Primary 2 Mathematics teaches numbers up to 1,000: counting in tens and hundreds, hundreds–tens–ones place value, reading and writing numbers, comparing and ordering numbers, number patterns, and odd and even numbers. If a child confuses 407 with 470, the first lesson is not another long worksheet. It is understanding that the same digit changes value when it moves to a different place.
Parents searching for “P2 Maths exam topics” or “Primary 2 numbers to 1000 worksheets” can use the original practice and answer explanations below. Under current Singapore MOE policy, P2 has no formal school examinations or weighted assessments, and SEAB does not administer a national P2 Maths paper. This guide concentrates on syllabus mastery and useful classroom-learning checks rather than invented examination predictions.
- Numbers: read, write, represent and compare whole numbers to 1,000.
- Place value: distinguish hundreds, tens and ones, especially when a zero appears.
- Patterns: identify a stated counting rule and check that it fits every step.
- Odd and even: pair objects and examine the ones digit.
- Practical help: worked examples, answer-key worksheet, correction strategies and a two-week learning route.
Exactly what MOE lists for Primary 2 number knowledge
The official MOE Primary Mathematics Syllabus, updated October 2025, states six outcomes in Primary Two “Numbers up to 1000”: counting in tens and hundreds; number notation, representation and place value in hundreds, tens and ones; reading and writing numbers in numerals and words; comparing and ordering; patterns in number sequences; and odd and even numbers. These six outcomes provide the boundaries for this article.
The numerical ceiling of 1,000 matters. Four-digit operations, formal rounding procedures and place-value work up to ten thousands belong to later progression. If an adult adds optional extension, mark it as enrichment rather than telling a child it is compulsory P2 examination material. Accuracy about level expectations helps parents prioritise their time and keeps learning from becoming unnecessarily stressful.
Numbers up to a thousand are not simply “the P1 numbers but larger”. The child must understand an additional unit: one hundred consists of ten tens, and ten hundreds form a thousand. That makes exchange possible and supports the three-digit addition and subtraction algorithms in a separate learning strand.
The goal is to move among objects, place-value drawings, written numerals and spoken number names. A learner who correctly says “six hundred and five” should be able to build 605 with six hundreds, zero tens and five ones. A child who only memorises the pronunciation may not understand why 605 differs from 650 or 560.
Hundreds, tens and ones: build a number before calculating
Write 352 and ask the learner to make it using a place-value diagram: three hundreds, five tens and two ones. It is useful to show three large hundred squares, five ten-bars and two single counters. Then ask the child to explain 300 + 50 + 2 = 352. The number is one amount described in several equivalent ways.
Change the number to 325. The same digits are present, but three hundreds, two tens and five ones now represent 325. The difference in value cannot be explained by saying that the numbers “look almost the same”. Their positions matter. Ask which number is larger and why: 352 contains five tens, whereas 325 contains two tens after the hundreds match.
When a child begins three-digit algorithms, place value becomes operational. For 352 + 48, ten ones can be exchanged for a ten. For 402 − 85, a hundred may have to be renamed as tens so that a ten can be exchanged into ones. Those algorithms are explored in a separate article, but this foundational representation explains why the written rules work.
Use an empty table labelled Hundreds | Tens | Ones and invite the child to fill it from either a numeral or a collection of blocks. Then cover the numeral and ask the child to rebuild it. If the two representations agree, the learner has a stronger connection than merely copying numbers into columns.
Why zero is a placeholder rather than an instruction to ignore a place
Compare 407, 470, 704 and 740. The first has four hundreds, zero tens and seven ones. The second has four hundreds, seven tens and zero ones. The third has seven hundreds, zero tens and four ones; the fourth has seven hundreds, four tens and zero ones. Reading them aloud is useful, but each must also be represented in a place-value table.
Zero tells us that a position contains no units of that size. Without zero in the tens position, 407 might be misread as 47. Without the final zero, 470 might be mistaken for 47. The digit has no value in that specific position, but its presence in the notation protects the values of the other digits.
