Get help with Mathematics, Grade 2
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The official Manitoba Mathematics, Grade 2 curriculum
Manitoba defines Mathematics, Grade 2 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Manitoba's official curriculumRead it on the government site — edu.gov.mb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 10 | Number |
| Strand PR | 4 | Patterns and Relations |
| Strand SS | 9 | Shape and Space |
| Strand SP | 2 | Statistics and Probability |
Every skill below, taught one on one.
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How MapleMind teaches Mathematics, Grade 2 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1NumberOfficial strand · Strand N
Skip-counting and place value to 100, even and odd numbers, ordinals, and addition and subtraction to 100 with mental-math strategies.
Skip-Counting to 100
- Skip-counting by 2s, 5s, and 10s to 1002.N.1 — Say the number sequence from 0 to 100 by 2s, 5s, and 10s, forward and backward, using starting points that are multiples of 2, 5, and 10.
- Skip-counting from tricky starting points2.N.1 — Skip-count by 10s using starting points from 1 to 9, and by 2s starting from 1.
Even, Odd, and Ordinal Numbers
- Even and odd numbers2.N.2 — Demonstrate whether a number up to 100 is even or odd using concrete or pictorial representations.
- Ordinal numbers and position2.N.3 — Describe order or relative position using ordinal numbers such as first, second, and third.
Numbers and Place Value to 100
- Showing numbers to 1002.N.4 — Represent and describe numbers to 100 concretely, pictorially, and symbolically, including with base-10 materials, coins, tallies, and number words.
- Compatible pairs to 20 and 502.N.4 — Determine compatible number pairs for 20 or 50, and represent numbers using expressions.
- Comparing and ordering numbers to 1002.N.5 — Compare and order numbers up to 100 using a hundred chart, number line, or place value.
- Estimating quantities to 1002.N.6 — Estimate quantities to 100 using referents, and explain the estimate.
- What each digit means2.N.7 — Illustrate the meaning of place value for numbers to 100 by explaining what each digit represents.
- Counting in tens and ones2.N.7 — Count objects using groups of 10s and 1s, and record the result as a two-digit numeral under place-value headings using ten frames and base-10 materials.
Addition and Subtraction to 100
- Adding and subtracting zero2.N.8 — Demonstrate and explain the effect of adding zero to or subtracting zero from any number.
- Personal strategies for adding and subtracting to 1002.N.9 — Use personal strategies for adding and subtracting one- and two-digit numbers with answers to 100, with and without manipulatives.
- Making and solving addition and subtraction problems2.N.9 — Create and solve problems that involve addition and subtraction to 100, including missing-addend and missing-part problems.
- Does order matter?2.N.9 — Explain that the order in which numbers are added does not affect the sum, while the order in which numbers are subtracted may affect the difference.
- Doubles and making 102.N.10 — Apply mental mathematics strategies using doubles, building on a known double, and making 10 to recall basic addition facts to 18.
- More, less, and using addition to subtract2.N.10 — Apply mental mathematics strategies using one more or one less, two more or two less, and using addition for subtraction to recall related subtraction facts to 18.
The official wording — 10 outcomes in this unit
- 2.N.1
Say the number sequence from 0 to 100 by n 2s, 5s, and 10s, forward and backward, using starting points that are multiples of 2, 5, and 10 respectively
- 2.N.2
Demonstrate if a number (up to 100) is even or odd.
- 2.N.3
Describe order or relative position using ordinal numbers.
- 2.N.4
Represent and describe numbers to 100, concretely, pictorially, and symbolically.
- 2.N.5
Compare and order numbers up to 100.
- 2.N.6
Estimate quantities to 100 using referents.
- 2.N.7
Illustrate, concretely and pictorially, the meaning of place value for numbers to 100.
- 2.N.8
Demonstrate and explain the effect of adding zero to or subtracting zero from any number.
- 2.N.9
Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by n using personal strategies for adding and subtracting with and without the support of manipulatives
- 2.N.10
Apply mental mathematics strategies, including n using doubles n making 10 n building on a known double to develop recall of basic addition facts to 18 and related subtraction facts.
Unit 2Patterns and RelationsOfficial strand · Strand PR
Predicting elements in repeating patterns, increasing patterns, and equality and inequality with the equal and not-equal symbols.
Repeating and Increasing Patterns
- Predicting elements in a repeating pattern2.PR.1 — Predict an element in a repeating pattern using a variety of strategies, and extend the pattern to verify the prediction.
- Describing and extending increasing patterns2.PR.2 — Describe and extend increasing patterns to 100 using manipulatives, diagrams, and numbers, and identify errors in them.
- Creating increasing patterns2.PR.2 — Reproduce and create increasing patterns to 100, represent them in another mode, and use them to solve problems.
Equality and Inequality
- Equal and not equal2.PR.3 — Demonstrate and explain the meaning of equality and inequality using manipulatives and diagrams for numbers 0 to 100.
