Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
<ul>
<li>counting a large collection of items using groups of fives or tens and skip counting to work out how many there are, and recording the amount and connecting the digits in the number to the grouped materials when using groups of 10</li>
<li>counting collections of objects, such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting, and connecting the digits in the number to the groups of tens and ones</li>
<li>counting a large collection of Australian $1 coins by stacking them in piles of 10, skip counting in tens and including any leftover coins to determine the total value</li>
</ul>
Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects including Australian coins, formed by skip counting, initially by twos, fives and tens
<ul>
<li>using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens</li>
<li>using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns 2, 4, 6, 8, 10 … and 5, 10, 15, 20 …</li>
<li>recognising the patterns in sequences formed by skip counting; for example, recognising that skip counting in fives starting from zero always results in either a 5 or zero as the final digit</li>
<li>counting by twos, fives or tens to determine how much money is in a collection of coins or notes of the same denomination, for example, 5-cent, 10-cent and $2 coins or $5 and $10 notes</li>
<li>using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences</li>
</ul>
Recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines
<ul>
<li>recognising missing numbers on different number lines, for example, a number line with 1800 on one end and 2200 on the other, with every decade numbered</li>
<li>recognising and locating the position of pieces within hundreds chart puzzles using knowledge of the order of natural numbers</li>
<li>reading and writing numerals, and saying and ordering two-, three- and four-digit numbers using patterns in the number system, including numbers with zeros in different places and numbers that look and sound similar (such as 808, 880, 818 and 881)</li>
<li>collecting large quantities of materials for recycling (for example, ring pulls, bottle tops and bread tags) and grouping them into ones, tens and hundreds, and using the materials to show different representations of two- and three-digit numbers</li>
</ul>
Partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation
<ul>
<li>comparing the digits of a number with materials grouped into hundreds, tens and ones, and explaining the meaning of each of the digits in the materials</li>
<li>renaming numbers in different ways using knowledge of place value; for example, renaming 245 as 24 tens and 5 ones or 2 hundreds and 45 ones</li>
</ul>
Add and subtract one- and two-digit numbers, represent problems using number sentences and solve using part-part-whole reasoning and a variety of calculation strategies
<ul>
<li>using the associative property of addition to assist with mental calculation by partitioning, rearranging and regrouping numbers using number knowledge, near doubles and bridging-to-10 strategies; for example, calculating 7 + 8 using 7 + (7 + 1) = (7 + 7) + 1, the associative property and near doubles; or calculating 7 + 8 using the associative property and bridging to 10: 7 + (3 + 5) = (7 + 3) + 5</li>
<li>using strategies such as doubles, near doubles, part-part-whole knowledge to 10, bridging tens and partitioning to mentally solve problems involving two-digit numbers; for example, calculating 56 + 37 by thinking 5 tens and 3 tens is 8 tens, 6 + 7 = 6 + 4 + 3 is one 10 and 3, and so the result is 9 tens and 3, or 93</li>
<li>representing addition and subtraction problems using a bar model and writing a number sentence, explaining how each number in the sentence is connected to the situation</li>
<li>using mental strategies and informal written jottings to help keep track of the numbers when solving addition and subtraction problems involving two-digit numbers and recognising that zero added to a number leaves the number unchanged; for example, in calculating 34 + 20 = 54, 3 tens add 2 tens is 5 tens, which is 50, and 4 ones add zero ones is 4 ones, which is 4, so the result is 50 + 4 = 54</li>
<li>using a physical or mental number line or hundreds chart to solve addition or subtraction problems by moving along or up and down in tens and ones; for example, solving the problem ‘I was given a $100 gift card for my birthday and spent $38 on a pair of shoes and $15 on a T-shirt. How much money do I have left on the card?’</li>
<li>using Aboriginal and Torres Strait Islander Peoples’ stories and dances to understand the balance and connection between addition and subtraction, representing relationships as number sentences</li>
</ul>
Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays and partitioning to support a variety of calculation strategies
<ul>
<li>making and naming arrays and using bar models to solve simple multiplication or sharing problems; for example, making different arrays to represent 12 and naming them as ‘3 fours’, ‘2 sixes’, ‘4 threes’ and ‘6 twos’, using physical or virtual materials to make arrays or using bar models to demonstrate that ‘3 fours’ is equal to ‘4 threes’</li>
<li>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’</li>
<li>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</li>
<li>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, and explaining whether the answer ‘9’ refers to people or dollars</li>
<li>using materials or diagrams, and skip counting, to solve repeated equal-quantity multiplication problems; for example, writing a repeated addition number sentence and using skip counting to solve the problem ‘Four trays of biscuits with 6 on each tray – how many biscuits are there?’</li>
</ul>
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the context
<ul>
<li>modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition, subtraction, multiplication or division to solve the problem and justifying the choice of operation, such as ‘I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part’</li>