Ask whether 407 and 470 could be equal if the digits are the same. They cannot: 470 exceeds 407 by 63. Avoid teaching a child to decide by counting digits alone. Both are three-digit numbers, yet the hundreds are equal and the tens determine the order.
A quick real-world representation might use bundles of straws or drawing bars for tens and squares for hundreds. Ask the child to create 604, then to build 640 without adding new digits. They must move the four from ones to tens, changing the amount. This is a more revealing test than copying the numeral twice.
The boundary between 999 and 1,000
One thousand is the end of the named P2 number range, not an arbitrary worksheet decoration. Counting in hundreds from 100 gives 100, 200, 300 and so on, reaching 1,000 after ten hundreds. The learner can understand one thousand as a full collection of ten hundreds even before studying a full thousands-place system.
Compare 990 and 1,000. The first is nine hundreds and nine tens; the second is ten hundreds grouped as one thousand. The difference is ten. Some children treat 1,000 as much farther from 990 because the written numeral gains a digit. A number line or ten-unit jump shows their closeness.
When counting by tens, the sequence 960, 970, 980, 990, 1,000 remains consistent. Ask what changes after 990 and why 991 is not the next number in a ten-count. The size of each step is what defines the sequence, not simply increasing the final digit.
For 998, 999 and 1,000, counting by ones carries across several places. A child can show the two-unit difference between 998 and 1,000 with counters. This prepares later regrouping without claiming that advanced four-digit calculations are part of the compulsory P2 syllabus.
Counting forwards and backwards in tens
Start at 240 and count in tens: 250, 260, 270, 280. The hundred and ones positions stay the same while the tens increase by one until a boundary is reached. At 290, another ten gives 300; the ten tens have become one hundred. Ask the learner to name the size of the jump, not simply say the next number.
Count backwards from 420 in tens: 410, 400, 390, 380. This reveals whether the child understands borrowing a hundred into ten tens conceptually. The step from 400 to 390 should be visualised as moving back one interval of length ten, not as an exception to a digit rule.
A number line is a strong representation. Mark 260, 270, 280 and 290 with equally spaced ticks; each tick is ten units apart. Then ask the child to predict 300 and explain why the spacing stays the same. Let them place a missing value between two labelled points rather than always start a sequence at the beginning.
Be careful about the rule. Counting in tens from 245 produces 255, 265, 275 and so on, because the ones digit remains five. The syllabus says counting in tens; it does not require every count to begin at a multiple of ten. This changed starting point is a useful test of understanding.
Counting in hundreds without changing the wrong place
From 105, adding one hundred gives 205, then 305, 405 and 505. The tens and ones remain five, and only the number of hundreds changes. A child who says 115 has added ten, not one hundred. Asking the child to point at the hundreds position can repair the confusion.
Start at 760 and count backwards by hundreds: 660, 560, 460, 360. The repeated hundred-unit decrease is visible on a number line and in a place-value table. The same pattern works whether the starting number is a round hundred or includes tens and ones.
Compare 100 more than 438 with 10 more than 438. The answers are 538 and 448. The question changes only one word, but the operation acts on a different-sized unit. These near-identical questions can reveal whether the learner reads and understands the place-value language.
Do not demand a formal algebraic rule for a P2 pattern. A simple verbal explanation—“each term has one more hundred”—captures the necessary structure. Later symbolic notation can be built on that reasoning.
Compare two numbers using the first place where they differ
Compare 672 and 698. Both have six hundreds. The tens differ: seven tens versus nine tens. Therefore 698 is greater. There is no need to compare the ones digits once a larger place decides the order. This “first differing place” method works reliably for numbers written in standard numeral form.
For 507 and 499, the hundreds already decide the comparison. Five hundreds exceed four hundreds, even though 99 is a larger two-digit ending than 07. A child who compares only the last two digits may wrongly say 499 is greater. Use base-ten blocks to show that five hundreds alone exceed four hundreds plus nine tens and nine ones.
