Mathematics

Grade 2: Number Sense and Numeration	Planning: Term # Tracking: Ach. Level
Overall Expectations	1	2	3	4
• read, represent, compare, and order whole numbers to 100, and use concrete materials to represent fractions and money amounts to 100¢;
• demonstrate an understanding of magnitude by counting forward to 200 and backwards from 50, using multiples of various numbers as starting points;
• solve problems involving the addition and subtraction of one- and two-digit whole numbers, using a variety of strategies, and investigate multiplication and division.
Specific Expectations
Quantity Relationships
– represent, compare, and order whole numbers to 100, including money amounts to 100¢, using a variety of tools (e.g., ten frames, base ten materials, coin manipulatives, number lines, hundreds charts and hundreds carpets);
– read and print in words whole numbers to twenty, using meaningful contexts (e.g., storybooks, posters, signs);
– compose and decompose two-digit numbers in a variety of ways, using concrete materials (e.g., place 42 counters on ten frames to show 4 tens and 2 ones; compose 37¢ using one quarter, one dime, and two pennies) (Sample problem: Use base ten blocks to show 60 in different ways.);
– determine, using concrete materials, the ten that is nearest to a given two-digit number, and justify the answer (e.g., use counters on ten frames to determine that 47 is closer to 50 than to 40);
– determine, through investigation using concrete materials, the relationship between the number of fractional parts of a whole and the size of the fractional parts (e.g., a paper plate divided into fourths has larger parts than a paper plate divided into eighths) (Sample problem: Use paper squares to show which is bigger, one half of a square or one fourth of a square.);
– regroup fractional parts into wholes, using concrete materials (e.g., combine nine fourths to form two wholes and one fourth);
– compare fractions using concrete materials, without using standard fractional notation (e.g., use fraction pieces to show that three fourths are bigger than one half, but smaller than one whole);
– estimate, count, and represent (using the ¢ symbol) the value of a collection of coins with a maximum value of one dollar.
Counting
– count forward by 1’s, 2’s, 5’s, 10’s, and 25’s to 200, using number lines and hundreds charts, starting from multiples of 1, 2, 5, and 10 (e.g., count by 5’s from 15; count by 25’s from 125);
– count backwards by 1’s from 50 and any number less than 50, and count backwards by 10’s from 100 and any number less than 100, using number lines and hundreds charts (Sample problem: Count backwards from 87 on a hundreds carpet, and describe any patterns you see.);
– locate whole numbers to 100 on a number line and on a partial number line (e.g., locate 37 on a partial number line that goes from 34 to 41).
Operational Sense
– solve problems involving the addition and subtraction of whole numbers to 18, using a variety of mental strategies (e.g.,“To add 6 + 8, I could double 6 and get 12 and then add 2 more to get 14.”);
– describe relationships between quantities by using whole-number addition and subtraction (e.g.,“If you ate 7 grapes and I ate 12 grapes, I can say that I ate 5 more grapes than you did, or you ate 5 fewer grapes than I did.”);
– represent and explain, through investigation using concrete materials and drawings, multiplication as the combining of equal groups (e.g., use counters to show that 3 groups of 2 is equal to 2 + 2 + 2 and to 3 x 2);
– represent and explain, through investigation using concrete materials and drawings, division as the sharing of a quantity equally (e.g.,“I can share 12 carrot sticks equally among 4 friends by giving each person 3 carrot sticks.”);
– solve problems involving the addition and subtraction of two-digit numbers, with and without regrouping, using concrete materials (e.g., base ten materials, counters), student-generated algorithms, and standard algorithms;
– add and subtract money amounts to 100¢, using a variety of tools (e.g., concrete materials, drawings) and strategies (e.g., counting on, estimating, representing using symbols).
Student Name:

Expectations: Copyright The Queen's Printer for Ontario, 2005.  Format: Copyright B.Phillips, 1998.