Alberta

Number

• Students analyze quantity to 1000.

  • Represent quantities using words and natural numbers.

    • Spell word names for numbers up to 20 (2-C.1)
    • Writing numbers up to 1000 in words - convert words to digits (2-C.4)
    • Writing numbers up to 1000 in words - convert digits to words (2-C.5)

  • Identify the digits representing thousands, hundreds, tens, and ones based on place in a natural number.

    • Place value models - tens and ones (2-M.1)
    • Place value models - up to hundreds (2-M.2)
    • Place value models - up to thousands (2-M.3)
    • Identify a digit - tens and ones (2-M.4)
    • Identify a digit up to the hundreds place (2-M.5)
    • Place value - tens and ones (2-M.6)
    • Place value - up to hundreds (2-M.7)
    • Place value - up to thousands (2-M.8)

  • Relate a number, including zero, to its position on the number line.

    • Number lines - up to 100 (2-A.8)
    • Number lines - up to 1000 (2-A.17)

  • Decompose quantities into groups of 100s, 10s, and 1s.

    • Convert to/from a number - tens and ones (2-M.11)
    • Convert to/from a number - up to hundreds (2-M.12)
    • Convert from expanded form - tens and ones (2-M.15)
    • Convert from expanded form - up to hundreds (2-M.16)

  • Count within 1000, forward and backward by 1s, starting at any number.

    • Count forward and backward - up to 1000 (2-A.18)

  • Skip count by 20s, 25s, or 50s, starting at 0.

  • Skip count by 2s and 10s, starting at any number.

    • Skip-count by twos (2-A.1)
    • Skip-count by tens (2-A.3)
    • Skip-count by twos, fives and tens (2-A.4)
    • Skip-counting sequences (2-A.5)
    • Count forward by twos, fives and tens - up to 100 (2-A.6)
    • Counting patterns - up to 100 (2-A.7)
    • Skip-counting stories (2-A.10)
    • Skip-counting puzzles (2-A.11)
    • Counting patterns - up to 1000 (2-A.19)

  • Determine the value of a collection of coins or bills of the same denomination by skip counting.

    • Count money - up to $1 (2-P.2)
    • Count money - up to $2 (2-P.3)

  • Model even and odd quantities by sharing and grouping.

    • Even or odd (2-A.12)

  • Describe a quantity as even or odd.

    • Identify numbers as even or odd (2-A.13)
    • Select even or odd numbers (2-A.14)
    • Even or odd numbers on number lines (2-A.15)
    • Which even or odd number comes before or after? (2-A.16)

  • Partition a set of objects by sharing or grouping, with or without remainders.

  • Estimate quantities using benchmarks.

    • Estimate to the nearest ten (2-N.1)

  • Model equality and inequality between two quantities, including with a balance.

  • Compare and order natural numbers.

    • Comparing numbers up to 100 (2-B.1)
    • Comparing numbers up to 1000 (2-B.2)
    • Put numbers up to 100 in order (2-B.3)
    • Put numbers up to 1000 in order (2-B.4)
    • Greatest and least word problems - up to 100 (2-B.5)
    • Greatest and least word problems - up to 1000 (2-B.6)

  • Describe a quantity as less than, greater than, or equal to another quantity.

    • Comparing numbers up to 100 (2-B.1)
    • Comparing numbers up to 1000 (2-B.2)

• Students investigate addition and subtraction within 100.

  • Visualize 100 as a composition of multiples of 10 in various ways.

  • Compose a sum in multiple ways, including with more than two addends.

    • Ways to make a number - sums to 10 (2-E.2)
    • Balance addition equations - one digit (2-E.18)
    • Ways to make a number using addition (2-G.12)
    • Balance addition equations - up to two digits (2-G.16)

  • Recall and apply addition number facts, with addends to 10, and related subtraction number facts.

    • Add one-digit numbers - sums to 10 (2-E.1)
    • Add one-digit numbers (2-E.6)
    • Addition word problems - sums to 20 (2-E.15)
    • Subtract one-digit numbers - up to 10 (2-F.1)
    • Subtract a one-digit number from a two-digit number up to 18 (2-F.6)
    • Subtraction word problems - up to 18 (2-F.12)
    • Add and subtract numbers up to 20 (2-L.1)

  • Investigate strategies for addition and subtraction of two-digit numbers.

