Nova Scotia

2.N Number

• Students will be expected to demonstrate number sense.

  • 2.N01 Students will be expected to say the number sequence by:
    • 1s, forward and backward, starting from any point to 200
    • 2s, forward and backward, starting from any point to 100
    • 5s and 10s, forward and backward, using starting points that are multiples of 5 and 10 respectively to 100
    • 10s, starting from any point, to 100

    • 2.N01.01 Extend counting sequence (by 1s), forward and backward.

      • Counting forward - up to 100 (1-A.14)
      • Counting backward - up to 100 (1-A.15)

    • 2.N01.02 Extend a given skip counting sequence (by 2s, 5s, or 10s) forward and backward.

      • 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.N01.03 Skip count by 10s, given any number as a starting point.

      • Skip-count by tens (2-A.3)

    • 2.N01.04 Identify and correct errors and omissions in a given skip counting sequence.

    • 2.N01.05 Count a given sum of money with pennies, nickels, or dimes (to 100¢).

      • Count nickels and dimes (1-T.2)

    • 2.N01.06 Count quantity using groups of 2s, 5s, or 10s and counting on.

      • 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)

  • 2.N02 Students will be expected to demonstrate if a number (up to 100) is even or odd.

    • 2.N02.01 Use concrete materials or pictorial representations to determine if a given number is even or odd.

      • Even or odd (2-A.12)

    • 2.N02.02 Identify even and odd numbers in a given sequence, such as on a hundred chart.

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

    • 2.N02.03 Sort a given set of numbers as even numbers and odd numbers.

      • Identify numbers as even or odd (2-A.13)
      • Select even or odd numbers (2-A.14)

  • 2.N03 Students will be expected to describe order or relative position using ordinal numbers (up to tenth).

    • 2.N03.01 Indicate a position of a specific object in a sequence by using ordinal numbers up to tenth.

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

    • 2.N03.02 Compare the ordinal position of a specific object in two different given sequences.

  • 2.N04 Students will be expected to represent and partition numbers to 100.

    • 2.N04.01 Represent a given number using concrete materials, such as ten-frames and base-ten materials.

      • Place value models - tens and ones (2-M.1)

    • 2.N04.02 Represent a given number using coins (pennies, nickels, dimes, and quarters).

    • 2.N04.03 Represent a given number using tallies.

    • 2.N04.04 Represent a given number pictorially.

      • Place value models - tens and ones (2-M.1)

    • 2.N04.05 Find examples of a given number in the environment.

    • 2.N04.06 Represent a given number using expressions (e.g., 24 + 6, 15 + 15, 40 – 10).

      • Ways to make a number - sums to 10 (2-E.2)
      • Ways to make a number - sums to 20 (2-E.7)
      • Ways to subtract - up to 10 (2-F.2)
      • Ways to make a number using addition (2-G.12)
      • Ways to make a number using subtraction (2-H.8)
      • Addition and subtraction - ways to make a number - up to 20 (2-L.2)
      • Addition and subtraction - ways to make a number - up to 100 (2-L.9)

    • 2.N04.07 Read a number (0–100) given in symbolic or word form.

    • 2.N04.08 Record in words a given number (0–20).

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

    • 2.N04.09 Record, symbolically, any number (0–100).

      • Writing numbers up to 100 in words - convert words to digits (2-C.2)

  • 2.N05 Students will be expected to compare and order numbers up to 100.

    • 2.N05.01 Compare and order a given set of numbers in ascending or descending order and verify the result using a hundred chart, number line, ten-frames, or by making references to place value.

      • Number lines - up to 100 (2-A.8)
      • 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.N05.02 Identify errors in a given ordered sequence.

    • 2.N05.03 Identify missing numbers in a given hundred chart.

      • Hundred chart (2-A.9)

    • 2.N05.04 Identify errors in a given hundred chart.

  • 2.N06 Students will be expected to estimate quantities to 100 by using referents.

    • 2.N06.01 Estimate a given quantity by comparing it to a referent (known quantity).

    • 2.N06.02 Estimate the number of groups of ten in a given quantity using 10 as a referent.