When the hundreds match and the tens match, compare the ones. Between 746 and 749, nine ones exceed six ones, so 749 is larger. Write a full sentence naming the comparison: “749 is three greater than 746.” This connects ordering to the size of a difference.
The symbols <, > and = can be introduced or reviewed as notation for comparisons. Never make the direction of the drawn sign the only reasoning test. Ask the child to say which number is bigger and why, then use the corresponding sign.
Order three or more numbers without guessing
Arrange 305, 350, 503 and 530 in ascending order. First group them by hundreds: the 300s come before the 500s. Within the 300s, compare tens: 305 precedes 350. Within the 500s, 503 precedes 530. The correct order is 305, 350, 503, 530.
Now ask for descending order: 530, 503, 350, 305. A child who understands ordering can reverse the sequence and identify the largest or smallest without recalculating each number from scratch. Ask where 500 fits between the two groups: it lies after 350 and before 503.
Number lines make order physical. Place 300 at one side and 600 at the other, then mark approximate positions for 350, 503 and 530. The positions need not be perfect drawings, but their left-to-right order must reflect their numeric relationship. This gives a visual check for a written list.
When a child misorders values with zeros, return to hundreds, tens and ones. Do not respond with a blanket instruction to “read carefully”. A precise learning target—“Compare the tens place after finding equal hundreds”—is more useful.
Odd and even numbers: pairing, not merely a chant
A whole number is even when its objects can be separated into pairs with no object left over. Twelve counters make six pairs, so twelve is even. Thirteen counters make six pairs with one extra counter, so thirteen is odd. This concrete meaning is the foundation for recognising even and odd numbers more quickly.
Once the idea is clear, inspect the ones digit. Numbers ending in 0, 2, 4, 6 or 8 are even. Numbers ending in 1, 3, 5, 7 or 9 are odd. Therefore 764 is even because its ones digit is four, while 765 is odd because its ones digit is five. Hundreds and tens do not change the parity determined by the ones digit.
Zero is even. There are no unpaired counters in an empty set, and zero is divisible into pairs without a remainder. This often surprises pupils who think “even” must mean “a positive number of pairs”. Explain that zero leaves no single counter without a partner.
The number 1,000 is even because it ends in zero. The number 999 is odd because it ends in nine. A student should be able to explain this both from the final digit and from the concept of making pairs, rather than treating the pattern as a magic rule.
Number patterns: the rule has to fit every step
In 160, 170, 180, 190, the difference between adjacent terms is ten. The next term is 200. One way to check the rule is to subtract consecutive numbers: 170 − 160 = 10, and 180 − 170 = 10. A second consistent difference supports the same rule.
In 850, 750, 650, 550, the numbers decrease by one hundred each time. The next is 450. Children sometimes say “the digits go backwards” without noticing the step size. Ask the learner to name the number of units added or removed at each step.
Odd and even patterns can be connected to counting by twos. A sequence such as 241, 243, 245, 247 contains only odd numbers because each step adds two. If the starting term is even, repeated steps of two remain even. This connects parity and arithmetic in a way that is easy to test with counters.
Not every set of numbers has a uniquely determined pattern without further constraints. For an ordinary Primary Two task, the intended rule is usually simple and stated or discoverable from the examples. A mathematically honest teacher avoids pretending that every arbitrary short list has only one possible continuation.
When a pattern has a missing number in the middle
Consider 205, 215, __, 235, 245. The rule is plus ten, so the missing value is 225. A child can check both sides: 215 + 10 = 225 and 225 + 10 = 235. Filling a middle gap is more demanding than simply naming the last term because the result must connect to both neighbours.
Now consider 980, 880, __, 680. The rule is minus one hundred, so 780 is missing. Ask the child to verify 880 − 100 = 780 and 780 − 100 = 680. If the answer is 870, the child has likely confused hundreds and tens. Return to the unit-size meaning.
For 314, 316, 318, __, the rule is plus two. The next number is 320. The fact that this crosses from 318 into a new ten does not change the step. A number line can show the two-unit jump across the tens boundary.
