptember 2018 | 1