    • Use models to add a two-digit and a one-digit number - without regrouping (2-G.1)
    • Use models to add a two-digit and a one-digit number - with regrouping (2-G.3)
    • Write addition sentences to describe pictures (2-G.5)
    • Add multiples of 10 (2-G.6)
    • Use models to add two-digit numbers - without regrouping (2-G.7)
    • Use models to add two-digit numbers - with regrouping (2-G.9)
    • Addition input/output tables - up to two digits (2-G.11)
    • Ways to make a number using addition (2-G.12)
    • Add three or more numbers up to two digits each (2-G.17)
    • Subtract multiples of 10 (2-H.1)
    • Write subtraction sentences to describe pictures - up to two digits (2-H.6)
    • Subtraction input/output tables - up to two digits (2-H.7)
    • Ways to make a number using subtraction (2-H.8)
    • Input/output tables - add and subtract by 10 (2-L.7)
    • Addition and subtraction - ways to make a number - up to 100 (2-L.9)
    • Addition and subtraction - balance equations - up to 100 (2-L.11)
    • Write the addition or subtraction rule for an input/output table - up to 100 (2-L.12)

  • Add and subtract numbers within 100.

    • Add a two-digit and a one-digit number - without regrouping (2-G.2)
    • Add a two-digit and a one-digit number - with regrouping (2-G.4)
    • Add two two-digit numbers - without regrouping (2-G.8)
    • Add two two-digit numbers - with regrouping (2-G.10)
    • Add three or more numbers up to two digits each (2-G.17)
    • Subtract a one-digit number from a two-digit number - without regrouping (2-H.2)
    • Subtract a one-digit number from a two-digit number - with regrouping (2-H.3)
    • Subtract two two-digit numbers - without regrouping (2-H.4)
    • Subtract two two-digit numbers - with regrouping (2-H.5)
    • Add and subtract numbers up to 100 (2-L.8)

  • Verify a sum or difference using inverse operations.

    • Related addition facts (2-K.1)
    • Related subtraction facts (2-K.2)
    • Fact families (2-K.3)

  • Determine a missing quantity in a sum or difference, within 100, in a variety of ways.

    • Complete the addition sentence - sums to 20 (2-E.16)
    • Balance addition equations - one digit (2-E.18)
    • Complete the subtraction sentence - up to 18 (2-F.13)
    • Balance subtraction equations - up to 18 (2-F.15)
    • Complete the addition sentence - up to two digits (2-G.14)
    • Balance addition equations - up to two digits (2-G.16)
    • Complete the subtraction sentence - up to two digits (2-H.10)
    • Balance subtraction equations - up to two digits (2-H.12)
    • Addition and subtraction - balance equations - up to 20 (2-L.4)
    • Addition and subtraction - balance equations - up to 100 (2-L.11)

  • Solve problems using addition and subtraction of countable quantities or measurable lengths.

    • Addition word problems - up to two digits (2-G.13)
    • Write addition sentences for word problems - up to two digits (2-G.15)
    • Add three or more numbers up to two digits - word problems (2-G.18)
    • Subtraction word problems - up to two digits (2-H.9)
    • Write subtraction sentences for word problems - up to two digits (2-H.11)
    • Addition and subtraction word problems - up to 100 (2-L.10)

• Students interpret part-whole relationships using unit fractions.

  • Model a unit fraction by partitioning a whole object or whole set into equal parts, limited to 10 or fewer equal parts.

    • Halves, thirds and fourths (2-W.1)
    • Make halves, thirds and fourths (2-W.2)
    • Unit fractions: modelling word problems (2-W.5)

  • Compare different unit fractions of the same whole, limited to denominators of 10 or less.

    • Compare fractions using models (2-W.8)

  • Compare the same unit fractions of different wholes, limited to denominators of 10 or less.

