WRDSB Math LRP - G2 Equations, Inequalities & Financial Literacy

Grade 2 - Tier 1

⭐️ Essential Key Concept ⭐️

C2.1 identify when symbols are being used as variables, and describe how they are being used
C2.2 determine what needs to be added to or subtracted from addition and subtraction expressions to make them equivalent
C2.3 identify and use equivalent relationships for whole numbers up to 100, in various contexts

F1.1 identify different ways of representing the same amount of money up to Canadian 200¢ using various combinations of coins, and up to $200 using various combinations of $1 and $2 coins and $5, $10, $20, $50, and $100 bills

Mathematical Modelling is a key process expectation that connects across multiple strands. Opportunities to engage students in modelling may arise naturally within rich, real-world contexts — for example, in financial literacy (e.g., creating a budget), measurement (e.g., designing a garden space), or data (e.g., interpreting results from a student survey).
We recommend using open-ended tasks where students define problems, make decisions, and justify their thinking — even in informal ways — as early steps toward developing modelling skills.
See our Mathematical Modelling page for more information.

⭐ Connections to Other Essential Key Concepts ⭐

B1.1 read, represent, compose, and decompose whole numbers up to and including 200, using a variety of tools and strategies, and describe various ways they are used in everyday life
B1.2 compare and order whole numbers up to and including 200, in various contexts
B1.3 estimate the number of objects in collections of up to 200 and verify their estimates by counting
B1.4 count to 200, including by 20s, 25s, and 50s, using a variety of tools and strategies
B1.5 describe what makes a number even or odd

B2.1 use the properties of addition and subtraction, and the relationships between addition and multiplication and between subtraction and division, to solve problems and check calculations
B2.2 recall and demonstrate addition facts for numbers up to 20, and related subtraction facts
B2.3 use mental math strategies, including estimation, to add and subtract whole numbers that add up to no more than 50, and explain the strategies used
B2.4 use objects, diagrams, and equations to represent, describe, and solve situations involving addition and subtraction of whole numbers that add up to no more than 100
B2.5 represent multiplication as repeated equal groups, including groups of one half and one fourth, and solve related problems, using various tools and drawings
B2.6 represent division of up to 12 items as the equal sharing of a quantity, and solve related problems, using various tools and drawings

⛭ Related Mathematical Processes

Problem Solving, Communicating, Selecting Tools and Computational Strategies

Organize your observations of student learning related to the key concepts and skills for this topic:

Explore possible contexts to engage students in mathematically modelling relevant situations.

During this topic, pay attention to the students' ability to maintain positive motivation and perseverance.

Do students have strategies when they are stuck? (e.g. attempt or test out different approaches, use resources in the room, ask for help from a friend)
Are students open to learning from mistakes?
Do students recognize what is working well for them, and what might need to be changed?

Concrete Learning Resources Tools:

Virtual Learning Resources and Tools:

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