    • 2.N06.03 Select between two possible estimates for a given quantity and explain the choice.

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

  • 2.N07 Students will be expected to illustrate, concretely and pictorially, the meaning of place value for numerals to 100.

    • 2.N07.01 Explain and show with counters the meaning of each digit for a given 2-digit numeral with both digits the same.

    • 2.N07.02 Count the number of objects in a given set using groups of 10s and 1s, and record the result as a 2-digit numeral under the headings of 10s and 1s.

      • Place value models - tens and ones (2-M.1)

    • 2.N07.03 Describe a given 2-digit numeral in at least two ways.

      • Regroup tens and ones (2-M.9)
      • Regroup tens and ones - ways to make a number (2-M.10)
      • Convert to/from a number - tens and ones (2-M.11)

    • 2.N07.04 Illustrate using ten-frames and diagrams that a given numeral consists of a certain number of groups of ten and a certain number of ones.

      • Counting tens and ones - up to 99 (1-A.12)

    • 2.N07.05 Illustrate using proportional base-ten materials that a given numeral consists of a certain number of tens and a certain number of ones.

      • Place value models - tens and ones (2-M.1)

    • 2.N07.06 Explain why the value of a digit depends on its placement within a numeral.

      • Identify a digit - tens and ones (2-M.4)
      • Place value - tens and ones (2-M.6)

    • 2.N07.07 Represent one unit if shown a pre-grouped model representing ten.

  • 2.N08 Students will be expected to demonstrate and explain the effect of adding zero to or subtracting zero from any number.

    • 2.N08.01 Add zero to a given number and explain why the sum is the same as the addend.

      • Add zero (2-E.11)

    • 2.N08.02 Subtract zero from a given number and explain why the difference is the same as the given number.

      • Subtract zero/all (2-F.10)

  • 2.N09 Students will be expected to 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 manipulates
    • creating and solving problems that involve addition and subtraction
    • explaining and demonstrating that the order in which numbers are added does not affect the sum
    • explaining and demonstrating that the order in which numbers are subtracted matters when finding a difference

    • 2.N09.01 Solve a given story problem of any type by modelling it with materials or a diagram, and write a number sentence that represents the thinking in the solution.

      • Addition word problems with pictures - sums up to 10 (1-D.5)
      • Addition sentences for word problems - sums up to 20 (1-D.12)
      • Subtraction word problems with pictures - numbers up to 10 (1-H.6)
      • Subtraction sentences for word problems - numbers up to 18 (1-H.12)

    • 2.N09.02 Solve a given story problem of any type by writing a number expression and combining the numbers to complete the number sentences.

      • Addition word problems - sums to 20 (2-E.15)
      • Write addition sentences for word problems - sums to 20 (2-E.17)
      • Add three or more one-digit numbers - word problems (2-E.21)
      • Subtraction word problems - up to 18 (2-F.12)
      • Write subtraction sentences for word problems - up to 18 (2-F.14)
      • 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 20 (2-L.3)
      • Addition and subtraction word problems - up to 100 (2-L.10)
      • Write addition and subtraction sentences (2-L.16)

    • 2.N09.03 Match a number sentence to a given story problem.

    • 2.N09.04 Create an addition or a subtraction number sentence and a story problem for a given solution.

    • 2.N09.05 Model addition and subtraction using concrete materials or visual representations and record the process symbolically.

      • Addition with pictures - sums to 20 (2-E.5)
      • Addition sentences using number lines - sums to 20 (2-E.9)
      • Subtraction with pictures (2-F.5)
      • Subtraction sentences using number lines - up to 20 (2-F.8)
      • 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)
      • Use models to add two-digit numbers - without regrouping (2-G.7)
      • Use models to add two-digit numbers - with regrouping (2-G.9)
      • Write subtraction sentences to describe pictures - up to two digits (2-H.6)

    • 2.N09.06 Add a given set of numbers in two different ways and explain why the sum is the same.

    • 2.N09.07 Recognize and create equivalent addition and subtraction number sentences.