When teaching a pattern, ask for a sentence: “The numbers increase by ten each time.” This is a stronger explanation than “the next one is 225,” because the rule can be tested again on a different starting number.
Reading and writing numerals in words
Write 406 in words as “four hundred and six”. Write 460 as “four hundred and sixty”. Both contain four hundreds, but the six occupies a different position. A child can read a numeral aloud yet still fail to write it from dictation if the value of the spoken tens and ones is not understood.
For 815, say “eight hundred and fifteen” and identify eight hundreds, one ten and five ones. For 900, say “nine hundred” and note that tens and ones are both zero. For 1,000, say “one thousand”. The aim is accurate place-value communication, not practising decorative wording.
In everyday English, some families omit the word “and” when naming hundreds, as in “four hundred six”. The exact school style should follow teacher guidance. Mathematical clarity depends on representing the hundreds, tens and ones faithfully, with zeros where necessary.
A useful two-way task asks a parent to speak a number and the child to write the numeral, then asks the child to read a new numeral and represent it with a place-value sketch. This checks listening, notation and mathematical meaning separately.
Fourteen worked questions and a changed-case check
These are original teaching examples. They are not SEAB questions and do not predict a school worksheet. Hide the worked answers at first and listen to the child’s explanation. Then alter one quantity to check whether the concept transfers.
Thirty-question Primary 2 numbers worksheet with full answers
This original mixed practice includes place value, comparison, odd/even, tens/hundreds counting and short patterns. No score boundary is recommended because the purpose is to find a specific teaching target. Ask the child to explain any uncertain answer with a diagram or a place-value table.
Worked question 1: 405 and 450
Task: Explain the value of the digit five in each number.
Method and answer: In 405 the five is five ones; in 450 it is five tens, value fifty.
Change the case: Compare 705 and 750 the same way. Explain the changed unit or rule before giving the answer.
Worked question 2: 307 versus 370
Task: Which is greater?
Method and answer: Both have three hundreds. Seven tens in 370 exceed zero tens in 307, so 370 is greater.
Change the case: Change 370 to 307 and explain equality. Explain the changed unit or rule before giving the answer.
Worked question 3: A number in words
Task: Write ‘six hundred and four’ in numerals.
Method and answer: 604; six hundreds, zero tens, four ones.
Change the case: Write ‘six hundred and forty’: 640. Explain the changed unit or rule before giving the answer.
Worked question 4: Count by ten
Task: Complete 245, 255, 265, __, 285.
Method and answer: 275. The ones digit stays five; each step adds ten.
Change the case: Count 275, 285, 295, 305. Explain the changed unit or rule before giving the answer.
Worked question 5: Count by hundred
Task: Complete 163, 263, 363, __.
Method and answer: 463. The tens and ones stay 63.
Change the case: Continue to 563 and 663. Explain the changed unit or rule before giving the answer.
Worked question 6: Count backwards
Task: Complete 920, 910, 900, __, 880.
Method and answer: 890. Each term is ten smaller than the previous term.
Change the case: Begin at 905 and step back ten: 895. Explain the changed unit or rule before giving the answer.
Worked question 7: Number line gap
Task: Which number is ten after 990?
Method and answer: 1,000. Counting by tens crosses the range boundary.
Change the case: Which number is ten before 1,000? 990. Explain the changed unit or rule before giving the answer.
Worked question 8: Odd or even
Task: Is 729 odd or even?
Method and answer: Odd: the ones digit nine is odd; one counter is unpaired when 729 are paired.
Change the case: Change 729 to 728: even. Explain the changed unit or rule before giving the answer.
Worked question 9: Odd or even zero
Task: Is 800 odd or even?
Method and answer: Even: its ones digit is zero; zero ones are left without a pair.
Change the case: Make it 801: odd. Explain the changed unit or rule before giving the answer.
Worked question 10: Order numbers
Task: Arrange 503, 350, 530, 305 in ascending order.
Method and answer: 305, 350, 503, 530. Compare hundreds first, then tens and ones.
Change the case: Write the same values in descending order. Explain the changed unit or rule before giving the answer.
