Nova Scotia · Grade 2
Mathematics, Grade 2
Nova Scotia’s Grade 2 math course, from Number to Statistics and Probability.
- Units
- 5
- Lessons
- 10
- Skills
- 33
- Provincial exam
- None
- Official curriculum
- Nova Scotia Department of Education and Early Childhood Development
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 14 skills
Number
Counting and Skip-Counting to 200
Counting by 1s to 200
I can count by 1s, forward and backward, up to 200.
Official code: N01
Skip-counting by 2s, 5s, and 10s
I can skip-count by 2s, 5s, and 10s, forward and backward.
Official code: N01
Even, Odd, and Numbers to 100
Even and odd numbers
I can tell if a number is even or odd.
Official code: N02
Showing numbers to 100
I can show numbers up to 100 in many ways.
Official code: N04
Breaking numbers into parts
I can break a number up to 100 into parts.
Official code: N04
Comparing and ordering to 100
I can compare and order numbers up to 100.
Official code: N05
Estimating amounts to 100
I can estimate about how many using a referent.
Official code: N06
Place value: tens and ones
I know each digit's place tells its value in a 2-digit number.
Official code: N07
Adding and subtracting zero
I know adding or subtracting zero does not change a number.
Official code: N08
Adding and Subtracting to 100
Personal strategies for adding and subtracting
I can add and subtract to 100 using a strategy that makes sense to me.
Official code: N09
Making and solving math stories
I can make up and solve add or subtract stories to 100.
Official code: N09
Does order matter?
I know I can add in any order, but subtraction order matters.
Official code: N09
Recalling addition facts to 18
I can quickly recall addition facts to 18 using a strategy.
Official code: N10
Think-addition to subtract
I can use an addition fact I know to find a subtraction fact.
Official code: N10
The official wording · 14 outcomes
- N01
- say the number sequence by ▪ 1s, forward and backward, starting from any point to 200
- N01
- ▪ 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
- N02
- demonstrate if a number (up to 100) is even or odd.
- N04
- represent and partition numbers to 100.
- N04
- represent and partition numbers to 100.
- N05
- compare and order numbers up to 100.
- N06
- estimate quantities to 100 by using referents.
- N07
- illustrate, concretely and pictorially, the meaning of place value for numerals to 100.
- N08
- demonstrate and explain the effect of adding zero to or subtracting zero from any number.
- N09
- 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
- N09
- ▪ creating and solving problems that involve addition and subtraction
- N09
- ▪ 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
- N10
- apply mental mathematics strategies to quickly recall basic addition facts to 18 and determine related subtraction facts.
- N10
- apply mental mathematics strategies to quickly recall basic addition facts to 18 and determine related subtraction facts.
Key ideas
Counting keeps going past 100: 100, 101, 102 ... up to 200.
A number is even if it splits into two equal groups with none left over.
We can add tens and ones separately, like 34 + 25 = 30 + 20 + 4 + 5.
We can start from any number and count forward or backward.
A number is odd if there is one left over when making pairs.
Watch out for
- Stalling at the hundreds boundary (getting stuck after 109 or 199).
- Thinking a big number can't be even.
- Forgetting to regroup when ones total more than ten.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 6 skills
Patterns and Relations
Repeating and Increasing Patterns
Describing and extending repeating patterns
I can describe a repeating pattern, extend it, and compare two patterns.
Official code: PR01
Creating and translating repeating patterns
I can make a repeating pattern and show it a new way.
Official code: PR01
Describing and extending increasing patterns
I can describe and extend a pattern that grows.
Official code: PR02
Creating increasing patterns
I can make a growing pattern and explain the rule.
Official code: PR02
Equality and Inequality
What equality and inequality mean
I can show and explain when two amounts are equal or not equal.
Official code: PR03
Writing = and ≠
I can write = or ≠ between two amounts and explain why.
Official code: PR04
The official wording · 6 outcomes
- PR01
- demonstrate an understanding of repeating patterns (three to five elements) by describing, extending, comparing, and creating patterns using manipulatives, diagrams, sounds, and actions.
- PR01
- demonstrate an understanding of repeating patterns (three to five elements) by describing, extending, comparing, and creating patterns using manipulatives, diagrams, sounds, and actions.
- PR02
- 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.
- PR02
- 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.
- PR03
- demonstrate and explain the meaning of equality and inequality by using manipulatives and diagrams (0 to 100).
- PR04
- record equalities and inequalities symbolically, using the equal symbol or not equal symbol.
Key ideas
A repeating pattern has a core of three to five elements that repeats.
Two amounts are equal when they are the same, and a balance stays level.
Two repeating patterns can be alike or different in their core.
Two amounts are unequal when one is more than the other.
We can create a repeating pattern and explain its rule.
Watch out for
- Choosing the wrong length of core.
- Judging equality by object size instead of number.
