GRADE 2 - Indonesia and Cambridge Combined (Syllabus) - English

Combined Syll
School name
Subjects
Lessons per year
Total lessons in syllabus
Class / Semester
Basic competencies (Indonesian) Cambridge Core Activities
3.1 Explain the meaning of a whole number and

determine its symbol based on the place value using a
concrete model and how to read it
1.1 Making a 100 square
4.1 Read and present whole numbers and their symbols

based on place values using a concrete model
3.2 Comparing two whole numbers
2.1 Counting in twos, fives and tens
4.2 Order numbers from the smallest number to the

largest number or vice versa
3.3 Explaining and doing addition and subtraction of

numbers involving whole numbers up to 999 in 3.1 Number pairs to 100
everyday life and linking addition and subtraction
4.3 Solving addition and subtraction problems

involving whole numbers up to 999 in everyday life 3.2 Adding and subtracting number pairs to 100
and linking addition and subtraction

3.2 Comparing two whole numbers 4.1 Using a number line
4.2 Order numbers from the smallest number to the 4.2 Rounding using a number line
3.2 Comparing two whole numbers 5.1 Number pairs to 20

numbers involving whole numbers up to 999 in 5.2 Number pairs between 10 and 20
numbers involving whole numbers up to 999 in 5.2 Number pairs between 10 and 20
6.1 Adding using number pairs

numbers involving whole numbers up to 999 in
6.2 Checking your solutions

involving whole numbers up to 999 in everyday life
6.3 Equal and equivalent

3.4 Explaining multiplication and division involving

whole numbers with a product of up to 100 in everyday
life and linking multiplication and division
7.1 Introducing Arrays
4.4 Solving multiplication and division problems

involving whole numbers with a product of up to 100
in everyday life and linking multiplication and division
3.8 Describe line segments using concrete models of

shapes
8.1 2D shapes
3.9 Describe shapes and shapes based on their

characteristics
3.10 Describe the pattern of lines of shapes and shapes
using pictures or concrete objects
8.2 3D shapes
4.8 Identifying line segments using concrete models of

shapes and shapes
4.9 Classifying flat shapes and space shapes based on

their characteristics
8.3 Symmetry
4.10 Predicting the pattern of geometric shapes and

shapes using images or concrete objects
Combined Syllabus (Indonesian/Cambridge) 2021-2022 - GRA
: SD Marie Joseph
: Math
; Approx 82
: 82
: 2 / 1 (Term 1)
1A.1 MAKING A 100 SQUARE

Cambridge Reference Prior Learning Vocabulary
2Nn1 Count, read and write numbers to at least 100

and back again
2Nn9 Say a number between any given neighbouring

pairs of multiples of 10 e.g. 40 and 50 decade number,
Some experience of
decade, multiple of
exploring numbers to 100
ten, midpoint
2Pt2 Explain methods and reasoning orally
2Pt3 Explore number problems and puzzles
1A.2 COUNTING IN TWOS, FIVES AND TENS


and back again
2Nn2 Count up to 100 objects, e.g. beads on a bead

bar
2Nn3 Count on in ones and tens from a single and

two-digit numbers and back again
2Nn4 Count on in twos, fives and tens, and use

grouping in twos, fives and tens to count larger Some experience of total, count, twos,
groups of objects exploring numbers to 100 fives, tens
2Nn7 Find 1 or 10 more/less than any two-digit

number
2Nn9 Say a number between any given neighbouring

pairs of multiples of 10 e.g. 40 and 50
2Nn14 Understand odd and even numbers and
recognise these up to at least 20
1A.3 NUMBER LINE TO 100

2Nc3 Find all pairs of multiples of 10 with a total of

100 and record the related addition and subtraction
facts
Explored number pairs for

2Nc1 Find and learn by heart all number pairs to 10 10
and pairs with a total of 20
2Nc14 Understand that addition can be done in any number pair, sum,
order, but subtraction cannot total, plus, minus,
less, take away,
difference between,
fact family, addition
facts, subtraction
2Nn11 Recognise and use ordinal numbers up to at facts
least the 10th number and beyond
Count in tens from zero to

2Pt2 Explain methods and reasoning orally 100
1A.4 USING A NUMBER LINE

2Nn8 Round two-digit numbers to the nearest
multiple of 10
number line,
Explored numbers to 100
rounding
2Nn10 Place a two-digit number on a number line

marked off in multiples of ten
1A.5 PLAYING WITH 20

2Nc1 Find and learn by heart all number pairs to 10

Count to 20, forwards and
back
2Nc2 Partition all numbers to 20 into pairs and
record the related addition and subtraction facts
2Nc14 Understand that addition can be done in any

order, but subtraction cannot
Count in multiples of ten, number pairs, fact

forward and back family

2Pt4 Make sense of simple word problems (single
and easy two-step), decide what operations (addition
Add and subtract numbers
or subtraction, simple multiplication or division) are
to ten and beyond
needed to solve them and, with help, represent
them, with objects or drawings or on a number line
1A.6 ADDING AND SUBTRACTING (1)

2Nc8 Add four or five small numbers together
2Nc11 Add and subtract a single digit to and from a

two-digit number
2Nc14 Understand that addition can be done in any

order, but subtraction cannot
Explored numbers to 100
2Nc7 Use the = sign to represent equality, e.g. 16+4 =

17+3
2Pt1 Choose appropriate mental strategies to carry

out calculations and explain how they worked out
the answer
2Pt4 Make sense of simple word problems (single Value

and easy two-step), decide what operations (addition
or subtraction, simple multiplication or division) are
needed to solve them and, with help, represent
them, with objects or drawings or on a number line
Explored number pairs for

2Pt6 Check the answer to an addition by adding the numbers to 20
numbers in a different order or by using a different
strategy, e.g. 35+19 by adding 20 to 35 and
subtracting 1, and by adding 35 and 10 and 5+9
2Pt7 Check a subtraction by adding the answer to

the smaller number in the original subtraction
1A.7 MULTIPLICATION ARRAYS

2Nc4 Learn and recognise multiples of 2, 5 and 10 Counting in 2s, 5s and 10s
and derive the related division facts
array, multiply,
2Nc16 Understand multiplication as repeated multiplication
addition and use the x sign
2Nc17 Understand multiplication as describing an

array
Explored patterns of 2, 5,
and 10 on a 100 square
2Pt5 Make up a story to go with a calculation,
including the context of money
1A.8 2D SHAPES, 3D SHAPES AND SYMMETRY