Worked question 11: A missing middle
Task: Fill 450, 550, __, 750, 850.
Method and answer: 650, with a step of plus one hundred.
Change the case: Subtract one hundred instead beginning at 850. Explain the changed unit or rule before giving the answer.
Worked question 12: Mental 100 more
Task: What is 100 more than 468?
Method and answer: 568. The hundreds increase by one and 68 remains.
Change the case: 10 more is 478, not 568. Explain the changed unit or rule before giving the answer.
Worked question 13: Place-value build
Task: What number has seven hundreds, zero tens and six ones?
Method and answer: 706. The zero must be written to preserve the ones place.
Change the case: Seven hundreds, six tens and zero ones makes 760. Explain the changed unit or rule before giving the answer.
Worked question 14: Boundary count
Task: What is the next whole number after 999?
Method and answer: 1,000, which is one greater than 999.
Change the case: What is one less than 1,000? 999. Explain the changed unit or rule before giving the answer.
Worked question 15: A mixed pattern
Task: The sequence is 213, 215, 217, __, 221. Find the gap.
Method and answer: 219; each step adds two. The values are odd.
Change the case: Change the start to 214: all terms become even. Explain the changed unit or rule before giving the answer.
What recurring mistakes reveal about the learner
| Visible mistake | Likely concept to inspect | Better question |
|---|---|---|
| 407 read as 47 | Zero place-holder | “Where are the four hundreds?” |
| 470 read as 407 | Tens and ones reversed | “What is the value of the seven?” |
| 100 more than 438 written as 448 | Hundreds mistaken for tens | “Which place changed?” |
| 499 said greater than 507 | Only last two digits compared | “Compare the hundreds first.” |
| Zero called odd | Pairing meaning missing | “Does an empty set leave one unpaired?” |
| 320 missing after 318 in +2 pattern | Crossing tens boundary | “Count two more on the number line.” |
Do not assume a diagnosis from one final answer. Ask the child to show the place-value table or number line and find the first step that differs from the actual quantity. A student may understand that 407 has four hundreds but copy the final numeral incorrectly; the repair would then be recording accuracy, not a new conceptual lesson.
The useful parent note is precise: “Can compare numbers without zeros, but confuses 507 and 570 because the tens and ones places are reversed.” That directs the next session far better than “weak with large numbers.”
- What is the value of the 6 in 608? ______.
- What is the value of the 6 in 860? ______.
- Write 4 hundreds, 0 tens and 7 ones. ______.
- Write 4 hundreds, 7 tens and 0 ones. ______.
- Write 905 in expanded form. ______.
- Write 380 in expanded form. ______.
- 100 more than 427 ______.
- 10 more than 427 ______.
- 100 less than 816 ______.
- 10 less than 816 ______.
- Ten after 990 ______.
- Ten before 1,000 ______.
- Greater: 509 or 590 ______.
- Smaller: 703 or 730 ______.
- Ascending: 408, 480, 804 ______.
- Descending: 607, 760, 706 ______.
- Is 542 odd or even? ______.
- Is 543 odd or even? ______.
- Is 999 odd or even? ______.
- Is 1,000 odd or even? ______.
- Next: 240, 250, 260, __ ______.
- Next: 580, 680, 780, __ ______.
- Missing: 115, 125, __, 145 ______.
- Missing: 900, 800, __, 600 ______.
- Next: 231, 233, 235, __ ______.
- Next: 408, 406, 404, __ ______.
- How many hundreds are in 700? ______.
- In 305, how many tens are represented in its standard form? ______.
- Write ‘nine hundred and nine’ in numerals ______.
- Write 1,000 in words ______.
Answer key
- 600. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 60. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 407. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 470. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 900 + 0 + 5. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 300 + 80 + 0. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 527. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 437. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 716. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 806. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 1,000. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 990. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 590. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 703. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 408, 480, 804. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 760, 706, 607. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- even. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- odd. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- odd. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- even. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 270. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 880. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 135. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 700. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 237. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 402. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 7. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 0 tens. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- 909. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
- one thousand. Check by naming the relevant hundreds, tens, ones or the size of each sequence step.
