Year 2 practice, mapped to the Australian Curriculum.

Adding and subtracting two-digit numbers

Year 2 · 6 questions

Fact families, near doubles and two-digit sums.

For parents: By the end of Year 2, your child should be able to add and take away one- and two-digit numbers, and use known facts to 20 to work out related facts.

• AC9M2N02partition, 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
• AC9M2N04add 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
• AC9M2A02recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts

Quarter hours, calendars and turns

Year 2 · 6 questions

Quarter past and quarter to, counting days on a calendar, and half turns.

For parents: By the end of Year 2, your child should be able to read an analog clock to the quarter hour, count days on a calendar, and describe quarter, half and full turns.

• AC9M2M02identify common uses and represent halves, quarters and eighths in relation to shapes, objects and events
• AC9M2M03identify the date and determine the number of days between events using calendars
• AC9M2M04recognise and read the time represented on an analog clock to the hour, half-hour and quarter-hour
• AC9M2M05identify, describe and demonstrate quarter, half, three-quarter and full measures of turn in everyday situations

Groups, arrays and halving

Year 2 · 6 questions

Use repeated adding and arrays, then halve again and again to make eighths.

For parents: By the end of Year 2, your child should be able to multiply using equal groups and arrays, use the twos facts, and halve again to make quarters and eighths.

• AC9M2N03recognise and describe one-half as one of 2 equal parts of a whole and connect halves, quarters and eighths through repeated halving
• AC9M2N05multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies
• AC9M2A03recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving

Surveys, tables and graphs

Year 2 · 6 questions

Read a survey table, sort answers into a list and compare graphs.

For parents: By the end of Year 2, your child should be able to collect survey answers, sort them into a list or table, and compare different graphs of the same data.

• AC9M2ST01acquire data for categorical variables through surveys, observation, experiment and using digital tools; sort data into relevant categories and display data using lists and tables
• AC9M2ST02create different graphical representations of data using software where appropriate; compare the different representations, identify and describe common and distinctive features in response to questions

Shapes and simple maps

Year 2 · 6 questions

Name shapes by their sides and find your way around a park map.

For parents: By the end of Year 2, your child should be able to sort and name shapes by their sides and corners, and find and follow a route on a simple map.

• AC9M2SP01recognise, compare and classify shapes, referencing the number of sides and using spatial terms such as “opposite”, “parallel”, “curved” and “straight”
• AC9M2SP02locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways

Multiplication

For Years 2–5 · 6 questions

Equal groups, arrays and times tables, with lamingtons and footy tickets.

For parents: Across Years 2 to 5, your child learns to multiply using equal groups and arrays, and recall times tables with their related division facts.

• AC9M2N05multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies
• AC9M3N04multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies
• AC9M4A02recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator

Adding and taking away

For Years F–2 · 6 questions

Count ducks, apples and kangaroos. Add some, take some away.

For parents: Across Foundation to Year 2, your child learns to add and take away small numbers, first with objects and then with number sentences.

• AC9MFN05represent practical situations involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies
• AC9M1N04add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies
• AC9M2N04add 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

Place value

For Years 2–4 · 6 questions

Ones, tens, hundreds and thousands: what each digit is really worth.

For parents: Across Years 2 to 4, your child learns to say what each digit in a number is worth, and split and regroup numbers in different ways.

• AC9M2N02partition, 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
• AC9M3N01recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000

Time

For Years 1–4 · 6 questions

O’clock, half past, am and pm, and working out how long things take.

For parents: Across Years 1 to 4, your child learns to read the time on analog and digital clocks, and work out how long things take, including am and pm.

• AC9M2M04recognise and read the time represented on an analog clock to the hour, half-hour and quarter-hour
• AC9M3M04describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute
• AC9M4M03solve problems involving the duration of time including situations involving “am” and “pm” and conversions between units of time

Money

For Years 1–4 · 6 questions

Australian coins and notes, adding up, and working out change.

For parents: Across Years 1 to 4, your child learns to recognise Australian coins and notes, add up amounts, and work out change.

• AC9M1N05use mathematical modelling to solve practical problems involving additive situations including simple money transactions; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem
• AC9M2N06use 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
• AC9M3M06recognise the relationships between dollars and cents and represent money values in different ways

Shapes

For Years F–2 · 6 questions

Circles, triangles, squares and balls: sides, corners and shape patterns.

For parents: Across Foundation to Year 2, your child learns to name and sort familiar shapes and objects by their sides, corners and other features.