2Gs1 Sort, name, describe, visualise and draw 2D

shapes (e.g. squares, rectangles, circles, regular and Knowledge of different 2D
irregular pentagons and hexagons) referring to their shapes and some initial
properties; recognise common 2D shapes in different ideas of their properties
positions and oreintations
base, circular, cube,

cone, cuboid,
cylinder, hexagon,
irregular, line of
symmetry, octagon,
pentagon, polygon,
prism, pyramid,
base, circular, cube,
cone, cuboid,
cylinder, hexagon,
irregular, line of
symmetry, octagon,
pentagon, polygon,
2Gs2 Sort, name, describe and make 3D shapes (e.g. prism, pyramid,
cubes, cuboids, cones, cylinders, spheres and rectangular,
pyramids) referring to their properties, recognise 2D reflective symmetry,
drawings of 3D shapes regular, sphere,
triangular
Knowledge of different 3D
shapes and initial ideas of
their properties
2Gs3 Identify reflective symmetry in patterns and 2D

shapes; draw lines of symmetry
2Gs4 Find examples of 2D and 3D shapes and

symmetry in the environment
The beginnings of
understanding simple
relationships between
shapes
2Pt9 Identify simple relationships between numbers
and shapes, e.g. the number is double…; these
shapes all have … sides
021-2022 - GRADE 2
Learning Main Material Learning Activities Indicator
TEACHERS RESOURCE: Cambridge

After learners have explored
Primary Mathematics Teachers
how the numbers change, as
Resource, pages 1-4 Learners have a good
they move up and down the
understanding of the
blue shapes, challenge them by
layout of the 100 square
asking if this will always
and can talk about the
happen with any set of
patterns they see
numbers in this shape on the
LEARNERS: Cambridge Primary 100 square
Mathematics Learners Book, pages 4-
5
Learners recognised and

continued the patterns
made when counting in
Resource, pages 5-10
twos, fives and tens
Ask learners to count the
number of each object in twos,
fives or tens. Challenge the
learners to draw an
arrangement for a particular
number that would make it
easier to count the number in
twos, fives and tens
Learners are able to

LEARNERS: Cambridge Primary count amounts of up to
Mathematics Learners Book, pages 6- 100 objects accurately
7 by arranging them in
tens and ones
LEARNERS: Cambridge Primary count amounts of up to
Mathematics Learners Book, pages 6- 100 objects accurately
7 by arranging them in
tens and ones
Learners are given a list of

weights that are multiples of
ten, and asked which weights
could be in the pan of a set of
TEACHERS RESOURCE: Cambridge work out all the pairs of
scales reading 100g. Learners
Primary Mathematics Teachers multiples of ten with a
should recognise that they are
Resource, pages 11-18 total of 100 and record
being asked to list the
them as addition facts
multiples of ten number pairs
to 100and the ssociated
addition facts

work out all the
Callenge learners to make
LEARNERS: Cambridge Primary subtraction facts for
triangles for any number fact,
Mathematics Learners Book, pages 8 - pairs of multiples of 10
then read all four facts in the
9 with a total of 100,
triange
linking them with the
matching addition facts

Give learners a copy of a 0-100
number line, and mark the
numbers from the page onto Learners are able to
TEACHERS RESOURCE: Cambridge their number linein the correct place a two-digit
Primary Mathematics Teachers places. Challenge the more number on a number
Resource, pages 19-26 able learners to extend their line marked in multiples
number line beyond 100 of ten
before marking their own
numbers on the number line
Learners practice rounding

LEARNERS: Cambridge Primary numbers to the nearest 10,
round a two-digit
Mathematics Learners Book, pages 10 and ask learners to think about
number to the nearest
- 11 why numbers ending in 5 or
ten
more are rounded up
Learners explore 20 with

counters, cubes or other
counting objects on two ten
recall or work out the
TEACHERS RESOURCE: Cambridge frames. They could mad some
pairs of numbers with a
Primary Mathematics Teachers addition calculations and
total of 20 and write the
Resource, pages 19-26 record the number sentences,
related addition and
and do something similar for
subtraction facts
subtraction from 20, or even
invent a game
Encourage learners to Learners will be able to

complete the number pairs, recall or work out the
LEARNERS: Cambridge Primary before drawing a fact family pairs of numbers with a
Mathematics Learners Book, pages 10 triangle for two of the number total number between
- 11 pairs to 20, and then writing 10 and 20 and write the
out the four number facts for related addition and
each number pair subtraction facts
Encourage learners to Learners will be able to
complete the number pairs, recall or work out the
LEARNERS: Cambridge Primary before drawing a fact family pairs of numbers with a
Mathematics Learners Book, pages 10 triangle for two of the number total number between
- 11 pairs to 20, and then writing 10 and 20 and write the
out the four number facts for related addition and
each number pair subtraction facts
Learners are able to add

Challenge learners to find a four or five small
different way to add each set numbers together by
of numbers in order to check noticing or creating pais
TEACHERS RESOURCE: Cambridge their answers of numbers that make
Primary Mathematics Teachers ten
Learners investigate number Learners recognise and

pairs to 20 and number pairs to use a range of different
30, and try to spot similarities methods for adding and
and differences between the subtracting, and for
sets checking a calculation
LEARNERS: Cambridge Primary

Mathematics Learners Book, pages
14-16
Learners develop a
Encourage learners to study wider understanding of
different calculation pairs to equality through using
investigate which are the quals sign to show
equal/equivalent that calculations are
equivalent

Encourage learners to label the Learners will begin to
arrays in different ways, both relate repeated addition
as repeated addition and as and arrays to
multiplication multiplication

14-16

sort, name, describe,
visualise and draw 2D
shapes, referring to
their number of sides
and angles, and identify
Learners investigate how simple relationships
many new shapes can be between shapes
made with a 2D shape. The
activities require learners to
develop reasoning and
problem-solving skills, as
well as apply what they
know to find something they
don't know. Give each
learner some paper triangles Learners will be able to
for the activity recognise common 2D
TEACHERS RESOURCE: Cambridge shapes in different
Primary Mathematics Teachers positions and
Resource, pages 45-60 orientations and find
examples of 2D shapes
in the environment
Learners can sort,
name, describe and
make 3D shapes, and be
able to refer to their
properties. They can
Use knowledge and also recognise 2D
understanding of a basic 3D drawings of 3D shapes
shape (the cube) and extend it
to cover problem-solving
within that shape. Each learner
will need three cubes and a
selection of other 3D shapes
Learners will be able to
find examples of 3D
shapes in the
environment by using
eveyday opportunities
in and out of the
classroom

