What I Can Do Level 2

C
PMS ???
PMS ???
PMS ???
PMS ???
Non-printing
Colours
Non-print 1
Non-print 2
JOB LOCATION:
PRINERGY 3
What I Can Do in
Mathematics
Level 2
DCSF-R6084-DoInMaths.indd 1
29/10/09 10:15:49
What I Can Do
My Own Mathematics
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
My Counting, Comparing and Ordering Numbers
My I can
statements
I can count forwards and
backwards in equal steps and
describe any patterns in the
sequence
I can explain how to put a set

of two-digit numbers in order
I can partition numbers to 100
I can round any two-digit

number to the nearest 10 and
explain how I did it
Examples of questions I can answer

Here are some numbers in
a sequence: ..., 7, 9, 11, 13...
Will the following numbers also be in the
sequence: 3, 16, 21, 58?
Explain how you know.
Write the missing numbers in this
sequence.
53 48 43 38
23 18
Explain how you identified them
My working and answers
53 48 43 38
If you write these numbers in order,

smallest first, which number comes third?
37, 13, 73, 33, 3
Write the same digit in each box to make
the number sentence true:
1>6
Now do the same for this
1<6
number sentence:
There are 10 pencils in
each box and four more
pencils. How many pencils
are there altogether?
Write a number into the box to make the
statement true:
10 + 15 =
+5
23 18
1>6
1<6
10 + 15 =
+5
Paul wants to round 26 to the nearest 10. He

is not sure whether the answer is 20 or 30.
What would you say to help him decide?
Place these numbers on the number
line: 53, 66, 58.
50
60
70
50
60
70
Explain how this helps you round each

number to the nearest 10.
I can find half or quarter of a
shape or a group of objects
Make lines on a circular paper plate to

form quarters. Place 12 counters onto the
plate so that there are the same number
of counters on each quarter. Explain how
you did this.
29/10/09 10:15:50
What I Can Do
My Own Mathematics
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
My Understanding of Addition and Subtraction and their Relationship
My I can
statements
I can use mathematical
words to explain how I solve
addition and subtraction
problems
Read this problem then explain how you

would work it out:
Demi has a 20p coin and a 10p coin. How
much more money does she need to buy
a comic that costs 50p? Write a number
sentence to show your answer.
Explain how to find the missing
number:
8 = 25
8 = 25
I can explain how I know

whether to use addition or
subtraction to solve a problem
Say whether you would use addition

or subtraction to solve each of these
problems and explain how you know:
Jude is five years older than Mark. Mark is
seven years old. How old is Jude?
There are some yellow and some orange
flowers in a vase. There are 14 flowers
altogether. Six are yellow. How many
are orange?
I can record how I solve

addition and subtraction
problems
Use equipment, drawings or jottings to

solve this problem:
Samir is running a 50-metre potato race.
He drops his potato after 18 metres. How
much further does he have to go?
I can solve subtraction

problems by taking away or
by counting on
Explain your method for each of these

problems:
Jason took 40p to the school fete. He has
spent 15p. How much money does he
have left?
Peter is 12 and Casey is nine. How much
older is Peter than Casey?
I can say the subtraction that

matches an addition sentence
and the other way round
Place the numbers 6, 15 and 9 into these

number sentences:
+
Find as many addition and subtraction

sentences as you can that use these
numbers: 26, 18, 8, 10, 16, 34
29/10/09 10:15:51
What I Can Do
My Own Mathematics
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
My Use of Mental Calculation Strategies to Solve Problems Involving Addition
and Subtraction
My I can
statements
I can add or subtract a onedigit number to or from a
two-digit number
Connor drew this number line.

What calculation did he work out?
35
40
42
Draw your own number line to show how

you would work out 37 + 8
I can add or subtract a
multiple of 10 to or from a
two-digit number
What number is 30 less than 64?

Explain your method.
What is the missing number in the
number sentence below? How do
you know?
57 +
= 97
I can subtract by counting back

or by finding the difference
Work out these two calculations: 32 5

and 32 29
Explain how you did each subtraction.
Did you choose the same method? If not,
why not?
I can choose how to solve

a problem and explain my
method
Megan and Jack are growing beans.

Megans plant is 25cm tall. Jacks is 38cm
tall. How much taller is Jacks plant than
Megans? Explain how you worked
this out.
Jess has saved 62p. She spends 5p.
How much money does she have left?
I can record my working for

an addition or subtraction
problem
Work out the difference between the

number of boys in your class and the
number of girls. Record how you solved
the problem so that someone else could
understand what you did.
57 +
= 97
29/10/09 10:15:51
What I Can Do
My Own Mathematics
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
My Skills in Recognising and Describing Shapes
My I can
statements
I can recognise and name

common 2-D and 3-D shapes
Identify the shapes that are pentagons.

