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CURRICULUM 2014Maths Word Problems

Year 2

Primary

What’s the difference...?

How many altogether...?

How much more...?

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CURRICULUM 2014Maths Word Problems

Lizzie Marsland

Year 2

Primary

Primary

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Acknowledgements:Author: Lizzie MarslandSeries Editor: Peter SumnerCover and Page Design: Kathryn Webster

Primary

Published by HeadStart Primary Ltd 2015 © HeadStart Primary Ltd 2015

The right of Lizzie Marsland to be identified as the author of this publication has been asserted by her in accordance with the Copyright, Designs and Patents Act 1998.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher.

A record for this book is available from the British Library - ISBN: 978-1-908767-27-1

T. 01200 423405E. [email protected]

HeadStart Primary LtdElker LaneClitheroeBB7 9HZ

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© Copyright HeadStart Primary Ltd 2015

INTRODUCTION

Year 2: NUMBER - Number and place value

Page ObjectivesPage 1 - Count in steps of 2 from 0Page 2 - Count in steps of 3 from 0Page 3 - Count in steps of 5 from 0 - Count in steps of 2, 3 and 5 from 0Page 5 - Count in steps of 2, 3 and 5 from 0Page 6 - Count in tens from any number, forwards and backwardsPage 7 - Recognise the place value of each digit in a two-digit number (tens, ones)Page 8 - Recognise the place value of each digit in a two-digit number (tens, ones)Page 9 - Identify, represent and estimate numbers using different representations, including the number linePage 10 - Identify, represent and estimate numbers using different representations, including the number linePage 11 - Compare and order numbers from 0 up to 100Page 12 - Compare and order numbers from 0 up to 100Page 13 - Use <, > and = signsPage 14 - Use <, > and = signsPage 15 - Read and write numbers to at least 100 in numerals and in wordsPage 16 - Read and write numbers to at least 100 in numerals and in wordsPage 17 - Use place value and number facts to solve problemsPage 18 - Use place value and number facts to solve problems (money)Page 19 - Solve mixed problems involving number and place valuePage 20 - Solve mixed problems involving number and place valuePage 21 - Solve mixed problems involving number and place value

Year 2: NUMBER - Addition and subtraction

Page 22 - Solve problems involving adding a two-digit number and onesPage 23 - Solve problems involving adding a two-digit number and tens Page 24 - Solve problems involving adding two two-digit numbers Page 25 - Solve problems involving adding three one-digit numbers Page 26 - Solve problems involving subtracting a two-digit numbers and onesPage 27 - Solve problems involving subtracting a two-digit numbers and tens

CONTENTS Year 2

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CONTENTS Year 2

Page 28 - Solve problems involving subtracting two two-digit numbers Page 29 - Solve problems involving subtracting three one-digit numbersPage 30 - Solve problems involving addition and subtractionPage 31 - Solve problems involving addition and subtractionPage 32 - Solve problems involving addition and subtractionPage 33 - Solve addition money problemsPage 34 - Solve subtraction money problemsPage 35 - Solve addition and subtraction money problemsPage 36 - Use addition facts to 20 to help add related facts up to 100Page 37 - Use subtraction facts to 20 to help subtract related facts up to 100Page 38 - Use addition and subtraction facts to 20 to help add and subtract related facts up to 100Page 39 - Understand that addition is commutative but subtraction is notPage 40 - Use the inverse relationship between addition and subtraction to check calculations and missing number problemsPage 41 - Use the inverse relationship between addition and subtraction to check calculations and missing number problems

Year 2: NUMBER - Multiplication and division

Page 42 - Recall and use multiplication facts for the 2 times tablePage 43 - Recall and use multiplication facts for the 5 times tablePage 44 - Recall and use multiplication facts for the 10 times tablePage 45 - Recall and use multiplication facts for the 2, 5 and 10 times tablesPage 46 - Recall and use multiplication facts for the 2, 5 and 10 times tablesPage 47 - Recall and use division facts for the 2 times tablePage 48 - Recall and use division facts for the 5 times tablePage 49 - Recall and use division facts for the 10 times table0 - Recall and use division facts for the 2, 5 and 10 times tablesPage 51 - Recall and use division facts for the 2, 5 and 10 times tablesPage 52 - Recall and use multiplication and division facts for the 2, 5 and 10 times tablesPage 53 - Recall and use multiplication and division facts for the 2, 5 and 10 times tablesPage 54 - Recognise odd and even numbersPage 55 - Recognise odd and even numbers Page 56 - Understand that multiplication of two numbers is commutativePage 57 - Understand that division of two numbers is not commutativePage 58 - Solve problems involving multiplication and divisionSA