18-21
identify reflective
Learners will make a
symmetry in patterns
symmetrical flower, or, design
and 2D shapes and
their own symmetrical pattern
draw lines of symmetry
using common 2D shapes
in their own patterns or
pictures
Time Needed
1 x 35 minute lesson
Time Needed
Time Needed
2 x 35 minute lessons
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Combined S
School name
Subjects
Lessons per year
Class / Semester
3.6 Describe and determine length (including distance),

weight, and time in standard units, related to everyday 9.1 Making a box
life
9.2 Measuring distance
4.6 Take measurements of length (including distance),

weight and time in standard units, related to everyday
life
9.3 Making mobiles

weight, and time in standard units, related to everyday 10.1 Measuring time
life
10.2 Measuring distance

life
life
10.3 Measuring height
11.1 Measuring ingredients

weight, and time in standard units, related to everyday
life
11.2 Cooking time

11.2 Cooking time

life
11.3 Pricey biscuits
3.1 Explain the meaning of a whole number and

determine its symbol based on the place value using a
concrete model and how to read it
12.1 Tens and ones to 100
12.1 Tens and ones to 100
4.1 Read and present whole numbers and their symbols

based on place values using a concrete model
12.2 Comparing and ordering numbers

13.1 Estimating

14.2 Doubles

14.3 Number sorting

15.1 Single-digit and two-digit numbers

15.2 Two-digit numbers

16.1 Find small differences

Combined Syllabus (Indonesian/Cambridge) 2021-2022 - GRAD
: SD Marie Joseph
: Math
; Approx 82
: 82
: 2 / 1 (Term 2)
1C.9 MEASURING LENGTH


and back again
Knowledge of previous
associated vocabulary
about, balance,
centimetre, further,
furthest, mobile, tape
measure
2Nn9 Say a number between any given neigbouring
pairs of multiples of 10 e.g. 40 and 50
2Pt2 Explain methods and resoning orally

Knowledge and
understanding of comparison
2Pt3 Explore number problems and puzzles of length
1C.10 MEASURING TIME AND DISTANCE

2Mt1 Know the units of time (seconds, minutes,
hours, days, weeks, months and years)
Knowledge and
understanding of data
collection and representation.
2Mt2 Know the relationships between consecutive This means making a
units of time recording in the learners own
way, using a method that
makes sense to that
learner/group
2Mt4 Measure activities using seconds and minutes
clock/watch, close,
distance, far, faster,
fastest, height, high,
higher, metre(m),
metre stick, minute,
near, quick, quicker,
quickest, quickly, fast,
ruler, second,
shortest, slow,
slower, slowest,
slowly, tall, timer,
2Dh1 Answer a question by collecting and recording Some experience of longest
data in lists and tables, and representing it as block measuring length, height and
graphs and pictograms to show results time
Knowledge of basic
vocabulary linked to
measures and data handling
2Pt5 Make up a story to go with a calculation,

1C.11 MEASURING WEIGHT TIME AND COST

2Ml1 Estimate, measure and compare weights and

capacitities choosing and using suitable uniform non
standard and standard units and appropriate
measuring instruments
Basic knowledge of local
currency
2Ml2 Compare lengths, weights and capacities using
the standard units: centimeters, meters, 100g, and
litre
2Mt1 Know the units of time (seconds, minutes,

hours, days, weeks, months and years)
Understanding of capacity
and weight and the difference
2Mm1 Recognise all coins and some notes between them
2Mm2 Use money notation
2Mm3 Find totals; the coins and notes to pay a given

amount; work out change
Knowledge and
understanding of time
Analogu scales, digital

scales, weight,
estimate, capacity,
gram
Knowledge and
understanding of time
Analogu scales, digital
scales, weight,
estimate, capacity,
gram
2Pt4 Make sense of simple word problems (single and

easy two-step), decide what operations (addition or
Experience of solving
subtraction, simple multiplication or division) are
problems
needed to solce them and with help, represent them
with objects or drawings or on a number line
2Pt6 Check the answer to an addition by adding the

subtracting 1, and by adding 30+10 and 5+9
Understand the sequencing of

events (flow diagram
2Pt7 Check the answer to a subtraction by adding the

answer to the smaller number in the original
subtraction
2A.12 TENS AND ONES TO 100

2Nn3 Count on in ones and tens from single, and two-

Count to 100
digit numbers, and back again
digit, place value,

partition, greater
than, less than
2Nn6 Know what each digit represents in two-digit
numbers; partitioning into tens and ones digit, place value,
Experience of counting partition, greater
forward and back in tens than, less than
2Nn12 Order numbers to 100; compare two numbers
using the > and < signs

Experience of using place
value cards
2A.13 ESTIMATING
2Nn2 Count up to 100 objects
Count on to 100
2Nn4 Count in twos, fives, and tens, and use grouping
in twos, fives or tens to count larger groups of objects
estimate, how many,

2Nn13 Give a sensible estimate of up to 100 objects, count
e.g. choosing fromm 10, 20, 50 or 100
Beginning to count in twos,

2Pt2 Explain methods and resoning orally fives and tens
2A.14 NUMBER PATTERNS


Explored number pairs to 10
and 20
2Nc1 Find and learn doubles for all numbers up to 10

and also 15, 20, 25 and 50
odd one out, whole,

multiple
2Nn15 Sort numbers, e.g. odd/even, multiples of 2, 5
and 10
Explored doubles to double

five
2Nc6 Relate counting on/back in tens to finding 10 odd one out, whole,
more/less than any two-digit number and then to multiple
adding and subtracting other multiples of 10, e.g. 75-
30

out calculations and explain how they worked out the
answer Explored number patterns
such as odd and even

Counting in twos, fives and
tens from zero
2Pt5 Make up a story to go with a calculation
2A.15 ADDING AND SUBTRACTING (2)

2Nn7 Find 1 or 10 more/less than any two-digit

number
2Nc11 Add and subtract a single digit to and from a Adding and subtracting single-
two-digit number digit numbers
2Nc12 Add pairs of two-digit numbers
strategy, adjusting,
loop game
answer
Using place value cards to

partition two-digit numbers
Using place value cards to
2Pt2 Explain methods and resoning orally partition two-digit numbers

2A.16 FINDING THE DIFFERENCE

2Nc13 Find a small difference between pairs of two-

digit numbers
Counting to 100
2Nc15 Understand subtraction as both difference and

take away
difference, subtract,
take away
Experience of take away and

subtraction
2Pt7 Check the answer to a subtraction by adding the
answer to the smaller number in the original
subtraction
1-2022 - GRADE 2
Give learners opportunities to Learners can estimate,

develop the idea of length and measure, and compare
width by investigating ways of lengths using suitable
packing cubes; finding the best uniform non-standard
way to hold cubes using and standard units and
packing in random, as well as appropriate measuring
measured ways instruments

Give opportunities to develop

the ideas by investigating how
we move - both inside and
outside the classroom - first Learners are able to
using estimation, and then compare length using
more accurate measurements standard units (blocks,
cubes) and
centimetres, and can
explain methods and
reasoning orally
Make a new hanging mobile
toy. Make it balance the add
one more piece to it. See what
24
happens

Learners can use their
knowledge and
understanding of units
of time to measure
activities using seconds
Provide examples of recording and minutes
time using a sand timer,
analogue stopwatch and
digital stopwatch. Ask learners
to read the time in minutes
and seconds from the various
time measuring instruments

