Year 2 - Maths
Represent a number from 20 to 99
Counting and representing the numbers 20 to 99
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Study Guides
This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit pupils will explore the counting sequence for counting to 100 and beyond representing numbers from 20-99 in different ways including marking the position on a number line They will learn to represent 20-99 in the context of length.
Lesson Summary
You will learn to represent the numbers from 20 to 99 in different ways.
Key Notes
- The order in which tens and ones are arranged does not affect the value of the number.
- We can use the patterns in numbers to help us represent new numbers.
Vocabulary To Learn
- Two-digit number: A digit is a single symbol used to make a numeral. A two-digit number uses two symbols to make one numeral.
- Tens digit: The symbol used to represent the number of tens in a numeral.
- Ones digit: The symbol used to represent the number of ones in a numeral.
Common Mistakes To Avoid
- When representing two-digit numbers practically, children may start each number anew, instead of using what they know about number patterns to adapt existing representations.
3 Quick Questions (With Answers)
1. Solve this in steps: explain the method from this lesson and why each step matters.
The order in which tens and ones are arranged does not affect the value of the number. We can use the patterns in numbers to help us represent new numbers.
2. Use this key word in a maths sentence and explain it clearly. 'Two-digit number'
A digit is a single symbol used to make a numeral. A two-digit number uses two symbols to make one numeral. Use this word when showing your method, then check your final answer is reasonable.
3. Spot and fix this common maths mistake.
Mistake: When representing two-digit numbers practically, children may start each number anew, instead of using what they know about number patterns to adapt existing representations. Correction: Use the questions 'What's the same?' and 'What's different?' to draw attention to the patterns in number sequences and how these can be used. Link the abstract to the pictorial and concrete by drawing attention to what each digit represents.
More Lessons In This Unit
Browse all guides in the Year 2 Maths guide library.