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CONTENTS Year 2

Page 59 - Solve problems involving multiplication and division0 - Solve problems involving multiplication and divisionPage 61 - Solve problems involving multiplication and division

Year 2: NUMBER - Fractions

Page 62 - Recognise the fractions 1/2, 1/3, 1/4, 2/4 and 3/4 Page 63 - Recognise the fractions 1/2, 1/3, 1/4, 2/4 and 3/4 Page 64 - Find 1/2 Page 65 - Find 1/3 Page 66 - Find 1/4 Page 67 - Find 2/4 Page 68 - Find 3/4 Page 69 - Recognise, find, name and write fractions Page 70 - Recognise, find, name and write fractionsPage 71 - Recognise, find, name and write fractionsPage 72 - Recognise, find, name and write fractions (money)Page 73 - Recognise, find, name and write fractions (money)Page 74 - Count in fractions, starting from any number

Year 2: MEASUREMENT

Page 75 - Solve problems involving length/height (m/cm) Page 76 - Solve problems involving mass (kg/g)Page 77 - Solve problems involving temperature (oC)Page 78 - Solve problems involving capacity (l/ml)Page 79 - Solve problems involving capacity, length, mass and temperaturePage 80 - Compare and order volume/capacityPage 81 - Compare and order lengthsPage 82 - Compare and order mass Page 83 - Compare and order measures of capacity, length, mass and temperaturePage 84 - Use <, > and = signsPage 85 - Compare and order lengths, mass, volume/capacity and record the results using >, < and =Page 86 - Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular valuePage 87 - Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value

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CONTENTS Year 2

Page 88 - Find different combinations of coins that equal the same amount of moneyPage 89 - Solve simple problems involving addition of money of the same unit, including giving changePage 90 - Solve simple problems involving subtraction of money of the same unit, including giving changePage 91 - Solve simple problems involving addition and subtraction of money of the same unit, including giving changePage 92 - Solve simple problems involving addition and subtraction of money of the same unit, including giving changePage 93 - Compare and sequence intervals of timePage 94 - Compare and sequence intervals of timePage 95 - Know the number of minutes in an hour and the number of hours in a day

Year 2: GEOMETRY - Properties of shapes

Page 96 - Identify and describe the properties of 2D shapes, including the number of sides and symmetry in a vertical linePage 97 - Identify and describe the properties of 3D shapes, including the number of edges, vertices and facesPage 98 - Identify 2D shapes on the surface of 3D shapes Page 99 - Compare and sort common 2D and 3D shapes and everyday objects

Year 2: STATISTICS

Page 100 - Interpret data and solve problems from a pictogram Page 101 - Interpret data and solve problems from a pictogramPage 102 - Interpret data and solve problems from a pictogramPage 103 - Interpret data and solve problems from a tally chartPage 104 - Interpret data and solve problems from a tally chartPage 105 - Interpret data and solve problems from a tally chartPage 106 - Interpret data and solve problems from a block diagramPage 107 - Interpret data and solve problems from a block diagramPage 108 - Interpret data and solve problems from a block diagramPage 109 - Interpret data and solve problems from a tablePage 110 - Interpret data and solve problems from a tablePage 111 - Interpret data and solve problems from a tableSA

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INTRODUCTIONThese problems have been written in line with the objectives from the ‘2014’ Mathematics Curriculum. Questions have been written to match all appropriate objectives from each ‘content domain’ of the curriculum.

Solving problems and mathematical reasoning in context is one of the most difficult skills for children to master; a ‘real life’, written problem is an abstract concept and children need opportunities to practise and consolidate their problem-solving techniques.

As each content domain is taught, the skills learnt can be applied to the relevant problems. This means that a particular objective can be reinforced and problem-solving and reasoning skills further developed. The pages can be reproduced and used either within or outside the mathematics lesson at school. They are also very useful as a homework resource.

