IXL - CAMET grade 2 math curriculum

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1996 CAMET Foundation for the Atlantic Canada Mathematics Curriculum 1996 CAMET Foundation for the Atlantic Canada Mathematics Curriculum

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2 Number Concepts/Number and Relationship Operations

2.A Students will demonstrate number sense and apply number theory concepts.
2.A1 order numbers and use ordinal language
- Names of numbers: Ordinal numbers up to 10th (Grade 2 - C.1)
- Names of numbers: Ordinal numbers up to 100th (Grade 2 - C.2)
- Names of numbers: Distinguishing ordinal and cardinal numbers (Grade 2 - C.5)
2.A2 count in a variety of ways
- Counting and number patterns: Skip-counting (Grade 2 - A.1)
- Counting and number patterns: Skip-counting sequences (Grade 2 - A.2)
- Counting and number patterns: Counting patterns - up to 100 (Grade 2 - A.3)
- Counting and number patterns: Counting patterns - up to 1,000 (Grade 2 - A.12)
2.A3 estimate the size of numbers to the nearest multiple of 10
- Estimation and rounding: Estimate to the nearest ten (Grade 2 - M.1)
- Estimation and rounding: Round to the nearest ten (Grade 2 - M.2)
- Estimation and rounding: Round to the nearest ten or hundred (Grade 2 - M.3)
- Estimation and rounding: Round to the nearest ten, hundred or thousand (Grade 2 - M.4)
2.A4 identify simple fractions using models
- Fractions: Halves, thirds and fourths (Grade 2 - T.1)
- Fractions: Identify the fraction (Grade 2 - T.2)
- Fractions: Which shape illustrates the fraction? (Grade 2 - T.3)
2.A5 describe numbers in a variety of ways
- Place values: Place value models - tens and ones (Grade 2 - L.1)
- Place values: Place value models - up to hundreds (Grade 2 - L.2)
- Place values: Place value models - up to thousands (Grade 2 - L.3)
- Place values: Value of underlined digit - tens and ones (Grade 2 - L.4)
- Place values: Value of underlined digit - up to hundreds (Grade 2 - L.5)
- Place values: Value of underlined digit - up to thousands (Grade 2 - L.6)
- Place values: Regrouping tens and ones I (Grade 2 - L.7)
- Place values: Regrouping tens and ones II (Grade 2 - L.8)
- Place values: Convert to/from a number - tens and ones (Grade 2 - L.9)
- Place values: Convert to/from a number - up to hundreds (Grade 2 - L.10)
- Place values: Convert to/from a number - up to thousands (Grade 2 - L.11)
- Place values: Convert between place values - up to thousands (Grade 2 - L.12)
- Place values: Convert from expanded form - up to hundreds (Grade 2 - L.13)
- Place values: Convert from expanded form - up to thousands (Grade 2 - L.14)
- Place values: Identify the digit in the ones, tens, hundreds or thousands place (Grade 2 - L.15)
2.A6 demonstrate an understanding of base-ten groupings
- Place values: Regrouping tens and ones I (Grade 2 - L.7)
- Place values: Regrouping tens and ones II (Grade 2 - L.8)
- Place values: Convert to/from a number - tens and ones (Grade 2 - L.9)
2.A7 model numbers to three places
- Place values: Place value models - tens and ones (Grade 2 - L.1)
- Place values: Place value models - up to hundreds (Grade 2 - L.2)
2.A8 compare and order numbers by size
- Comparing and ordering: Comparing numbers up to 100 (Grade 2 - B.1)
- Comparing and ordering: Inequalities with addition and subtraction - up to 100 (Grade 2 - B.2)
- Comparing and ordering: Comparing numbers up to 1,000 (Grade 2 - B.3)
- Comparing and ordering: Put numbers up to 100 in order (Grade 2 - B.4)
- Comparing and ordering: Put numbers up to 1,000 in order (Grade 2 - B.5)
- Comparing and ordering: Greatest and least - word problems - up to 100 (Grade 2 - B.6)
- Comparing and ordering: Greatest and least - word problems - up to 1,000 (Grade 2 - B.7)
2.A9 recognize, extend, and create simple place-value patterns
2.B Students will demonstrate operation sense and apply operation principles and procedures in both numeric and algebraic situations.
2.B1 recognize that multiplication can be used to determine the total amount in groups of equal size
- Multiplication: Multiplication sentences (Grade 2 - W.1)
2.B2 recognize that division can mean determining how many groups of a fixed size are in a larger group or representing fair sharing