Explain how you know.
I can describe shapes, using

mathematical words
Pick up and look carefully at these

three shapes.
Do they all have straight edges and flat
faces? What else is the same about them?
What is different?
Look at this picture. Dont let your partner
see it. Using the names of shapes, tell your
partner how to draw it.
I can sort shapes and explain

how I sorted them
Rick sorts these shapes into those with

five flat faces and those with four or less
flat faces. Decide which shapes will go in
each set.
Now choose your own way to sort this set

of shapes. Explain how you have done it.
I can draw shapes of different
sizes and decide if they are
the same or not.
What is the same and different about

these three shapes? What mathematical
language can you use to describe them?
I can visualise shapes
Imagine a cube. Four faces are yellow, the

rest are blue. How many faces are blue?
Imagine a pyramid with a square face.
What shapes are the other faces? How many
vertices does it have? How many edges?
29/10/09 10:15:53
What I Can Do
My Own Mathematics
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
My Understanding and Use of Standard Units and Equipment to Measure
My I can
statements
I can choose a suitable unit of

measure
Suggest sensible units you might use to

measure: the height of your table;
how much water is in a cup; the weight of
my reading book; how long it takes me to
wash my hands.
I can choose a sensible

measuring instrument
Choose a piece of equipment to help

you measure: the weight of your shoe;
how long the classroom is; how long this
lesson lasts; how much water a cup holds.
cm
90
80
70
1000
5
0
kg
ml
60
800
50
600
40
400
30
200
20
10
I can read a scale to take a

measurement
How long is this line? Now draw a line

2cm longer than this one.
How much water is in this measuring jug?
1000
ml
800
600
400
200
I can make a sensible estimate

for a measurement
Find an object in the classroom that you

think is about 10cm long.
About how heavy do you think your
pencil case is?
I can solve problems by

measuring
If I programme my floor turtle to go

forward three metres is there enough
room in the classroom? How could you
measure to find out?
I can use clocks and time lines

to tell the time and order
events
What time does this clock show?

11
12
10
3
7
Draw a clock showing the time half an

hour later.
Show your school day on this time line.
When do you leave home, have breaks,
go back home, etc?
9 10 11 12 1
29/10/09 10:15:54
What I Can Do
My Own Mathematics
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
My Skills in Organising and Interpreting Data to Answer Questions
My I can
statements
I can sort objects and explain
how I sorted them
Choose your own headings to sort a set of

0 to 9 cards. Explain how you sorted them.
Look at this Carroll diagram. Where
should 15 go?
1-digit numbers
2
even
Find out how many girls and how

many boys are in your class. Show this
information in a table and in a pictogram.
I can read information from

tables and graphs and use this
to answer questions
Class 2 made a graph.

How many children are five years old?
What is the total number of children in
the class?
78
11
93
Ages of children in our classes
10
8
number of children
I can create a pictogram

or block graph to show
information
10
12
5
1
Write the numbers from 1-30 into a table

to show which are multiples of 5. What do
you notice?
106
36
not even
I can organise information

into lists and tables
not 1-digit numbers
6
4
2
0
5 years
6 years
7 years
age
I can suggest what

information to collect and
how to do it in order to solve
a problem
The school cook wants to find a new meal

that children would like to eat.
How could you help her to choose a meal
to cook that would be popular?
29/10/09 10:15:55
an
sse
da
ss
a
Te
Re
ch
vie
What I Can Do in Mathematics
ct
i ce
A
Pr
y
pl
Learning
and
teaching
29/10/09 10:15:56
100%
You can download this publication at: www.dcsf.gov.uk/everychildmatters/earlyyears/

and download or order copies online at: www.teachernet.gov.uk/publications
Search using the ref: DCSF-00909-2009
Copies of this publication can also be obtained from:
DCSF Publications
PO Box 5050
Sherwood Park
Annesley
Nottingham NG15 0DJ
Tel: 0845 60 222 60
Fax: 0845 60 333 60
Textphone: 0845 60 555 60
Please quote the ref: 00909-2009BKT-EN
ISBN: 978-1-84775-534-6
Crown copyright 2009

The text in this document (excluding the Royal Arms and other departmental or agency logos) may be reproduced
free of charge in any format or medium providing it is reproduced accurately and not used in a misleading context.
The material must be acknowledged as Crown copyright and the title of the document specified. Where we have
identified any third party copyright material you will need to obtain permission from the copyright holders concerned.
For any other use of this material please contact the Office of Public Sector Information, Information Policy Team,
Kew, Richmond, Surrey TW9 4DU or e-mail: [email protected].
29/10/09 10:15:57

What I Can Do Level 2

Uploaded by

Copyright:

Available Formats

What I Can Do Level 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

What I Can Do Level 2

Uploaded by

Copyright:

Available Formats

C

I can explain how to put a set

I can partition numbers to 100

I can round any two-digit

Examples of questions I can answer

My working and answers

If you write these numbers in order,

Paul wants to round 26 to the nearest 10. He

Explain how this helps you round each

Make lines on a circular paper plate to

Examples of questions I can answer

My working and answers

Read this problem then explain how you

I can explain how I know

Say whether you would use addition

I can record how I solve

Use equipment, drawings or jottings to

I can solve subtraction

Explain your method for each of these

I can say the subtraction that

Place the numbers 6, 15 and 9 into these

Find as many addition and subtraction

Examples of questions I can answer

My working and answers

Connor drew this number line.

Draw your own number line to show how

What number is 30 less than 64?

I can subtract by counting back

Work out these two calculations: 32 5

I can choose how to solve

Megan and Jack are growing beans.

I can record my working for

Work out the difference between the

Examples of questions I can answer

I can recognise and name

Identify the shapes that are pentagons.

I can describe shapes, using

Pick up and look carefully at these

I can sort shapes and explain

Rick sorts these shapes into those with

My working and answers

Now choose your own way to sort this set

What is the same and different about

Imagine a cube. Four faces are yellow, the

Examples of questions I can answer

I can choose a suitable unit of

Suggest sensible units you might use to

I can choose a sensible

Choose a piece of equipment to help

My working and answers

I can read a scale to take a

How long is this line? Now draw a line

I can make a sensible estimate

Find an object in the classroom that you

I can solve problems by

If I programme my floor turtle to go

I can use clocks and time lines

What time does this clock show?

Draw a clock showing the time half an