Primary Mathematics Teachers Learners can answer
Resource, pages 73-82 questions by collecting
and recording data,
explaining their
methods and resoning
orally
Learners can estimate,

measure, and compare
lengths using suitable
uniform non-standard
and standard units and
appropriate measuring
Examine different ways of instruments
winning, where the highest
score is not always the winner
(e.g. the longest time in a
100m race would not be the
winner)

compare length using
standard units,
centimetres, and can
explain methods and
reasoning orally

27
27 Learners estimate,
measure and compare
heights choosing and
Develop the Core Activity by using suitable uniform
examining different ways of non-standard and
beginning a jump to see its standard units and
effect on the height of the appropriate measuring
jump instruments, and
compare heights using
the standard units of
centimetres and metres

measure weight using
standard units and
Working in groups, encourage appropriate measuring
learners to talk about a simple instruments
recipe that they have used at
home or that a family member
has used. Discuss each of the
stages to make sure that they
understand the process. Ask
learners to draw a picture of
one of the ingredients for the
TEACHERS RESOURCE: Cambridge recipe. Once done, place
Primary Mathematics Teachers pictures face up on the table Learners are able to
Resource, pages 83-94 and put them in the order they understand, use and
are used in the recipe develop the idea of
sewuencing through a
flow diagram
Using doh that the students

Learners can use
have made, ask them to try
knowledge of time in a
different buscuit cutters.
practical context and
Which cutter makes the most
can interpret a flow
biscuits? Is there a way that
diagram
you could get more biscuits?
Using doh that the students
Learners can use
have made, ask them to try
knowledge of time in a
different buscuit cutters.
practical context and
Which cutter makes the most
can interpret a flow
biscuits? Is there a way that
diagram
you could get more biscuits?
Learners can
understand cooking
time in minutes and
hours
Learners should be able

LEARNERS: Cambridge Primary to recognise coins and
Mathematics Learners Book, pages 28- notes in a practical
30 context and, where
Requires learners to know
different bank notes and coins appropriate, be able to
of US currency. They are use money notation
challenged with calculating the
costs of items and required
change.
Learners can explore

number problems and
puzzles and make sense
of simple word
problems in the context
of money and decide
what operations are
needed to solve them
Learners use the place value Learners know what

cards to make numbers then each digit in a two-digit
TEACHERS RESOURCE: Cambridge put them in order. A 100 card number represents and
Primary Mathematics Teachers is included to extend the can use their
Resource, pages 95-102 numbers beyond 100 as an understanding of place
extension for more able value to put the
learners numbers in order
Learners use the place value Learners know what
cards to make numbers then each digit in a two-digit
TEACHERS RESOURCE: Cambridge put them in order. A 100 card number represents and
Primary Mathematics Teachers is included to extend the can use their
Resource, pages 95-102 numbers beyond 100 as an understanding of place
extension for more able value to put the
learners numbers in order
Learners make number Learners are able to

LEARNERS: Cambridge Primary sentences using the digits compare two-digit
Mathematics Learners Book, pages 31- given and the < > signs. numbers using the 'is
32 Learners may also benefit from greater than' (>) and 'is
the 0-100 number line less than' (<) signs

Learners estimate how many Learners can make a

large and small dots there are, reasonable estimate
then match the dots with then count in different
grains of rice to help them ways to find out how
count many
Mathematics Learners Book, pages 33
Learners find all the pairs of

numbers which make 20.
Number pairs must be next to
each other. They coud be
Learner know by heart
across, down or diagonal. Each
all number pairs with a
number can only be circled
total of 20
once. There are several
TEACHERS RESOURCE: Cambridge different ways to complete the
Primary Mathematics Teachers target sheet so challenge the
Resource, pages 107-118 learners to beat the best score
each other. They coud be
Learner know by heart
across, down or diagonal. Each
all number pairs with a
number can only be circled
total of 20
once. There are several
TEACHERS RESOURCE: Cambridge different ways to complete the
Primary Mathematics Teachers target sheet so challenge the
Resource, pages 107-118 learners to beat the best score
Learners mark some numbers

Learners can recall
on number lines and double
doubles of numbers to
them. Give each learner a copy
ten and begin to work
of the Double lines photocopy
out doubles of larger
master to write down their
numbers
answers

Mathematics Learners Book, pages 34- Learners begin to sort
36 numbers according to
Learners decide which number their properties,
could be 'the odd one out' and including into two
explain their reasoning criteria and negative
conditions (for
example, 'not odd')
Learners cut out the star then

fold all star arms into the
middle so that the numbers
cannot be seen. They then fold
Learners begin to
open one arm and subtract the
develop a strategy for
smaller number in the middle
TEACHERS RESOURCE: Cambridge adding/subtracting a
of the star, from the larger
Primary Mathematics Teachers single digit to/from a
number on the point of the
Resource, pages 119-126 two-digit number by
star. After three calculations,
adding or subtracting
they fold out two arms and
ten and adjusting
subtract the number in the
middle next to one arm from
the number on the point of
the other arm.
Learners make six cards to
LEARNERS: Cambridge Primary Learners can partition
create a loop game; they will
Mathematics Learners Book, pages 37- two-digit numbers to
need blank cards, scissors and
38 help add them together
pens


Learners find the difference count on to find a small
between two small numbers, difference and they
aiming for a total of up to begin to recognise
three differences of 10 'difference' and 'take
away' as subtraction

Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Combined S
School name
Subjects
Lessons per year
Class / Semester
17.1 Arrays (2)

17.2 Counting in twos, fives and tens

17.3 Division
17.3 Division
18.1 Block graphs
18.2 Comparing data

18.2 Comparing data
18.3 Venn diagrams
19.1 Length and capacity (nesting shapes)

life
19.1 Length and capacity (nesting shapes)

life
19.2 Length and time (distance travelled)

life
19.3 Following instructions (measuring in centimeters)
20.1 Volume
20.2 Making a litre
20.3 A litre and a half-litre
21.1 Weight

life
life
21.2 Length

life
21.3 Time
21.3 Time

numbers involving whole numbers up to 999 in 22.1 Doubling two-digit numbers

23.1 Counting in threes

23.2 Counting in fours
24.1 Next door numbers

24.2 Missing numbers

24.3 Add or subtract?

: SD Marie Joseph
: Math
; Approx 82
: 82
: 2 / 2 (Term 1)
2A.17 GROUPING AND SHARING

2Nc17 Understand multiplication as describing an

array
2Nc18 Understand division as grouping and use the /

sign
2Nc23 Understand that division can leave some left

over
tens
2Nc19 Use counting in twos, fives or tens to solve

practical problems involving repeated addition

answer divide, division,
grouping, remainder

needed to solve them and, with help, represent them
with objects or drawings or on a number line Explored representing
repeated addition in an array
Explored representing
repeated addition in an array
2Pt5 Make up a number story to go with a calculation
2B.18 HANDLING DATA