The questions are arranged, in general, so that the more difficult questions come towards the bottom of the page. This means that differentiation can be achieved with the lower ability children working through the earlier questions and the higher ability going on to complete the whole page. The CD-ROM contains editable copies of each page. These can be edited and saved, as required, to provide extra practice or additional differentiated problems. The electronic versions on the CD-ROM can also be used on an interactive whiteboard, facilitating class discussion and investigation.

An example of a step-by-step method to solve word problems can be found on the following page. This can be edited, enlarged or used as a poster for classroom display and/or copies given to each child to be used as a check for each question answered.

Important parts of each question have been highlighted in ‘bold’ font. Once children have become more proficient at problem solving, it may be appropriate to remove these prompts on the editable page. Children can then be encouraged to use a highlighter or underline the important parts themselves.

Since a structured approach to problem solving supports learning, developing a whole-school approach is very worthwhile. SA

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Read the problem carefully.

Find the question.

Identify the important parts.

Decide on the operation or operations.

Carry out the operation or operations.

Check your answer.

Feel very pleased with yourself.

TO SOLVE A WORD PROBLEM

Follow these steps:

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Number and place value

NUMBER

These are all about

number and place value!

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© Copyright HeadStart Primary Ltd 2015 2 Name .............................................

Paul is counting in steps of 3. His first number is 0. What is the second number he counts?

Hayley counts 3 ducks in the pond. She then sees 3 more ducks. How many ducks are there altogether?

Dee has 3 cakes. Kyle has 3 cakes and Ayesha has 3 cakes. How many cakes do they have altogether?

Arif is counting up in steps of 3. His first number is 0. What is his fourth number?

Keeley is trying to fill in the number sequence below. She knows she has to count up in threes. Can you help her to fill in the missing numbers?

NUMBER - Number and place value Year 2

Count in steps of 3 from 0

0 3 9 15

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What does the 6 represent in 62? Put a circle around your answer.

6 tens 6 ones

There are 4 tens in the number 40. How many tens are there in the number 80?

Isaac writes how many ones there are in the number 76. What number does he write?

Show how Amber might partition the number 56 into tens and ones.

What number has Fiona partitioned here?

30 + 5

Nareh’s mum has forgotten about place value. She tells Nareh that the digit 4 in the number 34 is worth 40. Is she correct? Explain your answer.


Recognise the place value of each digit in a two-digit number (tens, ones)

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Write the numbers below in order of size, from the smallest to the largest:

5 20 15 10

Charlie wants to find out which number is smaller: 48 or 84. Which number should he choose? Explain how you know.

Miss Williams asks her class to write a number that is smaller than 35 but bigger than 33. What number should they write?

Put the following numbers in order of size from largest to smallest:

62 75 80 70

Which is the larger number: 89 or 98? Explain how you know.


Compare and order numbers from 0 up to 100

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Amelia knows that 2 is less than 4. Can you write the ‘less than’ sign between the 2 and 4?

What sign is missing in the number statement below?

2 + 2 4

Can you think of a number to complete this number statement?

10 >

Which of these numbers could Matthew use to make the number statement below correct: 45, 87, 81, 80?

> 82

Complete the number statement below.

34 <


Use <, > and = signs

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Leanne is counting in steps of 2. Her first number is 0. What is the third number she says?

Warren has forgotten what the ‘less than’ sign looks like. Can you draw it for him?

How many tens are there in the number 52?

What number has Finley partitioned here?

20 + 18

Look at the numbers below.

66 61 68 62 69

Which number is the largest and which is the smallest?


Solve mixed problems involving number and place value

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Addition and subtraction

NUMBER

These are all about

addition and subtraction!

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Victoria has drawn 10 pictures in her sketch pad. Javeria has also drawn 10 pictures. How many pictures have they drawn altogether?

At the Brilliant Bakery, there are 25 cream cakes and 10 custard cakes. How many cakes are there altogether?

Henry has 10 toy trains. Ethan has 34 toy trains. How many trains do they have in total?

Miss Grange drives 30 miles. Then she drives another 23 miles. How far has she driven altogether?

There are 43 people on the train. 40 more people get on. How many people are on the train now?

