AC9M2N05 Year 2 Mathematics

AC9M2N05 – Year 2 Mathematics: null

Strand

Number

Substrand

Number

This Content Descriptor from Year 2 Mathematics provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies

Elaborations

• making and naming arrays and using bar models to solve simple multiplication or sharing problems; for example, make different arrays to represent $12$ and name them as “$3$ fours”, “$2$ sixes”, “$4$ threes”, “$6$ twos”; using physical or virtual materials to make arrays or using bar models to demonstrate that “$3$ fours” is equal to “$4$ threes”
• finding the total number represented in an array by partitioning the array using subitising and number facts; for example, describing how they determined the total number of dots arranged in a “$3$ fives” array by saying “I saw $2$ fives which is $10$ and then $5$ more which makes $15$”
• recognising problems that can be solved using division and identifying the difference between dividing a set of objects into $3$ equal groups and dividing the same set of objects into groups of $3$
• using a Think Board to solve partition and quotition division problems; for example, sharing a prize of $\$36$ between $4$ people, using materials, a diagram and skip counting to find the answer; explaining whether the answer $9$ refers to people or dollars
• using materials or diagrams, and skip counting to solve repeated equal quantity multiplication problems; for example, “Four trays of biscuits with $6$ on each tray, how many biscuits are there?”; writing a repeated addition number sentence and using skip counting to solve

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 2 ASMATY2

Year 2 Mathematics Achievement Standard

By the end of Year 2, students order and represent numbers to at least 1000, apply knowledge of place value to partition, rearrange and rename two- and three-digit numbers in terms of their parts, and regroup partitioned numbers to assist in calculations. They use mathematical modelling to solve practical additive and multiplicative problems, including money transactions, representing the situation and choosing calculation strategies. Students identify and represent part-whole relationships of halves, quarters and eighths in measurement contexts. They describe and continue patterns that increase and decrease additively by a constant amount and identify missing elements in the pattern. Students recall and demonstrate proficiency with addition and subtraction facts within 20 and multiplication facts for twos. They use uniform informal units to measure and compare shapes and objects. Students determine the number of days between events using a calendar and read time on an analog clock to the hour, half hour and quarter hour. They compare and classify shapes, describing features using formal spatial terms. Students locate and identify positions of features in two-dimensional representations and move position by following directions and pathways. They use a range of methods to collect, record, represent and interpret categorical data in response to questions.