      • Related addition facts (2-K.1)
      • Related subtraction facts (2-K.2)
      • Fact families (2-K.3)
      • Write addition and subtraction sentences (2-L.16)

  • 2.N10 Students will be expected to apply mental mathematics strategies to quickly recall basic addition facts to 18 and determine related subtraction facts.

    • 2.N10.01 Explain the mental mathematics strategy that could be used to determine basic addition facts:
      • Doubles Facts
      • Plus One Facts
      • One-Apart (Near Doubles) Facts
      • Plus Two Facts
      • Plus Zero Facts
      • Make-10 Facts
      • Two-Apart Facts
      • Plus Three Facts

      • Complete the addition sentence - make ten (1-E.5)
      • Add three numbers - make ten (1-E.6)
      • Add doubles using models (2-E.12)
      • Add doubles (2-E.13)
      • Add doubles - complete the sentence (2-E.14)

    • 2.N10.02 Use and describe a personal strategy for determining a sum to 18.

      • Add one-digit numbers - sums to 10 (2-E.1)
      • Add one-digit numbers (2-E.6)

    • 2.N10.03 Quickly recall basic addition facts to 18 in a variety of contexts.

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

    • 2.N10.04 Explain the think-addition strategy used to determine a basic subtraction fact.

    • 2.N10.05 Use and describe a personal strategy for determining the subtraction facts.

      • Subtract one-digit numbers - up to 10 (2-F.1)
      • Subtract doubles (2-F.4)
      • Subtract a one-digit number from a two-digit number up to 18 (2-F.6)
      • Related subtraction facts (2-K.2)

2.PR Patterns and Relations

• Patterns - Students will be expected to use patterns to describe the world and solve problems

  • 2.PR01 Students will be expected to demonstrate an understanding of repeating patterns (three to five elements) by describing, extending, comparing, and creating, patterns using manipulatives, diagrams, sounds, and actions.

    • 2.PR01.01 Identify the core of a given repeating pattern.

      • Repeating patterns (2-D.1)

    • 2.PR01.02 Describe and extend a given double attribute pattern.

      • Find the next shape in a repeating pattern (2-D.3)
      • Complete a repeating pattern (2-D.5)

    • 2.PR01.03 Create a repeating non-numerical pattern and explain the rule.

      • Make a repeating pattern (2-D.6)

    • 2.PR01.04 Predict an element of a given repeating pattern using a variety of strategies and extend the pattern up to the tenth element to verify the prediction.

    • 2.PR01.05 Translate a repeating pattern from one mode to another.

    • 2.PR01.06 Compare two given repeating patterns, and describe how they are alike/different.

  • 2.PR02 Students will be expected to demonstrate an understanding of increasing patterns by describing, extending, and creating numerical patterns (numbers to 100) and non-numerical patterns using manipulatives, diagrams, sounds, and actions.

    • 2.PR02.01 Identify and describe increasing patterns in a variety of given contexts.

      • Growing patterns (2-D.2)

    • 2.PR02.02 Represent a given increasing pattern concretely and pictorially.

      • Growing patterns (2-D.2)

    • 2.PR02.03 Identify errors in a given increasing pattern.

    • 2.PR02.04 Explain the rule used to create a given increasing pattern.

    • 2.PR02.05 Create an increasing pattern and explain the pattern rule.

    • 2.PR02.06 Represent a given increasing pattern using another mode.

    • 2.PR02.07 Solve a given problem using increasing patterns.

    • 2.PR02.08 Identify and describe increasing patterns in the environment.

    • 2.PR02.09 Determine missing terms in a given concrete, pictorial, or symbolic increasing pattern and explain the reasoning.

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

• Variables and Equations - Students will be expected to represent algebraic expressions in multiple ways.

  • 2.PR03 Students will be expected to demonstrate and explain the meaning of equality and inequality by using manipulatives and diagrams (0 to 100).

    • 2.PR03.01 Determine whether two given quantities of the same object (same shape and mass) are equal by using a balance scale.

    • 2.PR03.02 Construct and draw two unequal sets using the same object (same shape and mass) and explain the reasoning.

    • 2.PR03.03 Demonstrate how to change two given sets, equal in number, to create inequality.