John and Imran made 52 paper aeroplanes on Monday. On Tuesday, they made another 50. How many paper aeroplanes have they made altogether?

NUMBER - Addition and subtraction Year 2

Solve problems involving adding a two-digit number and tens

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Nola has a 10p coin, a 5p coin and a 2p coin. How much money does she have altogether?

Alfie buys a lolly for 12p and a packet of crisps for 20p. How much money has he spent?

It costs 45p for each person to go on the bus. How much would it cost for Zara and Jacob to go on the bus?

Grace buys a comic for 75p and a pen for 24p. How much money does she spend in total?

Look at the cost of fruit in the school shop:

Harry buys a peach and an orange. How much did he spend?

Nadine buys an orange, an apple and a banana. How much did she spend?

Orange - 15p Banana - 10pApple - 12p Peach - 8p


Solve addition money problems

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Levi has a 10p coin, 5p coin and a 2p coin. How much money does he have altogether?

Annabelle buys an apple for 15p. How much change does she get from 20p?

Sonny buys a drink for 20p, a lolly for 12p and a 5p sweet. How much money has he spent?

Ramsha buys some chocolate teddies for 18p and some flying saucers for 22p. How much change does she have from 50p?

William has £1. He spends 50p on an ice cream and 26p on a bouncy ball. How much money does he have left?

Ariel has 50p. Her mum gives her £1.00 more. Then Ariel spends 80p on a colouring book. How much money does she have left?


Solve addition and subtraction money problems

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Pippa wants to check that 4 + 6 = 10. Complete the number statement below to show how she did it.

6 + = 10

Max worked out that 5 + 2 + 1 = 8. Then he added the numbers in a different order to see if the answer was the same. What do you think he found out?

Complete the number statement below:

8 + 7 = 7 +

Hollie says, “If you want to subtract 2 numbers, it doesn’t matter which order you put the numbers in.” Is she correct? Explain how you know.

16 - 9 = 7 is the same as 9 - 16 = 7. Is this correct? Explain how you know.


Understand that addition is commutative but subtraction is not

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Poppy works out that 5 + 8 = 13. How could she check her answer using the same numbers and subtraction?

Adam knows that 100 – 50 = 50. Without doing any adding or subtracting, he knows the answer to 50 + 50. What is his answer?

19 - 7 = 12. Use this to work out the answer to 7 + 12.

Emerald is trying to work out this number statement:

10 = 100 -

What is her answer?

Fill in the missing number in this number statement:

14 = 20 -


Use the inverse relationship between addition and subtraction to check calculations and missing number problems

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Multiplication and division

NUMBER

These are all about

multiplication and division!

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2 teams are playing basketball. There are 5 players in each team. How many people are playing basketball altogether?

Aisha eats 5 pieces of fruit a day. How many pieces of fruit does she eat in 3 days?

There are 4 fields at the stables. 5 horses are in each field. How many horses are there altogether?

There are 10 mince pies in a box. Mr Parker buys 5 boxes. How many mince pies does he buy?

In Class 2, there are 5 tables. 6 children sit at each table. How many children are in Class 2?

Rhianna puts 5 sweets in each party bag. 12 friends come to her party. How many sweets does she need for her party bags?

NUMBER - Multiplication and division Year 2

Recall and use multiplication facts for the 5 times table

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What odd number comes before 8?

Is the number 14 odd or even?

What will the next two odd numbers be in the sequence below?

25 27 29 31

George writes all the even numbers between 50 and 60. What does he write?

How many odd numbers do you think Noah can think of between 40 and 50? Write them down.

Yasmin says, “All the answers to the 5 times tables are even.” Is she correct? Give some examples to explain your answer.


Recognise odd and even numbers

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Riley checks his answer to 2 x 4 = 8 by working out the answer to 4 x 2. What is his answer?

Fill in the missing numbers.

In Garden A, there are 3 rows of 5 flowers. In Garden B, there are 5 rows of 3 flowers. Explain why both gardens have the same amount of flowers.

Using multiplication, show another way Laura can work out:

9 x 5 = 45

Ibrahim says, “You can work out multiplication in two different ways, but the answer is the same.” Is he correct? Give an example to explain your answer.