2Dh1 Answer a question by collecting and recording

data in lists and tables, and representing it as block
graphs and pictograms to show results
Some knowledge and

understanding of collecting
data
2Dh2 Use Carroll and Venn diagrams to sort numbers

or objects using one criterion; begin to sort numbers
and objects using two criteria; explain choices using
appropriate language, including 'not'
represent, set, sort

Some knowledge and

understanding of block
graphs
Some knowledge and
understanding of block
graphs

Early understanding of simple

problem solving
2Pt11 Consider whether an answer is reasonable
2C.19 LENGTH, HEIGHT AND CAPACITY

2Ml1 Estimate, measure and compare lengths,

weights and capacities, choosing and using suitable
uniform non-standard and standard units and
appropriate measuring instruments
Knoledge and understanding

of smple measures
Knoledge and understanding
of smple measures

the standard units: centimeters, meters, 100g,
kilogram, and litre
vertical, horizontal,
nesting shapes
Knowledge and
understanding of vocabulary
associated with measures
2Pt10 Make a sensible estimation for the answer to a

calculation
Understanding and use of

estimation
2C.20 CAPACITY, VOLUME AND 1 LITRE


Some experience and

knowledge of liquid
measures
Some experience and
knowledge of liquid
measures

kilogram, and litre
litre, volume
Understanding and reasoning
2C.21 INVESTIGATING WEIGHT, LENGTH AND TIME


appropriate measuring instruments Some knowledge and
understanding of measuring
length
kilogram, and litre
2Mt1 Know the units of time (seconds, minutes, hours,

days, weeks, months and years)
Some knowledge and

time
Some knowledge and
time
2Mt2 Know the relationships between consecutive
units of time
gram (g), Kilogram

(kg)
answer
Some knowledge and

weight
Some experiences of using

measuring equipment for
length, weight and time
Some experiences of using
measuring equipment for
length, weight and time
3A.22 MORE DOUBLES


and back again

Doubles to double 5 and
beyond
2Nn6 Know what each digit represents in two-digit
numbers; partition into tens and ones
2Nc20 Find doubles of multiples of 5 up to double 50

and corresponding halves
2Nc21 Double two-digit numbers
double, half
2Nc5 Find and learn doubles for all numbers up to 10
and also 15, 20, 25 and 50 Experience of using place
value cards

answer

Counting in fives, forwards
and back
2Pt8 Describe and continue patterns which count on in

twos, threes, fours or fives to 30 or more
3A.23 THREES AND FOURS

2Nn5 Begin to count on in small constant steps such as Counting in twos, fives and
threes and fours tens
2Pt3 Explore number problems and puzzles three's, fours

Counting to 100
2Pt9 Identify simple relationships between numbers

and shapes, e.g. this number is double…; these shapes
all have… sides
3A.24 SUMS AND DIFFERENCES


2Nc1 Find and learn by heart all number pairs to 10

2Nc6 Relate counting on/back in tens to finding 10

more/less than any two-digit number and then to
adding and subtracting other multiples of 10, e.g. 75-
30
Counting to at least 100
2Nc9 Recognise the use of a symbol such as ∆ or □ to

represent an unknown, e.g. □+∆=10
2Nc10 Solve number sentences such as 27+□=30

2Nc11 Add ad subtract a single digit to and from a
two-digit number
2Nc12 Add pairs of two-digit numbers
2Nc13 Find a small difference between pairs of two-

digit numbers
consecutive, next
2Pt9 Identify simple relationships between numbers Explored number patterns door numbers, word
and shapes, e.g. this number is double…; these shapes problem
all have… sides

2Pt5 Make up a number story to go with a calculation,

including the context of money Explored addition, and
subtraction as take away and
difference

2Pt7 Check a subtraction by adding the answer to the

smaller number in the original subtraction
1-2022 - GRADE 2
Learners understand
arrays as representing
multiplication
Learners draw arrays to match

the repeated addition and
multiplication number
TEACHERS RESOURCE: Cambridge sentences
Primary Mathematics Teachers Learners recognise that
Resource, pages 133-140 a particular number of
objects can sometimes
be arranged in different
arrays
Learners can calculate how

Learners can use
many soes there are by
counting in twos, fives
counting in twos, and can also
and tens to solve
calculate how many fingers
practical problems
there are by counting in fives
Learners begin to
understand division as
grouping and begin to
LEARNERS: Cambridge Primary recognise the division
Mathematics Learners Book, pages 40- sign
43 Learners write the matching
division number sentence for
the picture
43 Learners write the matching
division number sentence for
the picture
Learner recognise that

following some divisions
there will be a
remainder

answer a question by
collecting and recording
data in lists and tables,
and representing it as a
block graph to show
results
Reinforce the core activity

by using different data that
Learners have explored
can be interpreted and problems and are able
discussed. It will also give to explain their
learners the opportunity to methods, thinking and
ask their own questions resoning orally
Learners have had the

opportunity to consider
whether their answer is
reasonable, giving
reasons if they change
their mind
Learners can explain

their methods, thinking
and reasoning orally
Learners interpret two

graphs and then compare
them. Encourage learners to
discuss the way the
information is displayed and
what information is shown in
Learners interpret two
graphs and then compare
them. Encourage learners to
discuss the way the
information is displayed and Learners have explored
what information is shown in problems and ahave the
the graphs opportunity to consider
whether their answer is
reasonable and if they
want to change their
mind, giving reasons

Mathematics Learners Book, pages 44- Learners are able to use
46 Venn diagrams to
Use learners' ideas, such as
what fish are in the fish tank display sets of data with
compared to what fish are up to two criteria
likely to be in a local lake or
aquarium. Discuss ways of
representing the fish by
drawing or writing. If there is a
garden, you could use
butterflies or birds. Also,
favourite food is another area Lerners are able to
where learners can relate real explain choices using
life experiences to appropriate language,
representing data including 'not', and be
able to explain methods
and reason orally
Learners have
consolidated and
Learners measure and cut out developed their
a rectangle that is half the size understanding of length
of an A4 piece of paper. They and height by making
measure and cut out a the paper strips to
rectangle that is half the size create different
again. Learners repeat this 'capacities' when
until they have three or four looking at the
rectangles of different sizes. properties of nesting
Place the largest rectangle on
top of a fresh sheet of A4
paper, one on top of joined at
one corner. Add each smaller
TEACHERS RESOURCE: Cambridge rectangles in the same way
Primary Mathematics Teachers and you should be able to line
Resource, pages 155-164 up a ruler from the matched
corner though all diagonal
corners
rectangles of different sizes.
Place the largest rectangle on
top of a fresh sheet of A4
paper, one on top of joined at
one corner. Add each smaller
TEACHERS RESOURCE: Cambridge rectangles in the same way
Primary Mathematics Teachers and you should be able to line
Resource, pages 155-164 up a ruler from the matched
corner though all diagonal Learners have had the
corners opportunity to discuss
and refine their ideas
and then share them
with the rest of the
class
Learners can measure

and compare lengths,
using the standard
units: centimeters,
Challenge the class to make a metres
plane in order to fly it against
each other in the class. Ensure
measurements of the plane
are taken, and record each
time in minutes and seconds
Learners will have
experience of
measuring the passage
of time using seconds
Learners can work with

