New Brunswick

2.N Number

• Develop number sense

  • 2.N1 Say the number sequence, 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; and 2s starting from 1.

    • Skip-count by twos (2-A.1)
    • Skip-count by fives (2-A.2)
    • 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)

  • 2.N2 Demonstrate if a number (up to 100) is even or odd.

    • Even or odd (2-A.12)
    • 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)

  • 2.N3 Describe order or relative position using ordinal numbers (up to tenth).

    • Ordinal numbers up to 10th (2-C.6)

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

    • Counting - up to 100 (1-A.11)
    • Spell word names for numbers up to 20 (2-C.1)
    • Writing numbers up to 100 in words - convert words to digits (2-C.2)
    • Writing numbers up to 100 in words - convert digits to words (2-C.3)

  • 2.N5 Compare and order numbers up to 100.

    • Number lines - up to 100 (2-A.8)
    • Hundred chart (2-A.9)
    • Comparing numbers up to 100 (2-B.1)
    • Put numbers up to 100 in order (2-B.3)
    • Greatest and least word problems - up to 100 (2-B.5)

  • 2.N6 Estimate quantities to 100 using referents.

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

  • 2.N7 Illustrate, concretely and pictorially, the meaning of place value for numerals to 100.

    • Place value models - tens and ones (2-M.1)
    • Identify a digit - tens and ones (2-M.4)
    • Place value - tens and ones (2-M.6)
    • Convert to/from a number - tens and ones (2-M.11)
    • Convert from expanded form - tens and ones (2-M.15)

  • 2.N8 Demonstrate and explain the effect of adding zero to or subtracting zero from any number.

    • Add zero (2-E.11)
    • Subtract zero/all (2-F.10)

  • 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; and explaining that the order in which numbers are subtracted may affect the difference.

    • Use models to add a two-digit and a one-digit number - without regrouping (2-G.1)
    • Add a two-digit and a one-digit number - without regrouping (2-G.2)
    • Use models to add a two-digit and a one-digit number - with regrouping (2-G.3)
    • Add a two-digit and a one-digit number - with regrouping (2-G.4)
    • 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)
    • Add two two-digit numbers - without regrouping (2-G.8)
    • Use models to add two-digit numbers - with regrouping (2-G.9)
    • Add two two-digit numbers - with regrouping (2-G.10)
    • Addition word problems - up to two digits (2-G.13)
    • Complete the addition sentence - up to two digits (2-G.14)
    • Write addition sentences for word problems - up to two digits (2-G.15)
    • Subtract multiples of 10 (2-H.1)
    • 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)
    • Write subtraction sentences to describe pictures - up to two digits (2-H.6)
    • Subtraction word problems - up to two digits (2-H.9)
    • Complete the subtraction sentence - up to two digits (2-H.10)
    • Write subtraction sentences for word problems - up to two digits (2-H.11)

  • 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; and addition for subtraction to determine basic addition facts to 18 and related subtraction facts.

    • Add one-digit numbers - sums to 10 (2-E.1)
    • Ways to make a number - sums to 10 (2-E.2)
    • Add one-digit numbers (2-E.6)
    • Ways to make a number - sums to 20 (2-E.7)
    • Add doubles (2-E.13)
    • Add doubles - complete the sentence (2-E.14)
    • Addition word problems - sums to 20 (2-E.15)
    • Complete the addition sentence - sums to 20 (2-E.16)
    • Subtract one-digit numbers - up to 10 (2-F.1)
    • Ways to subtract - up to 10 (2-F.2)
    • Subtract doubles (2-F.4)
    • 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)
    • Complete the subtraction sentence - up to 18 (2-F.13)
    • Related addition facts (2-K.1)
    • Related subtraction facts (2-K.2)
    • Fact families (2-K.3)
    • Add and subtract numbers up to 20 (2-L.1)
    • Addition and subtraction - ways to make a number - up to 20 (2-L.2)
    • Addition and subtraction word problems - up to 20 (2-L.3)
    • Addition and subtraction - balance equations - up to 20 (2-L.4)

2.PR Patterns & Relations

• Use patterns to describe the world and solve problems

  • 2.PR1 Demonstrate an understanding of repeating patterns (three to five elements) by: describing; extending; comparing; and creating patterns using manipulatives, diagrams, sounds and actions.