5 x 3 =

x 5 = 15


Understand that multiplication of two numbers is commutative

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Fractions

NUMBER

These are all about fractions!

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Nicola eats 1/2 of her orange. Write down how much she has eaten using words.

Circle the fraction which means one third.

1/2 1/3 1/4

Grandma Jean cuts the apple pie into quarters. Her grandchildren eat 3/4. Circle the amount they have eaten.

one quarter two quarters three quarters

Kyra and her friend, Summer, eat 2/4 of a bag of popcorn. Summer says they have eaten three quarters of the popcorn. Is she correct? Explain your answer.

Alice has 8 cupcakes. She gives 2 each to her mum, dad and sister and she eats 2 herself. What fraction of the cupcakes does Alice eat?

Year 2

Recognise the fractions 1/2, 1/3, 1/4, 2/4 and 3/4

NUMBER - Fractions

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Jackson eats one quarter of an apple pie. Circle the fraction which shows this.

1/2 2/4 1/4

Sadie ate 3/4 of her school dinner. How much did she not eat?

Three quarters of the hens are laying eggs. What fraction of the hens are not laying eggs?

Joy puts her clothes equally into 4 drawers. What fraction of clothes is in each drawer?

40 children are playing in the park. 1/4 of the children are on the big slide. How many children are on the big slide?

Dad had 12 eggs. He used 1/4 of the eggs to make a cake. How many did he use?

Year 2

Find 1/4

NUMBER - Fractions

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Megan has £10. She spends £5 on a book. What fraction of money has she spent?

Karla has 60p. She spends 1/3 on a fruit slush. How much money has she spent?

What is two quarters of £20?

A DVD was £12, but it is now a quarter of the price. How much is it now?

A handbag is £36. Mum gets 1/3 off. How much does Mum pay for the handbag?

George buys a t-shirt for half price. He pays £7.50. How much was the t-shirt originally?

Year 2

Recognise, find, name and write fractions (money)

NUMBER - Fractions

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Asia starts counting from 1. She counts on a half. What number does she say next?

Class 2 are counting up in quarters. Help them by filling in the missing numbers:

1 11/4 ____ 13/4 ____

Bruno is counting in thirds. He starts at 21/3. What are the next two numbers he counts?

If you count up in quarters what number comes after 42/4?

Miss Barnes asks Caleb to count backwards in quarters. Help him to fill in his missing numbers.

2 12/4 1

Year 2

Count in fractions, starting from any number

NUMBER - Fractions

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MEASUREMENT

These are all about

measurement!

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In Blackpool, the temperature is 15°C. Cornwall is 7 degrees warmer. What is the temperature in Cornwall?

Elias is warming water to boil an egg. The temperature of the water is 42°C. In one minute, it goes up by 25°C. What is the temperature now?

Aunty Mamoona’s oven is at 180 degrees. She turns it up 25 degrees to cook her cake. What temperature is the oven at now?

Look at the temperatures of different countries in July.

Which country has the highest temperature?

Which country has the lowest temperature?

How many degrees hotter is Spain than France?

MEASUREMENT Year 2

Solve problems involving temperature (°C)

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England17˚C

Spain23˚C

France18˚C

Greece30˚C

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Shakira mixes 75 ml of water with 25 ml of milk. How much liquid does she have in total?

On Monday, the temperature is 15 degrees Celsius. On Tuesday, the temperature is 6˚C warmer. What is the temperature on Tuesday?

Beth gives 90 ml of milk to her cat. Kate gives 40 ml of milk to her cat. How much more milk does Beth’s cat get than Kate’s?

What would be the best answer for the weight of a pencil? Circle your answer.

6 grams or 12 kilograms

Declan measures the height of a flower and records this in his book. What would be the most sensible measurement? Circle your answer.

15 centimetres or 15 metres

MEASUREMENT Year 2

Solve problems involving capacity, length, massand temperature

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Wasim has a 70 ml bottle of water. Bryony has a 80 ml bottle. Write either the > or < sign between the two measures?

70 ml 80 ml

What sign is missing?

4cm + 4 cm 8 cm

Can you think of a number to complete this statement?