    • 2.PR03.04 Choose from three or more given sets the one that does not have a quantity equal to the others and explain why.

  • 2.PR04 Students will be expected to record equalities and inequalities symbolically, using the equal symbol or not equal symbol.

    • 2.PR04.01 Determine whether two sides of a given number sentence are equal (=) or not equal (≠). Write the appropriate symbol and justify the answer.

      • Which addition sentence is true? (2-E.19)
      • Which subtraction sentence is true? (2-F.11)
      • Which addition or subtraction sentence is true? (2-L.5)
      • Which sign (+ or -) makes the number sentence true? (2-L.15)

    • 2.PR04.02 Model equalities using a variety of concrete representations and record the equality.

      • Balance addition equations - one digit (2-E.18)
      • Balance subtraction equations - up to 18 (2-F.15)
      • Write addition sentences to describe pictures (2-G.5)
      • Balance addition equations - up to two digits (2-G.16)
      • Write subtraction sentences to describe pictures - up to two digits (2-H.6)
      • 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)

    • 2.PR04.03 Model inequalities using a variety of concrete representations and record the inequality.

2.M Measurement

• Students will be expected to use direct and indirect measure to solve problems.

  • 2.M01 Students will be expected to demonstrate an understanding of the calendar and the relationships among days, weeks, months, and years.

    • 2.M01.01 Read a calendar.

      • Read a calendar (2-Q.16)

    • 2.M01.02 Name and order the days of the week and months of the year.

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

    • 2.M01.03 Communicate the number of days in a week and the number of months in a year.

      • Days of the week (2-Q.13)
      • Months of the year (2-Q.14)

    • 2.M01.04 Solve a given problem involving time which is limited to the number of days in a week and the number of months in a year.

  • 2.M02 Students will be expected to relate the size of a unit of measure to the number of units (limited to non-standard units) used to measure length and mass.

    • 2.M02.01 Explain why one of two given non-standard units may be a better choice for measuring the length of an object.

    • 2.M02.02 Explain why one of two given non-standard units may be a better choice for measuring the mass of an object.

    • 2.M02.03 Select a non-standard unit for measuring the length or mass of an object and explain why it was chosen.

    • 2.M02.04 Estimate the number of non-standard units needed for a given measurement task.

      • Measure using objects (2-S.8)

    • 2.M02.05 Explain why the number of units of a measurement will vary depending upon the unit of measure used.

  • 2.M03 Students will be expected to compare and order objects by length, height, distance around, and mass using non-standard units and make statements of comparison.

    • 2.M03.01 Estimate, measure, and record the length, height, distance around, or mass of a given object using non-standard units.

      • Measure using objects (2-S.8)

    • 2.M03.02 Compare and order the measure of two or more objects in ascending or descending order and explain the method of ordering.

      • 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.M04 Students will be expected to 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).

    • 2.M04.01 Explain why overlapping or leaving gaps does not result in accurate measures.

    • 2.M04.02 Count the number of non-standard units required to measure the length of a given object using a single copy or multiple copies of a unit.

      • Measure using objects (2-S.8)

    • 2.M04.03 Estimate and measure a given object using multiple copies of a non-standard unit and using a single copy of the same unit many times, and explain the results.

      • Measure using objects (2-S.8)

    • 2.M04.04 Estimate and measure, using non-standard units, a given length that is not a straight line.

  • 2.M05 Students will be expected to demonstrate that changing the position of an object does not alter the measurements of its attributes.

    • 2.M05.01 Measure a given object, change the position, remeasure, and explain the results.

2.G Geometry

• 3-D Objects and 2-D Shapes - Students will be describe the characteristics of 3-D objects and 2-D shapes and analyze the relationships among them.

  • 2.G01 Students will be expected to sort 2-D shapes and 3-D objects using two attributes and explain the sorting rule.

    • 2.G01.01 Determine the differences between two given presorted sets and explain the sorting rule.

    • 2.G01.02 Identify and name two common attributes of items within a given sorted group.

    • 2.G01.03 Sort a given set of 2-D shapes (regular and irregular) according to 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)

    • 2.G01.04 Sort a given set of 3-D objects according to two attributes and explain the sorting rule.

