Math

Parent Information

Gr. 2 Foundational Learning Outcomes for Math

Foundational Learnings (FLs) are specific outcomes that are taught early and throughout the remainder of the year, reviewed and assessed consistently, and expected to be mastered for developmental progress to meet grade level requirements by the end of the year. They are the "building blocks" for math literacy success if you will. Feel free to review the outcomes below so that you have an understanding what kind of numeracy skills we will be working on throughout this year. They may help you make connections with activities your child can practice at home to assist in developing appropriate age-level numerical literacy.

*Each grade level from K-9 has a series of these foundational outcomes

Other specific outcomes will also be introduced throughout the year in addition to the foundational learnings and will be shared and highlighted each month with some suggested support activities and links.

Gr. 2 Foundational Learning Outcomes for Math

2 N1 Say the number sequence from 0 to 100 by:

● 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and 10 respectively;

● 10s using starting points from 1 to 9;

● 2s starting from 1. Students can:

● Demonstrate all parts as indicated in the outcome. Mastery means saying or writing symbolically.

● Achieve this outcome without a Hundred Chart or Number Line.

● Count a given collection of coins to 100 cents using pennies, nickles, dimes.

2 N4 Represent and describe numbers to 100, concretely, pictorially and symbolically.

Students can: ● Model concretely, pictorially (using visual representations) and symbolically. o Representations can be standard or non-standard:

● 73 = 70 + 3

● 73 = 50 + 23

● 73 = 72 + 1

● Read a given number (0- 100) in symbolic form.

● Record numbers (0-20) in words.

● Record numbers (0-100) symbolically.

2 N6 Estimate quantities to 100 using referents.

Students can:

Estimate a given quantity by comparing it to a referent and explain their thinking (students should be exposed to using 5 and 10 as a referent).
With referents provided, an acceptable student estimate is plus/minus 5 for less than 50 and plus/minus 10 for 51–100.
Select between two possible estimates for a given quantity and explain their reasoning.

2 N9 Demonstrate an understanding of addition (limited to 1 and 2-digit numerals) with answers to 100 and the corresponding subtraction by:

● using personal strategies for adding and subtracting with and without the support of manipulatives;

● creating and solving problems that involve addition and subtraction; ● explaining that the order in which numbers are added does not affect the sum;

● explaining that the order in which numbers are subtracted may affect the difference.

Students can:

● Model addition and subtraction expressions using manipulatives and record the process symbolically.

● Solve addition and subtraction expressions without the aid of manipulatives.

● Model addition and subtraction story problems of various structures using manipulatives and record the process symbolically.

● Solve addition and subtraction story problems of various structures without the aid of manipulatives.

● Create single step addition and subtraction story problems of one or more of the structures listed.

● Create a story problem for a given number sentence.

● Know 2+3 is the same as 3+2, and that 3-2 is not the same as 2-3

2 N10 Apply mental mathematics strategies, such as:

● using doubles; ● making 10; ● one more, one less;

● two more, two less; ● building on a known double;

● addition for subtraction to determine basic addition facts to 18 and related subtraction facts. Students can:

● Exposure to the strategies listed in N10 (mastery of each strategy is not required).

● Choose and justify selection of strategy.

● Mastery (recall within 3 seconds) is expected. Ensure students are using an effective strategy.

2 PR2 Demonstrate an understanding of increasing patterns by:

● describing;

● extending;

● comparing;

● creating patterns using manipulatives, diagrams, sounds and actions (numbers to 100). Students can:

● Identify, describe, and compare increasing patterns.

● Extend a pattern using the pattern rule for the next three terms.

● Create a concrete, pictorial, or symbolic representation of a decreasing pattern for a given pattern rule.

● Explain the pattern rule, for a number pattern, which must have the following three components:

Starting Point
Direction
Quantity

Page updated

Report abuse