    • Repeating patterns (2-D.1)
    • Find the next shape in a repeating pattern (2-D.3)
    • Complete a repeating pattern (2-D.5)
    • Make a repeating pattern (2-D.6)

  • 2.PR2 Demonstrate an understanding of increasing patterns by: describing; extending; comparing; and creating patterns using manipulatives, diagrams, sounds and actions (numbers to 100).

    • 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)

• Represent algebraic expressions in multiple ways

  • 2.PR3 Demonstrate and explain the meaning of equality and inequality by using manipulatives and diagrams (0 to 100).

  • 2.PR4 Record equalities and inequalities symbolically, using the equal symbol or the not equal symbol.

    • Write addition sentences to describe pictures - sums to 20 (2-E.8)
    • Balance addition equations - one digit (2-E.18)
    • Which addition sentence is true? (2-E.19)
    • Write subtraction sentences to describe pictures - up to 18 (2-F.7)
    • Which subtraction sentence is true? (2-F.11)
    • Balance subtraction equations - up to 18 (2-F.15)
    • Solve inequalities using addition and subtraction shortcuts (2-K.5)
    • Inequalities with addition and subtraction - up to 100 (2-L.17)

2.SS Shape & Space

• Use direct or indirect measurement to solve problems

  • 2.SS1 Relate the number of days to a week and the number of months to a year in a problem-solving context.

    • Days of the week (2-Q.13)
    • Months of the year (2-Q.14)
    • Number of days in each month (2-Q.15)
    • Read a calendar (2-Q.16)

  • 2.SS2 Relate the size of a unit of measure to the number of units (limited to nonstandard units) used to measure length and mass (weight).

  • 2.SS3 Compare and order objects by length, height, distance around and mass (weight) using nonstandard units, and make statements of comparison.

    • Long and short (2-S.1)
    • Tall and short (2-S.2)
    • Light and heavy (2-S.3)
    • Holds more or less (2-S.4)
    • Compare size, weight and capacity (2-S.5)

  • 2.SS4 Measure length to the nearest non-standard unit by: using multiple copies of a unit and using a single copy of a unit (iteration process).

    • Measure using objects (2-S.8)

  • 2.SS5 Demonstrate that changing the orientation of an object does not alter the measurements of its attributes.

• Describe 3-D objects and 2-D shapes, and analyze the relationships

  • 2.SS6 Sort 2-D shapes and 3-D objects using two attributes, and explain 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)

  • 2.SS7 Describe, compare and construct 3-D objects, including: cubes; spheres; cones; cylinders; and pyramids.

    • 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)
    • Nets of prisms and pyramids (2-U.7)

  • 2.SS8 Describe, compare and construct 2-D shapes, including: triangles; squares; rectangles; and circles.

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

  • 2.SS9 Identify 2-D shapes as parts of 3-D objects in the environment.

    • Shapes of everyday objects I (2-U.8)
    • Shapes of everyday objects II (2-U.9)

2.SP Statistics & Probability

• Collect, display and analyze data to solve problems

  • 2.SP1 Gather and record data about self and others to answer questions.

  • 2.SP2 Construct and interpret concrete graphs and pictographs to solve problems.

    • Which tally chart is correct? (2-R.2)
    • Interpret tally charts (2-R.3)
    • Interpret bar graphs (2-R.4)
    • Which bar graph is correct? (2-R.5)
    • Interpret line plots (2-R.6)
    • Create line plots (2-R.7)
    • Interpret pictographs (2-R.8)
    • Create pictographs (2-R.9)