Mathematics
Grade 2: Patterning and Algebra 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•
identify, describe, extend, and create repeating patterns, growing patterns,
and shrinking patterns; 




•
demonstrate an understanding of the concept of equality between pairs of
expressions, using concrete materials, symbols, and addition and subtraction
to 18. 




Specific Expectations 




Patterns and Relationships





– identify and describe, through investigation, growing patterns and shrinking patterns generated by the repeated addition or subtraction of 1’s, 2’s, 5’s, 10’s, and 25’s on a number line and on a hundreds chart (e.g., the numbers 90, 80, 70, 60, 50, 40, 30, 20, 10 are in a straight line on a hundreds chart); 




–
identify, describe, and create, through investigation, growing patterns and
shrinking patterns involving addition and subtraction, with and without the
use of calculators (e.g., 3 + 1 = 4, 3 + 2 = 5, 3 + 3 = 6, …); 




–
identify repeating, growing, and shrinking patterns found in reallife
contexts (e.g., a geometric pattern on wallpaper, a rhythm pattern in music,
a number pattern when counting dimes); 




–
represent a given growing or shrinking pattern in a variety of ways (e.g.,
using pictures, actions, colours, sounds, numbers, letters, number lines, bar
graphs) (Sample problem: Show the letter pattern A,AA, AAA,AAAA, … by
clapping or hopping.); 




–
create growing or shrinking patterns (Sample problem: Create a shrinking
pattern using cutouts of pennies and/or nickels, starting with 20 cents.); 




–
create a repeating pattern by combining two attributes (e.g., colour and
shape; colour and size) (Sample problem: Use attribute blocks to make a train
that shows a repeating pattern involving two attributes.); 




–
demonstrate, through investigation, an understanding that a pattern results
from repeating an operation (e.g., addition, subtraction) or making a
repeated change to an attribute (e.g., colour, orientation). 




Expressions and Equality





– demonstrate an understanding of the concept of
equality by partitioning whole numbers to 18 in a variety of ways, using concrete
materials (e.g., starting with 9 tiles and adding 6 more tiles gives the same
result as starting with 10 tiles and adding 5 more tiles); 




–
represent, through investigation with concrete materials and pictures, two
number expressions that are equal, using the equal sign (e.g.,“I can break a
train of 10 cubes into 4 cubes and 6 cubes. I can also break 10 cubes into 7
cubes and 3 cubes. This means 4 + 6 = 7 + 3.”); 




–
determine the missing number in equations involving addition and subtraction
to 18, using a variety of tools and strategies (e.g., modelling with concrete
materials, using guess and check with and without the aid of a calculator)
(Sample problem: Use counters to determine the missing number in the equation
6 + 7 = [1]
+ 5.); 




–
identify, through investigation, and use the commutative property of addition
(e.g., create a train of 10 cubes by joining 4 red cubes to 6 blue cubes, or
by joining 6 blue cubes to 4 red cubes) to facilitate computation with whole
numbers (e.g., “I know that 9 + 8 + 1 = 9 + 1 + 8. Adding becomes easier
because that gives 10 + 8 = 18.”); 




–
identify, through investigation, the properties of zero in addition and
subtraction (i.e., when you add zero to a number, the number does not change;
when you subtract zero from a number, the number does not change). 




Student Name: 




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