- Division: Divisors and quotients up to 5 (Grade 2 - X.1)
- Division: Divisors and quotients up to 10 (Grade 2 - X.2)
2.B3 demonstrate an understanding that addition can be used to solve subtraction problems and vice versa
- Properties: Fact families (Grade 2 - K.3)
2.B4 create word problems involving addition and subtraction
- Addition - one digit: Write the addition sentence - one digit (Grade 2 - E.12)
- Subtraction - one digit: Write the subtraction sentence - up to 18 (Grade 2 - F.12)
- Addition - two digits: Write the addition sentence - up to two digits (Grade 2 - G.11)
- Subtraction - two digits: Write the subtraction sentence - up to two digits (Grade 2 - H.11)
- Addition - three digits: Write the addition sentence - up to three digits (Grade 2 - I.6)
- Subtraction - three digits: Write the subtraction sentence - up to three digits (Grade 2 - J.6)
- Mixed operations: Write addition and subtraction sentences (Grade 2 - V.12)
2.B5 develop and apply strategies to learn addition and subtraction facts
- Addition - one digit: Review - ways to make a number - sums to 10 (Grade 2 - E.2)
- Addition - one digit: Review - writing addition sentences - sums to 10 (Grade 2 - E.3)
- Addition - one digit: Addition with pictures - sums to 20 (Grade 2 - E.6)
- Addition - one digit: Write addition sentences to describe pictures - sums to 20 (Grade 2 - E.7)
- Addition - one digit: Addition input/output tables - sums to 20 (Grade 2 - E.8)
- Addition - one digit: Add zero (Grade 2 - E.9)
- Addition - one digit: Complete the addition sentence - one digit (Grade 2 - E.11)
- Addition - one digit: Balance addition equations - one digit (Grade 2 - E.13)
- Subtraction - one digit: Review - ways to subtract - up to 10 (Grade 2 - F.2)
- Subtraction - one digit: Review - writing subtraction sentences - up to 10 (Grade 2 - F.3)
- Subtraction - one digit: Subtraction with pictures (Grade 2 - F.6)
- Subtraction - one digit: Write subtraction sentences to describe pictures - up to 18 (Grade 2 - F.7)
- Subtraction - one digit: Subtraction input/output tables - up to 18 (Grade 2 - F.8)
- Subtraction - one digit: Subtract zero/all (Grade 2 - F.9)
- Subtraction - one digit: Complete the subtraction sentence - up to 18 (Grade 2 - F.11)
- Subtraction - one digit: Balance subtraction equations - up to 18 (Grade 2 - F.13)
- Addition - two digits: Add multiples of 10 (Grade 2 - G.1)
2.B6 recall addition facts involving two addends, each less than 10, and the related subtraction facts
- Addition - one digit: Review - add one-digit numbers - sums to 10 (Grade 2 - E.1)
- Addition - one digit: Adding doubles (Grade 2 - E.4)
- Addition - one digit: Add one-digit numbers (Grade 2 - E.5)
- Addition - one digit: Addition word problems - one digit (Grade 2 - E.10)
- Subtraction - one digit: Review - subtract one-digit numbers - up to 10 (Grade 2 - F.1)
- Subtraction - one digit: Subtraction word problems - up to 18 (Grade 2 - F.10)
2.B7 demonstrate an understanding of basic principles of addition
- Addition - one digit: Add zero (Grade 2 - E.9)
- Properties: Related addition facts (Grade 2 - K.1)
2.B8 add 3 single-digit numbers
- Addition - one digit: Add three or more one-digit numbers (Grade 2 - E.14)
- Addition - one digit: Add three or more one-digit numbers - word problems (Grade 2 - E.15)
2.B9 model and perform the addition of two 2-digit numbers, with and without regrouping
- Addition - two digits: Add two two-digit numbers - without regrouping (Grade 2 - G.4)
- Addition - two digits: Add two two-digit numbers - with regrouping (Grade 2 - G.5)
- Addition - two digits: Addition input/output tables - up to two digits (Grade 2 - G.7)
2.B10 model and perform the subtraction of two 2-digit numbers, with and without regrouping
- Subtraction - one digit: Subtracting doubles (Grade 2 - F.4)
- Subtraction - one digit: Subtract a one-digit number from a two-digit number up to 18 (Grade 2 - F.5)
2.B11 estimate the sum or difference of two 2-digit numbers
- Estimation and rounding: Estimate sums (Grade 2 - M.5)
2.B12 use technology to solve problems involving sums or differences of larger numbers