10 m >

Which of the following measurements is greater than fifty grams: 48 g, 52 g, 15 or 49 g? Use it to complete this statement:

> 50 g

Fill in the number statement below with 2 suitable weights.

26 g < <

MEASUREMENT Year 2

Use <, > and = signs

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Kyle has a 20p, a 10p and a 5p. He buys a lolly for 15p. Which coins should he use to pay?

On the table, there are 5 coins: £1, 20p, 2p, 1p and another 2p. Which 4 coins make up 25p?

Martha has these 5 coins in her purse.

Which coins could Martha use to buy a chocolate bar for 30p?

Which three coins could she use to make 17p?

Martha spends £1.15. Which coins did she use to pay?

If Martha spends £1.05, how much money does she have left?

MEASUREMENT Year 2

Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value

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Rosy has 40p, 20p and 5p. How much does she have altogether?

Mrs Sarwar has £10. She spends £6 on her lunch. How much change will she get?

Tania has £13. She gets another £9 from her grandma. How much money does she have now?

How much would 2 apples and a banana cost?

Spencer buys some grapes. Maria buys 3 apples. How much more does Maria spend than Spencer?

Jasmine buys an orange, some grapes and a banana. How much change will she get from 50p?

apple - 10p banana - 12p

orange - 14p grapes - 18p

Fruit shop prices

MEASUREMENT Year 2

Solve simple problems involving addition and subtraction of money of the same unit, including giving change

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Kelsie knows that there are 60 seconds in a minute. How many minutes are there in an hour?

Benjamin stays awake for a full day on his flight to Australia. How many hours has he been awake?

Miss Stevens teaches her class different sports for 2 hours. How many minutes is this?

Antonio sleeps for 10 hours of the day. How many hours is he awake for?

Younas goes to stay at his Aunty Susan’s for 2 days. How many hours does he stay at Aunty Susan’s for?

Martina visits the zoo for 4 hours, 30 minutes. How many minutes is she at the zoo for?

MEASUREMENT Year 2

Know the number of minutes in an hour and the number of hours in a day

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GEOMETRYProperties of shapes / Position and direction

These are all about geometry!

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Molly is looking at a 2D shape that has 3 sides and 3 vertices. What is the name of Molly’s shape?

I am a four sided flat shape. All my sides are the same length. What shape am I?

Taha is drawing a hexagon. How many sides does he need to draw?

Oscar says, “A pentagon has 6 sides.” Is he correct? Explain your answer.

I am an 8 sided polygon. All my sides are equal. What am I called?

Is this shape symmetrical? Explain your answer.

GEOMETRY - Properties of shapes / Position and direction Year 2

Identify and describe the properties of 2D shapes, including the number of sides and symmetry in a vertical line

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What is the name of the 3D shape that is the same shape as a football?

Katrina says that her cereal box is a cuboid. Can you name another object that is a cuboid?

Look around the room you are in and make a list of all the things you can see that are rectangles.

Dylan says, “Dice can be in the shape of a cube or a sphere.” Is he correct? Explain your answer.

Explain why a sphere is a good shape for a football but not a good shape for a cereal box.

Can you think of any objects that are the shape of a cylinder? The ends can be open or closed.

GEOMETRY - Properties of shapes / Position and direction Year 2

Compare and sort common 2D and 3D shapes andeveryday objects

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STATISTICS

These are all about statistics!

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Which is the most popular pet?

Why do you think it is the most popular?

Which is the least popular pet?

How many children said their favourite pet was a horse?

How many children said cat and dog altogether?

How many children were asked altogether?

STATISTICS Year 2

Interpret data and solve problems from a pictogram

dog

horse

cat

bird

fish

number of children

Pictogram to show favourite pets of Class 2

animal

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How many children chose a horse as their favourite animal?

Which two animals were joint favourites?

Which animal was chosen by the fewest number of children?

How many more children chose a dog than a bird as their favourite?

How many children were asked about their favourite animal altogether?

STATISTICS Year 2

Interpret data and solve problems from a tally chart

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TallyAnimal

bird

rabbit

dog

cat

horse

Tally chart to show the favourite animals of Year 2SA

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What is the most common way of travelling to school?

Why do you think this is the most common way of travelling to school?

How many children go to school by bike?

How many children travel by taxi and by bus altogether?