- Writing equal and not-equal sentences2.PR.4 — Record equalities and inequalities symbolically using the equal symbol or the not-equal symbol, and justify the answer.
The official wording — 4 outcomes in this unit
- 2.PR.1
Predict an element in a repeating pattern using a variety of strategies.
- 2.PR.2
Demonstrate an understanding of increasing patterns by Q Q describing Q Q extending patterns using manipulatives, diagrams, sounds, and actions (numbers to 100).
- 2.PR.3
Demonstrate and explain the meaning of equality and inequality by using manipulatives and diagrams (0 to 100).
- 2.PR.4
Record equalities and inequalities symbolically using the equal symbol or the not-equal symbol.
Unit 3Shape and SpaceOfficial strand · Strand SS
Calendar and time relationships, non-standard measurement of length and mass, and sorting and describing 2-D shapes and 3-D objects.
Days, Months, and the Calendar
- Reading the calendar2.SS.1 — Read a date on a calendar, and name and order the days of the week and the months of the year.
- Solving calendar and time problems2.SS.1 — Solve problems using the number of days in a week and months in a year, and find yesterday's and tomorrow's date and the month before and after a given month.
Measuring with Non-Standard Units
- Choosing a good measuring unit2.SS.2 — Relate the size of a non-standard unit to the number of units needed to measure length and mass, and explain why a unit may be a better choice.
- Comparing and ordering length and mass2.SS.3 — Compare and order objects by length, height, distance around, and mass using non-standard units, and make statements of comparison.
- Measuring with many copies of a unit2.SS.4 — Measure length to the nearest non-standard unit using multiple copies of a unit laid end to end, without gaps or overlaps.
- Measuring with one unit again and again2.SS.4 — Measure length to the nearest non-standard unit using a single copy of a unit moved repeatedly (iteration), and compare with the multiple-copies method.
- Orientation does not change measurement2.SS.5 — Demonstrate that changing the orientation of an object does not alter the measurements of its attributes.
Sorting and Describing Shapes
- Sorting by two attributes2.SS.6 — Sort 2-D shapes and 3-D objects using two attributes, and explain the sorting rule.
- Describing and building 3-D objects2.SS.7 — Describe, compare, and construct 3-D objects including cubes, spheres, cones, cylinders, prisms, and pyramids.
- Describing and building 2-D shapes2.SS.8 — Describe, compare, and construct 2-D shapes including triangles, squares, rectangles, and circles.
- Flat shapes on solid objects2.SS.9 — Identify 2-D shapes as parts of 3-D objects in the environment, and name the faces of a 3-D object.
The official wording — 9 outcomes in this unit
- 2.SS.1
Relate the number of days to a week and the number of months to a year in a problem-solving context.
- 2.SS.2
Relate the size of a unit of measure to the number of units (limited to non-standard units) used to measure length and mass (weight).
- 2.SS.3
Compare and order objects by length, height, distance around, and mass (weight) using non-standard units, and make statements of comparison.
- 2.SS.4
Measure length to the nearest non-standard unit by n using multiple copies of a unit
- 2.SS.5
Demonstrate that changing the orientation of an object does not alter the measurements of its attributes.
- 2.SS.6
Sort 2-D shapes and 3-D objects using two attributes, and explain the sorting rule.
- 2.SS.7
Describe, compare, and construct 3-D objects, including n cubes n spheres n cones n cylinders n prisms n pyramids
- 2.SS.8
Describe, compare, and construct 2-D shapes, including n triangles n squares n rectangles n circles
- 2.SS.9
Identify 2-D shapes as parts of 3-D objects in the environment.
Unit 4Statistics and ProbabilityOfficial strand · Strand SP
Gathering and recording first-hand data, and constructing and interpreting concrete graphs and pictographs.
Gathering and Graphing Data
- Gathering and recording data2.SP.1 — Gather and record data about self and others to answer questions, organizing it with objects, tallies, charts, or lists.
- Making concrete graphs2.SP.2 — Construct and interpret concrete graphs to solve problems, and determine the common attributes of concrete graphs.
- Making pictographs2.SP.2 — Construct and interpret pictographs using one-to-one correspondence to solve problems, and determine the common attributes of pictographs.
The official wording — 2 outcomes in this unit
- 2.SP.1
Gather and record data about self and others to answer questions.
- 2.SP.2
Construct and interpret concrete graphs and pictographs to solve problems.
Printable workbook · A keepsake of the year
A Mathematics, Grade 2 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
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Common questions
Can MapleMind help my child with Mathematics, Grade 2?
Yes. MapleMind's AI tutor covers all 35 skills in Manitoba's Mathematics, Grade 2 — your child picks the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Manitoba's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Manitoba's Grade 2 Mathematics curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if my child is stuck on just one topic?
That's the point of skill-level tutoring: open Mathematics, Grade 2 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons your child doesn't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language your child chooses.
Where can I see the official Manitoba curriculum for Mathematics, Grade 2?
The official source is linked on this page — Manitoba's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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