2 Patterns and Relations

2.C Students will explore, recognize, represent and apply patterns and relationships, both informally and formally.
2.C1 compare and contrast patterns
2.C2 demonstrate an understanding that there are often many ways to continue a pattern, unless a pattern rule is provided
2.C3 identify and use patterns in an addition table
- Addition - one digit: Addition input/output tables - sums to 20 (Grade 2 - E.8)
2.C4 identify and extend place-value patterns
2.C5 represent patterns, using their own notation or symbolism
2.C6 solve simple open sentences involving addition and subtraction facts

2 Shape and Space

2.D Students will demonstrate an understanding of and apply concepts and skills associated with measurement.
2.D1 identify procedures (not involving units) to be used to compare areas
- Geometry: Area (Grade 2 - S.9)
2.D2 demonstrate a sense of how long 1 cm and 1 m are
- Measurement: Which metric unit of length is appropriate? (Grade 2 - R.7)
2.D3 estimate and measure length in non-standard and standard units
- Measurement: Which metric unit of length is appropriate? (Grade 2 - R.7)
2.D4 recognize and explain why standard units are used
2.D5 demonstrate a sense of how much 1 L is
- Measurement: Which metric unit of volume is appropriate? (Grade 2 - R.10)
2.D6 estimate and measure capacity in non-standard and standard units
- Measurement: Which metric unit of volume is appropriate? (Grade 2 - R.10)
- Measurement: Compare and convert metric units of volume (Grade 2 - R.11)
2.D7 demonstrate a sense of how much 1 kg is
- Measurement: Which metric unit of mass is appropriate? (Grade 2 - R.9)
2.D8 estimate and measure mass, using non-standard and standard units
- Measurement: Which metric unit of mass is appropriate? (Grade 2 - R.9)
- Measurement: Compare and convert metric units of mass (Grade 2 - R.12)
2.D9 estimate and measure time using non-standard units
- Time: Choose the appropriate time units (Grade 2 - P.11)
2.D10 read hours and half hours on a clock
- Time: Reading clocks (Grade 2 - P.2)
- Time: Match clocks and times (Grade 2 - P.4)
- Time: Match analog and digital clocks (Grade 2 - P.5)
2.D11 explore properties of the calendar
- Time: Read a calendar (Grade 2 - P.12)
- Time: Months of the year (Grade 2 - P.13)
- Time: Number of days in each month (Grade 2 - P.14)
- Time: Relate time units (Grade 2 - P.15)
2.D12 choose appropriate units with which to estimate and measure, and perform the measurements
- Time: Choose the appropriate time units (Grade 2 - P.11)
- Measurement: Which metric unit of length is appropriate? (Grade 2 - R.7)
- Measurement: Which metric unit of mass is appropriate? (Grade 2 - R.9)
- Measurement: Which metric unit of volume is appropriate? (Grade 2 - R.10)
2.D13 demonstrate an understanding that the size of unit used affects the number describing the measurement
- Measurement: Compare and convert metric units of volume (Grade 2 - R.11)
- Measurement: Compare and convert metric units of mass (Grade 2 - R.12)
2.D14 demonstrate an understanding that 100 cm make up 1 m
- Measurement: Compare and convert metric units of length (Grade 3 - Q.4)
2.E Students will demonstrate spatial sense and apply geometric concepts, properties and relationships.
2.E1 develop aspects of spatial sense, including perceptual constancy, perception of spatial relationships, and visual discrimination
- Spatial sense: Left, middle and right (Grade 1 - J.1)
- Spatial sense: Above, below, top, middle and bottom (Grade 1 - J.2)
- Data and graphs: Coordinate graphs (Grade 2 - Q.1)
2.E2 recognize 3-D shapes from drawings and from alternative perspectives
- Geometry: Identify planar and solid shapes (Grade 2 - S.1)
2.E3 sort, build, and pattern with 2-D and 3-D shapes
2.E4 recognize, name, and represent parallel lines and right angles
- Geometry: Angles: greater than, less than or equal to a right angle (Grade 3 - R.10)
- Geometry: Parallel, perpendicular, intersecting (Grade 4 - P.17)
2.E5 recognize, name, describe, and represent parallelograms
- Geometry: Classify quadrilaterals (Grade 5 - B.7)
2.E6 recognize, name, describe, and represent triangular, square, and rectangular prisms and pyramids
- Geometry: Identify planar and solid shapes (Grade 2 - S.1)
- Geometry: Compare sides, vertices, edges and faces (Grade 2 - S.2)
- Geometry: Count sides, vertices, edges and faces (Grade 2 - S.3)
2.E7 cut and assemble nets of cubes and triangular, square, and rectangular prisms and pyramids
- Geometry: Nets of 3-dimensional figures (Grade 4 - P.9)
2.E8 recognize surfaces and faces of 3-D shapes
- Geometry: Front, side and top view (Grade 6 - X.28)
2.E9 sort, build, and pattern with 2-D and 3-D shapes
2.E10 subdivide and change 2-D figures
2.E11 recognize, identify, describe, and represent reflective symmetry in 2-D shapes
- Geometry: Symmetry (Grade 2 - S.4)
2.E12 recognize and identify reflective symmetry in the environment
- Geometry: Symmetry (Grade 2 - S.4)
2.E13 make the connection between reflective symmetry and using squares, rectangles, and circles
- Geometry: Flip, turn and slide (Grade 2 - S.6)
2.E14 make the connection between even and odd numbers and rectangles

2 Data Management and Probability

2.F Students will solve problems involving the collection, display and analysis of data.
2.F1 conduct simple surveys and record data
2.F2 create and interpret pictographs and symbolic bar graphs
2.F3 develop and modify predictions, with respect to data collected or presented to them
2.G Students will represent and solve problems involving uncertainty.
2.G1 demonstrate an understanding that some events are more likely than others
- Probability and statistics: More, less and equally likely (Grade 2 - U.1)
- Probability and statistics: Certain, probable, unlikely and impossible (Grade 2 - U.2)
2.G2 demonstrate an understanding that probability predictions need not always come true
- Probability and statistics: More, less and equally likely (Grade 2 - U.1)
- Probability and statistics: Certain, probable, unlikely and impossible (Grade 2 - U.2)