How many more children travel by bike than by car?

STATISTICS Year 2

Interpret data and solve problems from a block diagram

0 bus bike car taxi walk

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type of travel

Block diagram to show how Class 2 travel to school

numberof

children

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© Copyright HeadStart Primary Ltd 2015 1

ANSWERS Year 2

Year 2: NUMBER - Number and place value

Page 1: 1) 2 2) 4 3) 6 4) 6 5) 16 Page 2: 1) 3 2) 6 3) 9 4) 9 5) 6, 12Page 3: 1) 5 2) 10 3) 15 4) 5, 10, 15 5) 15, 20, 25, 30Page 4: 1) 10 2) 2 3) 6 4) 4, 6 5) 10, 20, 25Page 5: 1) 4 2) 3, 6 3) 2, 4, 6 4) 15 5) 16Page 6: 1) 15 2) 16 3) 45 4) 9 5) 64, 74, 84, 94 Page 7: 1) 6 tens 2) 8 3) 6 4) 5 tens, 6 ones 5) 35 6) no; appropriate explanationPage 8: 1) 3 tens 2) 3 3) yes; appropriate explanation 4) 57 5) 10p + 10p + 10p + 1p + 1pPage 9: 1) 15 2) 10 m 3) 3 4) 110 cm 5) 40 cm 6) 87Page 10: 1) 100 ml 2) 50 3) 20 4) 13 5) 70 cm 6) yes; appropriate explanationPage 11: 1) 5, 10, 15, 20 2) 48; appropriate explanation 3) 34 4) 80, 75, 70, 62 5) 98; appropriate explanation Page 12: 1) 65; appropriate explanation 2) 23 3) 34, 43, 55, 56 4) 90 5) 92, 95, 97, 99 Page 13: 1) 2 < 4 2) = 3) any number less than 10 4) 87 5) any number larger than 34 Page 14: 1) = 2) > 3) 55 4) = 5) < Page 15: 1) 16 2) twenty five 3) 84 4) 62 5) seventy three 6) 99Page 16: 1) six 2) seventeen 3) a) 48 b) 75 4) ninety five 5) 56, 57, 65, 67, 75, 76Page 17: 1) 2 2) 200 3) 30 4) 23 5) eldest; Ollie, youngest; Jenna 6) 60Page 18: 1) 40p 2) 5 3) £10 4) £87; appropriate explanation 5) 5 in £56 6) £89Page 19: 1) 55 2) fifteen 3) 200 4) 3, 6, 9, 12 5) 83 Page 20: 1) 10 2) 20 3) 48 4) 5 5) 87; appropriate explanation 6) 4 tens, 9 onesPage 21: 1) 4 2) < 3) 5 4) 38 5) largest; 69, smallest; 61

Year 2: NUMBER - Addition and subtraction

Page 22: 1) 12 2) 19 3) 21 4) 33 5) 37 6) 42Page 23: 1) 20 2) 35 3) 44 4) 53 miles 5) 83 6) 102Page 24: 1) 22 2) 30 3) 34 4) 41 5) 47 6) 57Page 25: 1) 8 2) 10 3) 15 4) 22 5) 27 Page 26: 1) 5 2) 9 3) 12 4) 29 5) 29 6) 54Page 27: 1) 10 2) 15 3) 5 4) 35 5) 48 6) 44Page 28: 1) 5 2) 8 3) 9 4) 4 5) 21 6) 29Page 29: 1) 4 2) 12 3) 3 4) 14 5) 20 milesPage 30: 1) 12 2) 13 3) 4 4) 9 5) 62 6) 85Page 31: 1) 18 2) 31 3) 6 4) 24 5) 31 6) 17Page 32: 1) 6 2) 22 3) 28 4) 18 5) 24 6) 19Page 33: 1) 17p 2) 32p 3) 90p 4) 99p 5) 23p 6) 37p

SAM

PLE

SAM

PLE

Year 2

CURRICULUM 2014

Maths Word Problems

Primary

problems for all appropriate objectives of the 2014 Curriculum

This book includes:

built-in differentiation

editable versions of the pages on a CD-ROM

suggested whole school procedure for problem solving

T. 01200 423405E. [email protected]

PrimarySAM

PLE

SAM

PLE

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