    • Compare fractions using models (2-W.8)

  • Model one whole, using a given unit fraction, limited to denominators of 10 or less.

Geometry

• Students analyze and explain geometric attributes of shape.

  • Sort shapes according to two geometric attributes and describe the sorting rule.

    • Sort shapes into a Venn diagram (2-R.10)
    • Count shapes in a Venn diagram (2-R.11)
    • Select two-dimensional shapes (2-T.2)
    • Select three-dimensional shapes (2-U.2)

  • Relate the faces of three-dimensional shapes to two-dimensional shapes.

    • Identify faces of three-dimensional shapes (2-U.6)

  • Create a picture or design with shapes from verbal instructions, visualization, or memory.

    • Compose two-dimensional shapes (2-T.10)

  • Investigate translation, rotation, and reflection of two- and three-dimensional shapes.

    • Flip, turn and slide (2-T.7)

  • Describe geometric attributes of two- and three-dimensional shapes in various orientations.

    • Name the two-dimensional shape (2-T.1)
    • Count sides and vertices (2-T.3)
    • Compare sides and vertices (2-T.4)
    • Equal sides (2-T.5)
    • Number of sides in polygons (2-T.6)
    • Name the three-dimensional shape (2-U.1)
    • Count vertices, edges and faces (2-U.3)
    • Compare vertices, edges and faces (2-U.4)
    • Identify shapes traced from solids (2-U.5)
    • Identify faces of three-dimensional shapes (2-U.6)

  • Recognize the translation, rotation, or reflection of shapes represented in artwork.

Measurement

• Students communicate length using units.

  • Measure length with non-standard units by tiling, iterating, or using a self-created measuring tool.

    • Measure using objects (2-S.8)

  • Compare and order measurements of different lengths measured with the same non-standard units, and explain the choice of unit.

  • Compare measurements of the same length measured with different non-standard units.

  • Measure length with standard units by tiling or iterating with a centimetre.

    • Measure using a centimetre ruler (2-S.9)

  • Compare and order measurements of different lengths measured with centimetres.

    • Metric units of length: word problems (2-S.11)

  • Identify referents for a centimetre.

  • Estimate length by visualizing the iteration of a referent for a centimetre.

    • Which metric unit of length is appropriate? (2-S.10)

  • Investigate First Nations, Métis, or Inuit use of the land in estimations of length.

Patterns

• Students explain and analyze patterns in a variety of contexts.

  • Describe non-repeating patterns encountered in surroundings, including in art, architecture, cultural designs, and nature.

  • Investigate patterns in a hundreds chart.

    • Hundred chart (2-A.9)

  • Create and express growing patterns using sounds, objects, pictures, or actions.

    • Growing patterns (2-D.2)
    • Find the next shape in a growing pattern (2-D.4)
    • Find the next row in a growing pattern (2-D.7)

  • Create and express a repeating pattern with a pattern core of up to four elements that change by more than one attribute.

Time

• Students relate duration to time.

  • Express significant events using calendar dates.

    • Read a calendar (2-Q.16)

  • Describe the duration between or until significant events using comparative language.

  • Describe the duration of events using non-standard units.

  • Relate First Nations' winter counts to duration.

  • Describe the relationship between days, weeks, months, and years.

    • Days of the week (2-Q.13)
    • Months of the year (2-Q.14)
    • Number of days in each month (2-Q.15)

  • Describe the duration between or until significant events using standard units of time.

Statistics

• Students relate data to a variety of representations.

  • Generate questions for a specific investigation within the learning environment.

  • Collect first-hand data by questioning people within the learning environment.

  • Record data in a table.

    • Which tally chart is correct? (2-R.2)

  • Construct graphs to represent data.

    • Which bar graph is correct? (2-R.5)
    • Create line plots (2-R.7)
    • Create pictographs (2-R.9)

  • Interpret graphs to answer questions.

    • Interpret tally charts (2-R.3)
    • Interpret bar graphs (2-R.4)
    • Interpret line plots (2-R.6)
    • Interpret pictographs (2-R.8)

  • Compare the features of pictographs, dot plots, and bar graphs.