Sweden Mathematics Curriculum - Year 2

This information is derived from the Swedish National Agency for Education's curriculum for compulsory school, revised in 2018.

Overall Curriculum Aims for Mathematics:

Mathematics education aims to develop pupils' knowledge of mathematics and its practical applications in everyday life and various subjects. It fosters an interest in mathematics, builds confidence in using it across contexts, and allows pupils to appreciate the aesthetic qualities found in mathematical patterns, forms, and relationships. The curriculum emphasizes problem-solving, reflection, evaluation of strategies, and the use of mathematical language to describe and interpret real-world situations. It also incorporates digital tools and programming for exploration, calculation, and data presentation. The curriculum encourages logical argumentation, mathematical reasoning, and an understanding of the historical development and cultural impact of mathematical concepts.

Year 2 Core Content:

The core content for Year 2 Mathematics falls within the following areas:

• Understanding and Use of Numbers: This area focuses on natural numbers, their properties, and how they can be used to represent quantities and establish order. Students learn about the positional system for representing natural numbers and explore the historical development of number symbols in different cultures. They are introduced to the concept of fractions as parts of a whole or a number, learning how to name and express simple fractions and relate them to natural numbers. Students also explore the four basic operations (addition, subtraction, multiplication, and division), understanding their properties, relationships, and applications in various situations. Mental arithmetic, estimation, written methods, and digital tools are used for calculations, and students learn to assess the reasonableness of their results.
• Algebra: Students begin to explore algebraic thinking by recognizing mathematical similarities and understanding the meaning of the equals sign. They learn to identify and describe simple patterns in number sequences and geometric shapes. The foundations for programming are laid by introducing the concept of creating and following unambiguous, step-by-step instructions, including the use of symbols.
• Geometry: This area introduces basic geometric objects such as points, lines, distances, quadrilaterals, triangles, circles, spheres, cones, cylinders, and cuboids, exploring their properties and relationships. Students learn to construct geometric objects and are introduced to the concept of scale for simple enlargements and reductions. They also learn common terms to describe the position of objects in space and explore the concept of symmetry, including how to create symmetrical figures. Measurement of length, mass, volume, and time using common units is also covered.
• Probability and Statistics: Students explore random events through experiments and games. They learn to use simple tables and diagrams to categorize data and describe results from simple investigations, both with and without digital tools.
• Relationships and Changes: This area introduces different proportional relationships, including doubling and halving.
• Problem Solving: Students develop strategies for mathematical problem-solving in simple situations and learn to formulate mathematical questions based on everyday scenarios.

Knowledge Requirements - End of Year 3 (Acceptable Knowledge):

By the end of Year 3, students are expected to be able to solve simple problems in familiar situations by selecting and applying appropriate strategies. They should be able to describe their approaches and assess the reasonableness of their results. Students should have a basic understanding of mathematical concepts, be able to use them in common contexts, and describe their properties using symbols, concrete materials, or diagrams. They should also be able to give examples of how some concepts are related to each other. Specific skills include: understanding natural numbers and their relationships; dividing whole numbers; understanding and comparing simple fractions; using basic geometric concepts and location terms; recognizing simple proportional relationships; performing simple calculations with natural numbers using mental arithmetic, written methods, and digital tools; understanding the equals sign; constructing simple geometric objects; performing simple measurements of length, mass, volume, and time; and using tables and diagrams to categorize and report results. Students should also be able to describe and discuss their approaches, use mathematical language, and apply mathematical reasoning to their choices of methods, calculations, and the plausibility of results. They should also be able to reason about random events, geometric patterns, and patterns in number sequences.