LEARNERS: Cambridge Primary the lengths and width of
Mathematics Learners Book, pages 47- Design puppets and a puppet a standard piece of A4
49 theatre. Thnking about length, paper in order to follow
weight, width and arean unstructions to make a
learners will make puppets puppet
and also a puppet theatre.
They will also put on a puppet
performance, which will have
a programme showinhg start
and finish times
Learners can measure
centimeters accurately
using a ruler
Learners will estimate and

Learners begin to
compare relative volumes
understand the concept
using objects and one litre of
of volume and litres
water

Resource, pages 165-176 Learners have
estimated and
compared the volume
Collect containers of different of objects and of water,
shapes that hold more than, working logically and
less than and the same as one systematically to record
litre. Discuss similarities ad their findings
differences of the containers
in each set (some have
corners, some don't) And ask
questions
Learners have shared
their findings and given
reasons for them

Mathematics Learners Book, pages 50- Learners have one litre to Learners develop
52 share equally amongst their knowledge and
group. Learners estimate how understanding of one
much would be in each glass. litre and half a litre and
Encourage learners to see how the link between them.
much the level has gone down They also practive their
after pouring out one glass estimating skills
Learners can estimate

and measure weight
accurately
Take the concept of weight
and use it in the context of
number and balance. It is
designed to support those
who are not yet confident, as
well as challenging the more
able by adding in more rules Learners can devise a
systematic way to
record their results

Learners measure and

compare lengths in
centimeters and
meters, choosing and
using suitable uniform
non-standard and
standard units and
appropriate measuring
instruments
Ask learners to work out the

time taken for a journey, and
then to calulate the distance Learners can use units
travelled of another journey, of time (seconds,
relating time to distance minutes) and develop
further understanding
of the relationships
between consecutive
units of time

55
Learners can chose

appropriate mental
strategies to carry out
calculations and explain
Prepare some data using time how they worked out
and distance that has no title. the answer
Ask the class to give possible
contexts for the data. Ask
learners/pairs/groups to
produce data using time and
distance that can be
interpreted by the rest of the
class
calculations and explain
Prepare some data using time how they worked out
and distance that has no title. the answer
Ask the class to give possible
contexts for the data. Ask
learners/pairs/groups to
produce data using time and
distance that can be
interpreted by the rest of the
class
Learners can double any

TEACHERS RESOURCE: Cambridge two-digit number by
Primary Mathematics Teachers partitioning the
Resource, pages 185-188 number, dounling the
tens column, doubling
the ones column, then
recombining to find
double the original
number
Learners match each number

to its double

Mathematics Learners Book, pages 56 Learners understand
the pattern produced
when doubling
multiples of 5

Learners are beginning
to count on in threes
and starting to
Encourage counting in threes recognise the sequence
using aliens that have one produced
TEACHERS RESOURCE: Cambridge head but three arms, legs,
Primary Mathematics Teachers fingers, toes and so on.
Resource, pages 189-196 Learners have to work out the
number of egs and toes
behind a wall
Learners can talk about

the patterns in the
numbers
Provide opportunities for

learners to count in fours
Learners are beginning
LEARNERS: Cambridge Primary using aliens called 'quadlings'.
to count on in fours and
Mathematics Learners Book, pages 57- Learners have to count in
starting to recognise the
58 threes and fours when the
sequence produced
quadlings' friends from Tribly
are introduced
learners write three correct Learners explore

sentences using the words patterns when adding
'odd' and 'even', and the two consecutive
symbols '+' and '=' numbers
Learners have
developed their
understanding of
'difference'
Learners write some number

sentences using the numbers
given. They should notice a
number pair to 20 for the first
three numbers 20, 13 and 7 Learners understand
that an empty box,
whatever the shape,
represents a missing
number

LEARNERS: Cambridge Primary subtract a single digit
Mathematics Learners Book, pages 59- from a two- or three-
61 digit number
Learners will decide when to

add or subtract to solve word
problems. They also write a
problem to match a number
sentence
Learners can make

sense of simple word
problems, deciding
correctly whether to
add or subtract
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Combined Sy
School name
Subjects
Lessons per year
Class / Semester
3.7 Explain the fractions 1/2, 1/3, and 1/4 using

concrete objects in everyday life
25.1 Parts of a whole
4.7 Presenting the fractions 1/2, 1/3, and 1/4 which

correspond to the part of the whole concrete object in
everyday life
25.2 Parts of an amount
26.1 Twos, fives and tens

26.1 Twos, fives and tens

26.2 Threes and fours

26.3 Using arrays
27.1 Ordering numbers to 100

27.1 Ordering numbers to 100


characteristics
28.1 Three-piece tangram
3.10 Describe the pattern of lines of shapes and shapes

using pictures or concrete objects

28.2 Seven piece tangram
4.10 Predicting the pattern of geometric shapes and

shapes using images or concrete objects

29.1 Position and movement
29.2 More position and movement
3.8 Describe line segments using concrete models of

shapes
30.1 Line of symmetry

characteristics
30.1 Line of symmetry

characteristics
4.8 Identifying line segments using concrete models of

shapes and shapes
30.2 Patchwork

3.5 Describe the value and equivalence of currency

denominations
31.1 Balls - Length and mass

life
31.2 Games - Money

31.2 Games - Money
4.5 Order currency values and demonstrate various

currency fraction equivalents
31.3 Rocking timers - time

life
3.5 Describe the value and equivalence of currency

denominations
32.1 Passing time

life
life
32.2 Spending money
4.5 Order currency values and demonstrate various

currency fraction equivalents
32.3 Saving money

life
: SD Marie Joseph
: Math
; Approx 82
: 82
: 2 / 2 (Term 2)
3A.25 FRACTIONS
2Nn16 Recognise that we write one-half 1/2, one

quarter 1/4 and three quarters 3/4
2Nn17 Recognise that 2/2 or 4/4 make a whole and