The purpose is not to finish thirty questions against a clock. If a child misses questions with a zero in the middle, practise that representation before repeating even/odd items. If patterns are weak but comparisons are secure, a number line and a discussion of step sizes is the next teaching tool.
A two-week plan that builds independence before speed
Sessions 1–2: build hundreds, tens and ones with concrete materials and read numerals aloud. Sessions 3–4: practise zeros in the tens or ones positions. Sessions 5–6: count forwards and backwards by tens and hundreds from unfamiliar starting numbers. Sessions 7–8: compare and order small sets of three-digit numbers. Sessions 9–10: use pairing to distinguish odd and even. Sessions 11–12: identify and extend patterns; retest an earlier misconception with a changed number.
This is a suggested learning sequence, not an MOE-issued exam countdown. Sessions can be short and should stop when the learner becomes tired. One well-explained changed-case question is more informative than ten identical sums copied correctly while an adult prompts the method.
Use daily-life contexts without attaching unsupported claims to real places. Counting chairs in rows, numbering library shelves or comparing item quantities can bring place value into normal conversation. Ask what the number means, not simply what digit comes next.
When the child can explain numbers independently, return after a two-day gap with a different sequence. Delayed independent performance provides stronger evidence of learning than repeating the same example immediately after correction.
Parent and tutor questions that locate the first broken link
Ask a child to explain how many hundreds, tens and ones are in 605. Then ask for 650 and 560. If the child struggles only when a zero appears, the lesson should focus on notation. If every numeral is read correctly but +100 patterns fail, focus on unit-size jumps. If odd/even answers are memorised without pairing meaning, return to objects.
These are separate learning needs and deserve separate corrections. A child may be excellent at one and still developing the other. Avoid interpreting a single worksheet percentage as the child’s overall mathematical potential.
When speaking to a schoolteacher, bring one actual piece of work and a concise observation. Ask “Which number outcome should we repair first?” and “What would independent success look like next week?” Agree on one small task at home and compare new work later.
Strong number knowledge supports later algorithms, money and data work. But do not rush to P3 topics before the child understands how a number such as 704 is made. A secure representation of 704 is a practical investment in future arithmetic.
Frequently asked Primary 2 place-value questions
What is the P2 number range?
The MOE Primary Mathematics syllabus specifies whole numbers up to 1,000 in the P2 numbers strand.
How do I teach 407 versus 470?
Show four hundreds in both, then show zero tens/seven ones for 407 and seven tens/zero ones for 470. Comparing 400 + 7 with 400 + 70 makes the different values visible.
Is zero even?
Yes. Zero leaves no object unpaired, and the ones digit zero follows the even-number rule.
Does P2 learn patterns?
Yes. The syllabus names patterns in number sequences; practise simple repeated steps such as plus ten, minus one hundred and plus two.
Does P2 require formal rounding to the nearest hundred?
Not as a named outcome in the Primary Two whole-number list. Treat more advanced rounding tasks as optional extension rather than mandatory P2 exam questions.
Can past-year P2 exam papers predict questions?
No. Current MOE policy has removed formal P2 exams and weighted assessments, and there is no national SEAB P2 Mathematics paper. Use old worksheets only when their content aligns with the current syllabus and the child benefits from them.
Official sources and next reading
Official syllabus: MOE Primary Mathematics Syllabus, updated October 2025, printed page 33. Assessment policy: MOE Education Conversations: P1/P2 weighted assessments and examinations removed since 2019.
Keep practising the related skills with three-digit addition and subtraction with regrouping, P2 word-problem methods, multiplication and division and money notation. Another eduKate resource on Toa Payoh Primary 2 place value and arithmetic covers the wider learning context.
Continue this batch: length in metres · mass and liquid volume · 3D shapes and 2D patterns.
Reviewed 12 November 2026. Original educational examples; no official P2 examination paper or search-volume ranking is implied.