• AC9MFSP01sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons
• AC9M1SP01make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them
• AC9M2SP01recognise, compare and classify shapes, referencing the number of sides and using spatial terms such as “opposite”, “parallel”, “curved” and “straight”

Compound words, prefixes and suffixes

Year 2 · 6 questions

Join little words into big ones and see how word parts change meaning.

For parents: By the end of Year 2, your child should be able to build compound words, and use prefixes and suffixes to make word families.

• AC9E2LY10use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words
• AC9E2LY12build morphemic word families using knowledge of prefixes and suffixes

Joining ideas, noun groups and titles

Year 2 · 6 questions

Join two ideas into one sentence, build bigger noun groups and give titles their capitals.

For parents: By the end of Year 2, your child should be able to join two ideas into one sentence, build longer noun groups, and use capitals in titles and commas in lists.

• AC9E2LA06understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction
• AC9E2LA07understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups
• AC9E2LA04understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred
• AC9E2LA10recognise that capital letters are used in titles and commas are used to separate items in lists

Characters, feelings and rhyme

Year 2 · 6 questions

Read a windy kite story and work out how the characters feel from what they do.

For parents: By the end of Year 2, your child should be able to work out how characters feel from what they say and do, and notice rhythm and rhyme in poems.

• AC9E2LE03discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways
• AC9E2LE04identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes or songs
• AC9E2LE02identify features of literary texts, such as characters and settings, and give reasons for personal preferences

Punctuation

For Years 2–5 · 6 questions

Capitals, full stops, commas and apostrophes help readers understand you.

For parents: Across Years 2 to 5, your child learns to use capitals, full stops, commas, apostrophes and speech marks so readers can follow their writing.

• AC9E2LA10recognise that capital letters are used in titles and commas are used to separate items in lists
• AC9E3LA11understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession
• AC9E4LA12understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation

Spelling patterns

For Years 1–4 · 6 questions

Sound patterns, tricky endings and rules that help you spell new words.

For parents: Across Years 1 to 4, your child learns to spell words using sound patterns, word parts and spelling rules, including tricky endings.

• AC9E1LY13spell one- and two-syllable words with common letter patterns
• AC9E2LY11use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words
• AC9E4LY10understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words

Earth in space, sounds and materials

Year 2 · 6 questions

Our planet, the sun’s path, buzzing rubber bands and squishy clay.

For parents: By the end of Year 2, your child should be able to describe Earth as a planet and the sun’s path across the sky, how sounds are made, and how materials can change shape.

• AC9S2U01recognise Earth is a planet in the solar system and identify patterns in the changing position of the sun, moon, planets and stars in the sky
• AC9S2U02explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate
• AC9S2U03recognise that materials can be changed physically without changing their material composition and explore the effect of different actions on materials including bending, twisting, stretching and breaking into smaller pieces

Living things

For Years F–2 · 6 questions

What living things need, where animals live and how they grow and change.

For parents: Across Foundation to Year 2, your child learns to describe what plants and animals need, where they live, and how they can be grouped.

• AC9SFU01observe external features of plants and animals and describe ways they can be grouped based on these features
• AC9S1U01identify the basic needs of plants and animals, including air, water, food or shelter, and describe how the places they live meet those needs

Maps and places

For Years 2–5 · 6 questions

Compass points, map keys, scale and the capital cities of Australia.

For parents: Across Years 2 to 5, your child learns to use compass points, map keys and scale, and find Australia’s states, territories and capital cities.

• AC9HS2S02collect, sort and record information and data from observations and from provided sources, including unscaled timelines and labelled maps or models
• AC9HS3S02locate, collect and record information and data from a range of sources, including annotated timelines and maps
• AC9HS3K03the representation of contemporary Australia as states and territories, and as the Countries/Places of First Nations Australians prior to colonisation, and the locations of Australia’s neighbouring regions and countries

Being a kind friend

For Years F–2 · 6 questions

Share, take turns, name your feelings and know when to ask a grown-up.

For parents: Across Foundation to Year 2, your child learns to take turns and share, name their feelings, and know when to ask a grown-up for help.

A general-capabilities set (no content-description codes).

Feelings and staying calm

For Years 2–6 · 6 questions

Notice your feelings, find ways to calm down and know who can help.

For parents: Across Years 2 to 6, your child learns to notice their feelings, use a few ways to calm down, and know who they can talk to.

A general-capabilities set (no content-description codes).