1/2 and 2/4 are equivalent
Explore half of a shape and half, quarter, three-
a number quarters, fraction
2Nn18 Recognise which shapes are divided in halves
or quarters and which are not
2Nn19 Find halves and quarters of shapes and small

numbers of objects
3A.26 MULTIPLYING AND DIVIDING

2Nn4 Count in twos, fives and tens, and use grouping

in twos, fives or tens to count larger groups of objects
2Nn5 Begin to count on in small constant steps such as

threes and fours
2Nc4 Learn and recognise multiples of 2, 5 and 10 and

derive the related devision facts

tens
2Nc18 Understand division as grouping and use the ÷ Counting in twos, fives and
sign tens
2Nc19 Use counting in twos, fives or tens to solve

practical problems involving repeated addition
2Nc22 Work out multiplication and division facts for

the 3 x and 4 x tables
2Nc23 Understand that division can leave some left

over divide, division,
grouping, remainder,
multiply, times,
2Pt9 Identify simple relationships between numbers multiplication, how
and shapes, e.g. this number is double…; these shapes many, equals
all have…..sides

subtraction, simple multiplication or division) are Counting in threes and fours
needed to solve them and, with help, represent them,
with objects or on a number line


3A.28 ORDERING NUMBERS

2Nn12 Ordering numbers to 100; compare two

Ordering two-digit numbers
numbers using the > and < signs
greater than, less

than, smallest,
2Pt2 Explain methods and reasoning orally largest, order
Explored greater than > and

less than <
greater than, less
than, smallest,
largest, order
Explored greater than > and

less than <
3B.28 TANGRAMS

shapes (e.g. squares, rectangles, circles, regular and
irregular pentagons and hexagons) referring to their
properties; recognise common 2D shapes in different
positions and orientations
Knowledge and
understanding of 2D shapes
and their properties

tangram, pentagon,
hexagon, octagon,
square, rectangle,
regular, irregular
Basic understanding of the

meaning of reflective
symmetry
3B.29 POSITION AND MOVEMENT

2Gp1 Follow and give instructions involving position,
direction and movement
Knowledge of the language

of position, direction and
movement
2Gp2 Recognise whole, half and quarter turns, both

clockwise and anti-clockwise
clockwise, anti-
clockwise, full turn,
half turn, quarter
turn, right angle
Understanding the whole,

2Gp3 Recognise that a right angle is a quarter turn
half and quarter turns
Beginning to understand
2Pt11 Consider whether an answer is reasonable that a quarter turn is a right
angle
3B.30 2D SHAPES

shapes (e.g. squares, rectangles, circles, regular and Knowledge and
irregular pentagons and hexagons) referring to their understanding of 2D shapes
properties; recognise common 2D shapes in different and their properties
positions and orientations
Basic understanding of the

meaning of reflective
symmetry
Regular shape,
irregular shape,
tessellate
Knowledge of the language Regular shape,
2Gp2 Recognise whole, half and quarter turns, both irregular shape,
of position, direction and
clockwise and anti-clockwise tessellate
movement
Understanding the whole,

2Gp3 Recognise that a right angle is a quarter turn
half and quarter turns

Beginning to understand
that a quarter turn is a right
2Pt9 Identify simple relationships between numbers angle
and shapes, e.g. this number is double…; these shapes
all have…..sides
3C.31 MORE ON LENGTH, MASS MONEY AND TIME

2Dh1 Answer a question by collecting and recording

data in lists and tables, and representing it as block
graphs and pictograms to show results
Knowledge and
vocabulary of weight and
height


kilogram, and litre
circumference,
length, mass, money,
time, total, change,
Knowledge and weight, height
vocabulary of time and the
circumference,
2Mt1 Know the units of time (seconds, minutes, hours, length, mass, money,
days, weeks, months and years) time, total, change,
Knowledge and weight, height
vocabulary of time and the
2Mt2 Know the relationships between consecutive consecutive units of time
units of time
2Mm1 Recognise all coins and notes
2Mm2 Use money notation
2Mm3 Find totals of the coins and notes to pay a given

amount; work out change Recognition of lower values
of local currency and how to
find simple totals and give
change
answer
3C.32 PASSING TIME AND SPENDING MONEY

2Mt1 Know the units of time (seconds, minutes, hours,

days, weeks, months and years)
2Mt2 Know the relationships between consecutive Knowledge and

units of time understanding of
vocabulary of time and
relating it to the actual
2Mt3 Read the time to the half-hour on digital and passage of time
analogue clocks
2Mt5 Know the order of the days of the week and

months of the year
Simple reading of analogue

2Pt4 Make sense of simple word problems (single and and difit times
needed to solve them and, with help, represent them, recently, long ago,
with objects or on a number line present, past, future

Knowledge of low value

(and beyond) local currency
subtracting 1, and by adding 35 and 10 and 5+9
2Pt7 Check a subtraction by adding the answer to the

smaller number in the original subtraction
Having problem-solving
2Pt10 Make a sensible estimation for the answer to a skills
calculation

1-2022 - GRADE 2
Learners begin to find

1/2, 1/4 and 3/4 of a
shape and a small
amount

Learners know that 2/2
make a whole, that 4/4
Learners find 1/2, 1/4 and 3/4 makes a whole, and
od 12 items that 1/2 and 2/4 are
the same
Learners begin to
recognise a half and a
quarter of a quantity
Learners count in twos to find

out how many ants are
marching. Additionally, give
Learners can count in
learners a question sheet to
twos, fives and tens to
explore. Challenge them to
solve a problem
write their own questions.
TEACHERS RESOURCE: Cambridge Pairs of learners could solve
Primary Mathematics Teachers each others questions
out how many ants are
marching. Additionally, give
Learners can count in
learners a question sheet to
twos, fives and tens to
explore. Challenge them to
solve a problem
write their own questions.
TEACHERS RESOURCE: Cambridge Pairs of learners could solve
Primary Mathematics Teachers each others questions
Learners work out how many Learners can count in

wheels there are in the car threes and fours to
park by counting in fours. solve a problem
Learners have begun to

LEARNERS: Cambridge Primary use an array to help
Mathematics Learners Book, pages 63- them see division in
65 groups of a particular
Learners circle groups of 10 size
and 4 cakes in order to
calculate how many cakes
there are in total. Give each
learner a copy of the Cake
tray photocopy master to
work alongside the learners
book Learners have explored
division number
sentences

Learners copy and rearrange Learners can order and

calculations to make three compare numbers
correct number sentences using signs for greater
using the symbols <, > and = than and less than
Learners copy and rearrange Learners can order and
calculations to make three compare numbers
correct number sentences using signs for greater
using the symbols <, > and = than and less than
Learners can sort,

TEACHERS RESOURCE: Cambridge name, describe and
Primary Mathematics Teachers draw 2D shapes
Resource, pages 231-238 referring to their
properties
Develop learners ability to

recognise shapes using a
three piece tangram and
explore the properties of 2D
shapes by joining them
together
opportunity to
recognise common 2D
shapes in different
positions and
orientations