- Extending with the wrong element.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 4 skills
Measurement
The Calendar
Days, weeks, months, and years
I can read a calendar and know how days, weeks, months, and years fit together.
Official code: M01
Measuring with Non-Standard Units
Choosing a unit to measure
I know a smaller unit means more units are needed to measure.
Official code: M02
Comparing objects by length, height, and mass
I can measure and order objects by length, height, or mass.
Official code: M03
Measuring accurately with copies of a unit
I can measure length with copies of a unit, no gaps and no overlaps.
Official code: M04
The official wording · 4 outcomes
- M01
- demonstrate an understanding of the calendar and the relationships among days, weeks, months, and years.
- M02
- relate the size of a unit of measure to the number of units (limited to non-standard units) used to measure length and mass.
- M03
- compare and order objects by length, height, and mass using non- standard units and make statements of comparison.
- M04
- measure length to the nearest non-standard unit by using multiple copies of a unit.
Key ideas
There are 7 days in a week and 12 months in a year.
Smaller units take more copies to measure the same object.
A calendar shows the days in order across weeks and months.
We choose a unit that fits the object we want to measure.
We can measure objects with non-standard units and compare the counts.
Watch out for
- Mixing up the order of the months.
- Thinking a smaller unit gives a smaller measurement number.
- Thinking every month has the same number of days.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 6 skills
Geometry
Sorting and 3-D Objects
Sorting by two attributes
I can sort shapes and objects using two rules at once.
Official code: G01
Naming and describing 3-D objects
I can name and describe solid objects.
Official code: G02
Comparing and building 3-D objects
I can compare and build solid objects.
Official code: G02
2-D Shapes
Naming and describing 2-D shapes
I can name and describe flat shapes.
Official code: G03
Comparing and building 2-D shapes
I can compare and build flat shapes.
Official code: G03
Finding 2-D shapes on 3-D objects
I can find flat shapes on solid objects around me.
Official code: G04
The official wording · 6 outcomes
- G01
- sort 2-D shapes and 3-D objects using two attributes and explain the sorting rule.
- G02
- recognize, name, describe, compare, and build 3-D objects, including cubes and other prisms, spheres, cones, cylinders, and pyramids.
- G02
- recognize, name, describe, compare, and build 3-D objects, including cubes and other prisms, spheres, cones, cylinders, and pyramids.
- G03
- recognize, name, describe, compare and build 2-D shapes, including triangles, squares, rectangles, and circles.
- G03
- recognize, name, describe, compare and build 2-D shapes, including triangles, squares, rectangles, and circles.
- G04
- identify 2-D shapes as part of 3-D objects in the environment.
Key ideas
Sorting by two attributes means both rules must be true, like 'big AND red.'.
Flat shapes include triangles, squares, rectangles, and circles.
The sorting rule explains why each item belongs in its group.
We describe shapes by their sides and corners.
Solid objects include cubes, prisms, spheres, cones, cylinders, and pyramids.
Watch out for
- Using only one attribute instead of two.
- Calling every four-sided shape a square.
- Switching the rule partway through.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 3 skills
Statistics and Probability
Collecting Data and Making Graphs
Asking a question and collecting data
I can ask a question and collect data to answer it.
Official code: SP01
Building and reading concrete graphs
I can build a concrete graph and read it.
Official code: SP02
Building and reading pictographs
I can build a pictograph and read it.
Official code: SP02
The official wording · 3 outcomes
- SP01
- gather and record data about self and others to answer questions.
- SP02
- construct and interpret concrete graphs and pictographs to solve problems.
- SP02
- construct and interpret concrete graphs and pictographs to solve problems.
Key ideas
A good question can be answered by collecting information from people.
We can record data with tallies, checkmarks, charts, or lists.
A concrete graph lines up real objects to show how many are in each category.
We compare the columns to answer questions.
A pictograph uses one picture for each item (one-to-one correspondence).
Watch out for
- Asking a question the data can't answer.
- Losing track of tallies while collecting.
- Not lining objects up evenly, making columns look wrong.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
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The official curriculum
This page follows Nova Scotia’s own curriculum for Mathematics, Grade 2.
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Questions about Mathematics, Grade 2
What is Mathematics, Grade 2?
Nova Scotia’s Grade 2 math course: 5 units and 33 skills, from Number to Statistics and Probability.
What units are in Mathematics, Grade 2?
1. Number, 2. Patterns and Relations, 3. Measurement, 4. Geometry and 5. Statistics and Probability.
Is there a provincial exam for Mathematics, Grade 2?
No. Nova Scotia gives no provincial exam for Mathematics, Grade 2.
What comes after Mathematics, Grade 2?
Mathematics, Grade 3.
Can MapleMind help with Mathematics, Grade 2?
Yes. MapleMind teaches every skill of Mathematics, Grade 2, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
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