<li>modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division, for example, ‘If each member of our class contributes $5, how much money will we have in total?’</li>
<li>modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, or how to share out some food or distribute money in whole dollar amounts, including deciding what to do if there is a remainder</li>
<li>modelling and solving the problem ‘How many days are there left in this year?’ by using a calendar</li>
<li>modelling problems involving equal grouping and sharing in Aboriginal and/or Torres Strait Islander children’s instructive games; for example, in Yangamini from the Tiwi Peoples of Bathurst Island, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context</li>
</ul>
Recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences
<ul>
<li>partitioning numbers using materials, part-part-whole diagrams or bar models, and recording addition and subtraction facts for each representation, explaining how each fact is connected to the materials, diagrams or models (for example, 16 + 8 = 24, 24 − 8 = 16, 8 = 24 − 16)</li>
<li>using the inverse relationship between addition and subtraction to find unknown values with a calculator or by counting on; for example, representing the problem ‘Peter had some money and then spent $375. Now he has $158 left. How much did Peter have to start with?’ as □ − $375 = $158 and solving the problem using $375 + $158 = $533; or solving 27 + □ = 63 using subtraction, □ = 63 – 27, or by counting on 27, 37, 47, 57, 60, 63, so add 3 tens and 6 ones, so □ = 36</li>
<li>exploring Aboriginal and/or Torres Strait Islander Peoples’ stories and dances that show the connection between addition and subtraction, representing this as a number sentence and discussing how this conveys important information about balance in processes on Country/Place</li>
</ul>
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences
Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens
Partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation
Add and subtract one- and two-digit numbers, representing problems using number sentences, and solve using part-part-whole reasoning and a variety of calculation strategies
Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation
Recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences
teaching resource
Number and Place Value Worksheets - Year 2
Updated: 28 Sep 2023
14 number worksheets linked to the Australian Curriculum.
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
<ul>
<li>counting a large collection of items using groups of fives or tens and skip counting to work out how many there are, and recording the amount and connecting the digits in the number to the grouped materials when using groups of 10</li>
<li>counting collections of objects, such as pencils or images of birds in a tree, by grouping them in tens to enable efficient counting, and connecting the digits in the number to the groups of tens and ones</li>
<li>counting a large collection of Australian $1 coins by stacking them in piles of 10, skip counting in tens and including any leftover coins to determine the total value</li>
</ul>
Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects including Australian coins, formed by skip counting, initially by twos, fives and tens
<ul>
<li>using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens</li>
<li>using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns 2, 4, 6, 8, 10 … and 5, 10, 15, 20 …</li>
<li>recognising the patterns in sequences formed by skip counting; for example, recognising that skip counting in fives starting from zero always results in either a 5 or zero as the final digit</li>
<li>counting by twos, fives or tens to determine how much money is in a collection of coins or notes of the same denomination, for example, 5-cent, 10-cent and $2 coins or $5 and $10 notes</li>
<li>using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences</li>
</ul>
Recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines
<ul>
<li>recognising missing numbers on different number lines, for example, a number line with 1800 on one end and 2200 on the other, with every decade numbered</li>
<li>recognising and locating the position of pieces within hundreds chart puzzles using knowledge of the order of natural numbers</li>
<li>reading and writing numerals, and saying and ordering two-, three- and four-digit numbers using patterns in the number system, including numbers with zeros in different places and numbers that look and sound similar (such as 808, 880, 818 and 881)</li>
<li>collecting large quantities of materials for recycling (for example, ring pulls, bottle tops and bread tags) and grouping them into ones, tens and hundreds, and using the materials to show different representations of two- and three-digit numbers</li>
</ul>
Partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation
<ul>
<li>comparing the digits of a number with materials grouped into hundreds, tens and ones, and explaining the meaning of each of the digits in the materials</li>
<li>renaming numbers in different ways using knowledge of place value; for example, renaming 245 as 24 tens and 5 ones or 2 hundreds and 45 ones</li>
</ul>
Add and subtract one- and two-digit numbers, represent problems using number sentences and solve using part-part-whole reasoning and a variety of calculation strategies
<ul>
<li>using the associative property of addition to assist with mental calculation by partitioning, rearranging and regrouping numbers using number knowledge, near doubles and bridging-to-10 strategies; for example, calculating 7 + 8 using 7 + (7 + 1) = (7 + 7) + 1, the associative property and near doubles; or calculating 7 + 8 using the associative property and bridging to 10: 7 + (3 + 5) = (7 + 3) + 5</li>
<li>using strategies such as doubles, near doubles, part-part-whole knowledge to 10, bridging tens and partitioning to mentally solve problems involving two-digit numbers; for example, calculating 56 + 37 by thinking 5 tens and 3 tens is 8 tens, 6 + 7 = 6 + 4 + 3 is one 10 and 3, and so the result is 9 tens and 3, or 93</li>