68
Learners have built on

Give learners the opportunity
previous knowledge
to make their own pictures or
and understanding of
patterns. Ths can be done
2D shapes by naming,
individually but can also be
describing and drawing
used to encourage group
2D shapes referring to
work
their properties

Use learners' knowledge of
traditional or folk dance Learners have
movements which they could experienced, through
TEACHERS RESOURCE: Cambridge explain or demonstrate to the physical activity, how
Primary Mathematics Teachers rest of the class. Write or to follow and give
Resource, pages 239-244 draw instructions for a dance. instructions involving
Make a dance for all the class, direction, position and
using sets or groups of movement
learners
Learners can give and

interpret instructions
through movement and
Use movement and right recording, and will have
angles to complete and started to investigate
record a dance. The questions repeating patterns
at the bottom of page 70 in
the learners book can be used
70
for the more able learners.
Use in small groups to
encourage discussion
Learners understand
what a right angle is
Learners have
enhanced their
knowledge and
Learners practice drawing
understanding of line
TEACHERS RESOURCE: Cambridge images that can be reflected
symmetry and are able
Primary Mathematics Teachers to make a picture. This
to make their own
Resource, pages 245-254 reinforces the idea of lines of
designs, as well as
symmetry
identifying reflective
and 2D shapes
Primary Mathematics Teachers to make a picture. This
to make their own
Resource, pages 245-254 reinforces the idea of lines of
designs, as well as
symmetry
identifying reflective
and 2D shapes
Learners have used

their knowledge and
Use page 72 of the learners
LEARNERS: Cambridge Primary understanding of some
book to generate discussion
Mathematics Learners Book, pages 71- shapes with right
on squares and triangles
72 angles to design and
which haace a right angle
make a tessellating
patchwork design
Learners have used and

built on their
knowledge and
understanding of
weight and height to
make reasonable
Start with a graph in order to estimates and have
find the balls, rather than practised recording
starting with balls to build the data
graph. Design questions to
challenge learners' thinking
and to promote discussion

Resource, pages 255-264 Learners discuss
reasoning and findings
with the rest of the
class
Learners will have

revised and reinforced
their understanding of
money by designing a
Page 74 of the learners book shopping game
is designed to be a game that
a learner can play on their
own to practise and reinforce
the addition of money.
However, the questions at
the end can allow changes to
Learners will have
revised and reinforced
their understanding of
money by designing a
Page 74 of the learners book shopping game
is designed to be a game that
a learner can play on their
own to practise and reinforce
the addition of money.
However, the questions at
the end can allow changes to
the game which may include Learners have
playing the game with a identified and selected
friend, or changing the rules the maths they needed
for the task whilst
monitoring and
evaluating their own
work

75
Page 75 of the learners book Learners have a better

examines how to make and understanding of the
use simple timing devices. It passage of small
will allow learners to develop amounts of time and
an understanding of the are able to explain the
passing of small amounts of difference between the
time times using reasoning
Learners research their own

family and record it as a Learners have revised
family tree, adding pictures or and consolidated their
photos if possible. Add dates knowledge and
and times to the family tree understanding of time
and work out how old people and used it in a
would be if they were still practical way to
alive today. Who would be develop a time travel
the oldest person in the brochure
family tree

Learners have made up
stories to do with
money
Give learners the opportunity

to make up their own money
stories using their own local
currency. They can work as Learners have created
individuals or as pairs and used calculations in
order to solve simple
word probles

LEARNERS: Cambridge Primary opportunity to use
Mathematics Learners Book, pages 73- Page 78 of the learners book their knowledge and
75 understanding of
uses a game to introduce
money in a practical
working with money. It allows
context which involved
players to invent their own
discussing some
game and use their own
purposes of money,
currency
and playing a game to
reinforce the idea of
sharing
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed

GRADE 2 - Indonesia and Cambridge Combined (Syllabus) - English

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GRADE 2 - Indonesia and Cambridge Combined (Syllabus) - English

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Combined Syll

Basic competencies (Indonesian) Cambridge Core Activities

3.1 Explain the meaning of a whole number and

4.1 Read and present whole numbers and their symbols

Basic competencies (Indonesian) Cambridge Core Activities

3.2 Comparing two whole numbers

2.1 Counting in twos, fives and tens

4.2 Order numbers from the smallest number to the

Basic competencies (Indonesian) Cambridge Core Activities

3.3 Explaining and doing addition and subtraction of

4.3 Solving addition and subtraction problems

Basic competencies (Indonesian) Cambridge Core Activities

Basic competencies (Indonesian) Cambridge Core Activities

3.2 Comparing two whole numbers 5.1 Number pairs to 20

3.3 Explaining and doing addition and subtraction of

Basic competencies (Indonesian) Cambridge Core Activities

6.1 Adding using number pairs

6.2 Checking your solutions

4.3 Solving addition and subtraction problems

6.3 Equal and equivalent

3.4 Explaining multiplication and division involving

7.1 Introducing Arrays

4.4 Solving multiplication and division problems

Basic competencies (Indonesian) Cambridge Core Activities

3.8 Describe line segments using concrete models of

3.9 Describe shapes and shapes based on their

4.8 Identifying line segments using concrete models of

4.9 Classifying flat shapes and space shapes based on

4.10 Predicting the pattern of geometric shapes and

1A.1 MAKING A 100 SQUARE

2Nn1 Count, read and write numbers to at least 100

2Nn9 Say a number between any given neighbouring

2Pt3 Explore number problems and puzzles

1A.2 COUNTING IN TWOS, FIVES AND TENS

2Nn1 Count, read and write numbers to at least 100

2Nn2 Count up to 100 objects, e.g. beads on a bead

2Nn3 Count on in ones and tens from a single and

2Nn4 Count on in twos, fives and tens, and use

2Nn7 Find 1 or 10 more/less than any two-digit

2Nn9 Say a number between any given neighbouring

1A.3 NUMBER LINE TO 100

2Nc3 Find all pairs of multiples of 10 with a total of

Explored number pairs for

Count in tens from zero to

2Pt3 Explore number problems and puzzles

1A.4 USING A NUMBER LINE

2Nn10 Place a two-digit number on a number line

1A.5 PLAYING WITH 20

2Nc1 Find and learn by heart all number pairs to 10

2Nc14 Understand that addition can be done in any

Count in multiples of ten, number pairs, fact

2Pt3 Explore number problems and puzzles

1A.6 ADDING AND SUBTRACTING (1)

2Nc8 Add four or five small numbers together

2Nc11 Add and subtract a single digit to and from a

2Nc14 Understand that addition can be done in any

2Nc7 Use the = sign to represent equality, e.g. 16+4 =

2Pt1 Choose appropriate mental strategies to carry

2Pt4 Make sense of simple word problems (single Value

Explored number pairs for

2Pt7 Check a subtraction by adding the answer to

2Nn14 Understand odd and even numbers and