Back to Teaching Hub

End of Year 2 Number Screening: Part Two

End of Year 2 Number Screening: Part 2

This is the second of 3 short blog posts encouraging Year 2 teachers (Primary 3 in Scotland, 1st Grade in many other countries) to ‘park up’ other end of year maths assessments and cut to the chase! Here, we consider the top screening check for children leaving Year 2 with regards to subtraction; ‘Can my students subtract a 1-digit number from any 2-digit number with ‘total fluency’?’

This requires the child to look at such an equation and immediately see the 2-digit number partitioned into a number from 11 to 19 as the target part, and to use that to subtract the ones digit amount. This looks like this:

This ability is of course what ‘column method’ subtraction is going to ask of students later on, but initially this is the two-stage cognitive process that must be secured in isolation. The two stages require that students can:

i) already look at any 2-digit number and partition it in this way;

ii) recall any 1 digit + 1 digit fact as an inverse fact. It is this ability to immediately recall this as a fact (i.e. ‘any ‘teen number’ subtract any 1-digit number’) that is vital here. Students who are taken to column methods too soon, quickly adjust, or count, to find these subtraction totals, therefore appearing to be ‘Year 2 successful’. However, they are actually extending the amount of process parts, already placing a ceiling on high-end numeracy as they progress next year.

Of course the final stage of the overall procedure is to now re-join the remaining multiple of 10 with the subtraction part-total.

This can then be built into a purely mental process by gradually holding the part-totals in mind, until the child can be given any 2-digit subtract 1-digit equation and, in almost no time at all, and with no visible counting, they can tell you the correct total.

From here students can easily (and quickly) be extended into 2d – 2d and 3d – 1d subtraction with no loss of speed. Although this is an important screening for all children leaving Year 2, as with the addition we looked at in the previous blog post, this cognitive process is best built over time so that the teacher’s confidence and evidence is so strong that the screening itself becomes completely unnecessary!

Trust Improvement Lead, North East

I have been hugely impressed by the level of forensic thinking that sits behind WWN. It is far from a simple programme, but rather an approach that is rooted in robust evidence of how number can be taught in a way that is accessible to all pupils. WWN offers a cohesive and evidence-informed approach to teacher-development too. It is clear that WWN has been created by people who understand school leadership, curriculum design, teaching and learning.


Maths Leader, Dubai

Winning With Numbers is easy to use and it clearly shows progress in learning. It is helping to bridge gaps, challenge students and achieve targets in maths across the school. Students and parents are able to follow the learning journey and are eager to complete WINs. There is a real buzz at our school as students achieve their WINs, we are absolutely loving the WWN app! :)


Y3 Teacher, Cardiff

Anything by Ben gets my vote! It is great to see something that has been created by someone who understands children, teachers, workload and numeracy. Through Ben's expertise, I have improved my skills in teaching maths and he has made me want to teach maths rather than fear it. This is exactly what we want for children also.


Maths Leader, Harrogate

The Winning With Numbers training was fantastic, we learned so much and have been really inspired. I'm still blown away with how brilliant the platform is and I'm excited to be getting going with it. It has already made a big difference in our school.


Class Teacher, West Wales

What Ben doesn't know about maths and the way we teach it...!!! His huge amount of expertise and experience has been a game changer for the way we teach maths! His programme makes us think differently about maths and both staff and students now really enjoy teaching and learning in this key subject.


Tutor, Northumberland

I love the simplicity of Winning with Numbers - the focus on putting in place the small building blocks of mastering foundational maths skills, in a very ordered way. I also love how there are ways for a student to review a topic if they feel they need to; giving them some ownership of their learning. This programme is a great addition to my tutoring sessions.


Deputy Headteacher, London

WWN is a highly effective programme that is deeply rooted in the science of learning with the pay off that teacher workload is minimised. It ticks all the boxes! We have seen progress maximised in each session and within a few weeks of teaching WWN.


Home-Educator, South Wales

My daughter is really enjoying Winning With Numbers and it is showing me the gaps she has in her knowledge. It has been really good going back to fill the gaps. She loves getting the celebration videos when she does well. She smiles so much! I never thought it meant this much to her but it definitely does! I would definitely recommend.


Parent, Bridgend

My son is loving it! As a teacher, I know he is getting what he needs and it is great to have something my son can work through on his own. The timer is a really helpful option. He has first built his confidence and then we can add to the challenge by using the timer option. Thank you!


Tutor, Ireland

All the students I work with are loving Winning With Numbers and the 'Be the Expert' videos are brilliant for preparing me for each session.


Partners & Awards

Winning With Numbers works to collaborate with others to improve the life chances of young people.  Winning With Numbers is delighted to partner with some highly effective organisations .  If you would like to partner with us, please do get in touch.