<li>representing addition and subtraction problems using a bar model and writing a number sentence, explaining how each number in the sentence is connected to the situation</li>
<li>using mental strategies and informal written jottings to help keep track of the numbers when solving addition and subtraction problems involving two-digit numbers and recognising that zero added to a number leaves the number unchanged; for example, in calculating 34 + 20 = 54, 3 tens add 2 tens is 5 tens, which is 50, and 4 ones add zero ones is 4 ones, which is 4, so the result is 50 + 4 = 54</li>
<li>using a physical or mental number line or hundreds chart to solve addition or subtraction problems by moving along or up and down in tens and ones; for example, solving the problem ‘I was given a $100 gift card for my birthday and spent $38 on a pair of shoes and $15 on a T-shirt. How much money do I have left on the card?’</li>
<li>using Aboriginal and Torres Strait Islander Peoples’ stories and dances to understand the balance and connection between addition and subtraction, representing relationships as number sentences</li>
</ul>
Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays and partitioning to support a variety of calculation strategies
<ul>
<li>making and naming arrays and using bar models to solve simple multiplication or sharing problems; for example, making different arrays to represent 12 and naming them as ‘3 fours’, ‘2 sixes’, ‘4 threes’ and ‘6 twos’, using physical or virtual materials to make arrays or using bar models to demonstrate that ‘3 fours’ is equal to ‘4 threes’</li>
<li>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’</li>
<li>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</li>
<li>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, and explaining whether the answer ‘9’ refers to people or dollars</li>
<li>using materials or diagrams, and skip counting, to solve repeated equal-quantity multiplication problems; for example, writing a repeated addition number sentence and using skip counting to solve the problem ‘Four trays of biscuits with 6 on each tray – how many biscuits are there?’</li>
</ul>
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the context
<ul>
<li>modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition, subtraction, multiplication or division to solve the problem and justifying the choice of operation, such as ‘I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part’</li>
<li>modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division, for example, ‘If each member of our class contributes $5, how much money will we have in total?’</li>
<li>modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, or how to share out some food or distribute money in whole dollar amounts, including deciding what to do if there is a remainder</li>
<li>modelling and solving the problem ‘How many days are there left in this year?’ by using a calendar</li>
<li>modelling problems involving equal grouping and sharing in Aboriginal and/or Torres Strait Islander children’s instructive games; for example, in Yangamini from the Tiwi Peoples of Bathurst Island, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context</li>
</ul>
Recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences
<ul>
<li>partitioning numbers using materials, part-part-whole diagrams or bar models, and recording addition and subtraction facts for each representation, explaining how each fact is connected to the materials, diagrams or models (for example, 16 + 8 = 24, 24 − 8 = 16, 8 = 24 − 16)</li>
<li>using the inverse relationship between addition and subtraction to find unknown values with a calculator or by counting on; for example, representing the problem ‘Peter had some money and then spent $375. Now he has $158 left. How much did Peter have to start with?’ as □ − $375 = $158 and solving the problem using $375 + $158 = $533; or solving 27 + □ = 63 using subtraction, □ = 63 – 27, or by counting on 27, 37, 47, 57, 60, 63, so add 3 tens and 6 ones, so □ = 36</li>
<li>exploring Aboriginal and/or Torres Strait Islander Peoples’ stories and dances that show the connection between addition and subtraction, representing this as a number sentence and discussing how this conveys important information about balance in processes on Country/Place</li>
</ul>
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences
Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens
Partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation
Add and subtract one- and two-digit numbers, representing problems using number sentences, and solve using part-part-whole reasoning and a variety of calculation strategies
Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation
Recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences
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I'm trying to print the no year level displayed but it doesn't work. Please fix this. Thank you.
Trish (Teach Starter)
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Nicole Edwards
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Thanks
Royce (Teach Starter)
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Resource updates
Victoria (Teach Starter)
·
Fix: Number and Place Value Worksheets - Year 2
Error fixed on the following worksheet: Number Sequences to 100 (b), Question 2b.
Jill (Teach Starter)
·
Fix: Number and Place Value Worksheets - Year 2
Changed '9' to '12' on groups of fish question - page 26.
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I'm trying to print the no year level displayed but it doesn't work. Please fix this. Thank you.
Hi Leander, thanks for reaching out! To download and print the no year level option, please click the dropdown arrow next to the download button and select the second download option. Once the file is downloaded, open in Adobe Reader and try printing. If you still experience issues, try turning on the 'print as image' function.
Thanks
Hey Nicole, we have a No Year Level version available. To find this, click the little triangle arrow next to the download button of this resource, then select 'No Year Level Displayed' to download it.