      • Select three-dimensional shapes (2-U.2)

  • 2.G02 Students will be expected to recognize, name, describe, compare, and build 3-D objects, including cubes and other prisms, spheres, cones, cylinders, and pyramids.

    • 2.G02.01 Sort a given set of 3-D objects and explain the sorting rule.

      • Select three-dimensional shapes (2-U.2)

    • 2.G02.02 Identify common attributes of cubes and other prisms, spheres, cones, cylinders, and pyramids from given sets of the same 3-D objects.

      • Count vertices, edges and faces (2-U.3)
      • Compare vertices, edges and faces (2-U.4)

    • 2.G02.03 Identify and describe given 3-D objects with different dimensions.

      • Name the three-dimensional shape (2-U.1)

    • 2.G02.04 Identify and describe given 3-D objects with different positions.

      • Name the three-dimensional shape (2-U.1)

    • 2.G02.05 Create and describe a representation of a given 3-D object using materials such as modelling clay.

    • 2.G02.06 Identify and name examples of cubes and other prisms, spheres, cones, cylinders, and pyramids found in the environment.

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

  • 2.G03 Students will be expected to recognize, name, describe, compare and build 2-D shapes, including triangles, squares, rectangles, and circles.

    • 2.G03.01 Sort a given set of 2-D shapes 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)

    • 2.G03.02 Identify common attributes of triangles, squares, rectangles, and circles from given sets of the same type of 2-D shapes.

      • 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)
      • Identify congruent shapes (2-T.8)

    • 2.G03.03 Identify given 2-D shapes with different dimensions.

      • Name the two-dimensional shape (2-T.1)

    • 2.G03.04 Identify given 2-D shapes with different positions.

      • Name the two-dimensional shape (2-T.1)

    • 2.G03.05 Identify and name examples of triangles, squares, rectangles, and circles found in the environment.

    • 2.G03.06 Create a model to represent a given 2-D shape.

    • 2.G03.07 Create a pictorial representation of a given 2-D shape.

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

  • 2.G04 Students will be expected to identify 2-D shapes as part of 3-D objects in the environment.

    • 2.G04.01 Compare and match a given 2-D shape, such as a triangle, square, rectangle, or circle, to the faces of 3-D objects in the environment.

      • Identify shapes traced from solids (2-U.5)
      • Identify faces of three-dimensional shapes (2-U.6)

    • 2.G04.02 Name the 2-D faces of a given 3-D object.

      • Identify shapes traced from solids (2-U.5)
      • Identify faces of three-dimensional shapes (2-U.6)

2.SP Statistics and Probability

• Data Analysis - Students will be expected to collect, display, and analyze data to solve problems.

  • 2.SP01 Students will be expected to gather and record data about self and others to answer questions.

    • 2.SP01.01 Formulate a question that can be answered by gathering information about self and others.

    • 2.SP01.02 Organize data as it is collected using concrete objects, tallies, checkmarks, charts, or lists.

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

    • 2.SP01.03 Answer questions using collected data.

      • Interpret tally charts (2-R.3)

  • 2.SP02 Students will be expected to construct and interpret concrete graphs and pictographs to solve problems.

    • 2.SP02.01 Determine the common attributes of concrete graphs by comparing a given set of concrete graphs.

      • Which bar graph is correct? (2-R.5)

    • 2.SP02.02 Determine the common attributes of pictographs by comparing a given set of pictographs.

    • 2.SP02.03 Answer questions pertaining to a given concrete graph or pictograph.

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

    • 2.SP02.04 Create a concrete graph to display a given set of data and draw conclusions.

      • Create line plots (2-R.7)

    • 2.SP02.05 Create a pictograph to represent a given set of data using one-to-one correspondence.

      • Create pictographs (2-R.9)

    • 2.SP02.06 Solve a given problem by constructing and interpreting a concrete graph or pictograph.

      • Interpret bar graphs (2-R.4)
      • Interpret line plots (2-R.6)
      • Create line plots (2-R.7)
      • Interpret pictographs (2-R.8)
      • Create pictographs (2-R.9)