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2Grade 2 Standards
Top Mathematicians
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Number
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2.N.1.1
number concepts to 100
• counting:
- skip-counting by 2, 5, and 10:
- using different starting points
- increasing and decreasing (forward and backward)
• Quantities to 100 can be arranged and recognized:
- comparing and ordering numbers to 100
- benchmarks of 25, 50, and 100
- place value:
- understanding of 10s and 1s
- understanding the relationship between digit places and their value, to 99 (e.g., the digit 4 in 49 has the value of 40)
- decomposing two-digit numbers into 10s and 1s
• even and odd numbers -
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2.520
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2.615
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2.2115
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2.4910
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2.5010
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2.5120
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2.5220
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2.5320
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2.5415
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2.5515
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2.5610
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2.6620
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2.6710
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2.6820
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2.6920
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2.N.1.1
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Computational Fluency
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2.CF.2.1
change in quantity, using pictorial and symbolic representation
• numerically describing a change in quantity (e.g., for 6 + n = 10, visualize the change in quantity by using ten-frames, hundred charts, etc.) -
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2.615
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2.1210
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2.375
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2.3810
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2.395
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2.4015
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2.4115
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2.CF.2.2
symbolic representation of equality and inequality
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2.1810
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2.5120
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2.5220
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2.8810
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2.8910
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2.9020
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2.9120
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2.9215
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2.9320
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2.9420
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2.9510
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2.9620
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2.9720
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2.CF.2.3
addition and subtraction facts to 20 (introduction of computational strategies)
• adding and subtracting numbers to 20
• fluency with math strategies for addition and subtraction (e.g., making or bridging 10, decomposing, identifying related doubles, adding on to find the difference) -
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2.720
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2.815
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2.910
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2.1010
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2.115
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2.1210
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2.135
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2.1920
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2.2010
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2.2220
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2.2320
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2.2515
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2.2610
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2.3410
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2.3520
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2.375
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2.3810
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2.395
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2.4015
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2.4115
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2.4310
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2.4420
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2.4610
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2.4720
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2.4820
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2.705
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2.7115
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2.7215
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2.7350
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2.7415
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2.7515
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2.7615
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2.7715
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2.785
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2.CF.2.4
addition and subtraction to 100
• decomposing numbers to 100
• estimating sums and differences to 100
• using strategies such as looking for multiples of 10, friendly numbers (e.g., 48 + 37, 37 = 35 + 2, 48 + 2 = 50, 50 + 35 = 85), decomposing into 10s and 1s and recomposing (e.g., 48 + 37, 40 + 30 = 70, 8 +7 = 15, 70 +15 = 85), and compensating (e.g., 48 + 37, 48 +2 = 50, 37 – 2 = 35, 50 + 35 = 80)
• adding up to find the difference
• using an open number line, hundred chart, ten-frames
• using addition and subtraction in real-life contexts and problem-based situations
• whole-class number talks -
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2.720
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2.815
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2.1520
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2.1610
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2.1720
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2.1920
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2.2320
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2.2515
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2.2715
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2.2815
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2.3520
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2.4015
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2.4115
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2.4420
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2.4520
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2.7915
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2.8015
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2.8115
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2.8220
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2.8320
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2.8410
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2.8515
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2.8620
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2.8715
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2.CF.2.5
benchmarks of 25, 50, and 100 and personal referents
• seating arrangements at ceremonies/feasts -
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2.CF.2.1
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Patterning
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2.P.3.1
repeating and increasing patterns
• exploring more complex repeating patterns (e.g., positional patterns, circular patterns)
• identifying the core of repeating patterns (e.g., the pattern of the pattern that repeats over and over)
• increasing patterns using manipulatives, sounds, actions, and numbers (0 to 100)
• Métis finger weaving
• First Peoples head/armband patterning
• online video and text: Small Number Counts to 100 (mathcatcher.irmacs.sfu.ca/story/small-number-counts-100) -
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2.15
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2.P.3.1
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Geometry & Measurement
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2.GM.4.1
direct linear measurement, introducing standard metric units
• centimetres and metres
• estimating length
• measuring and recording length, height, and width, using standard units -
2.GM.4.2
multiple attributes of 2D shapes and 3D objects
• sorting 2D shapes and 3D objects, using two attributes, and explaining the sorting rule
• describing, comparing, and constructing 2D shapes, including triangles, squares, rectangles, circles
• identifying 2D shapes as part of 3D objects
• using traditional northwest coast First Peoples shapes (ovoids, U, split U, and local art shapes) reflected in the natural environment -
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2.35
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2.595
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2.605
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2.615
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2.995
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2.1005
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2.1015
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2.GM.4.1
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Data & Probability
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2.D.5.1
likelihood of familiar life events, using comparative language
• using comparative language (e.g., certain, uncertain; more, less, or equally likely) -
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2.D.5.2
pictorial representation of concrete graphs, using one-to- one correspondence
• collecting data, creating a concrete graph, and representing the graph, using a pictorial representation through grids, stamps, drawings
• one-to-one correspondence -
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2.315
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2.325
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2.335
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2.575
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2.585
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2.D.5.1
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Financial Literacy
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2.FL.6.1
Coin combinations to 100 cents, and spending and saving
• counting simple mixed combinations of coins to 100 cents
• introduction to the concepts of spending and saving, integrating the concepts of wants and needs
• role-playing financial transactions (e.g., using bills and coins) -
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2.295
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2.3015
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2.10215
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2.10315
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2.10415
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2.1055
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2.1065
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2.FL.6.1