Get help with Mathematics, Grade 2
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The official Ontario Mathematics, Grade 2 curriculum
Ontario 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 Ontario's official mathematics curriculumRead it on the government site — dcp.edu.gov.on.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand B | 13 | Number |
| Strand C | 9 | Algebra |
| Strand D | 7 | Data |
| Strand E | 9 | Spatial Sense |
| Strand F | 1 | Financial Literacy |
Ontario also defines Strand A — Social-Emotional Learning Skills — which the ministry teaches through every other strand rather than as its own unit, so it doesn't get a row of its own.
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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 B
Numbers up to 200: reading and building them, comparing and ordering them, counting and estimating groups of things, telling even from odd, sharing fairly, and adding, subtracting, multiplying, and dividing.
Numbers to 200
- Reading, showing, building, and breaking apart numbers to 200B1.1 — Read whole numbers up to 200, show them different ways, build them from parts, and break them into parts, then talk about how numbers show up in everyday life.
- Comparing and ordering numbers to 200B1.2 — Compare two numbers up to 200 and put a group of numbers in order from least to greatest or greatest to least.
- Estimating and checking by counting to 200B1.3 — Guess about how many objects are in a group of up to 200, then count to check the guess.
- Counting to 200 by 20s, 25s, and 50sB1.4 — Count all the way to 200 using jumps of 20, 25, and 50, using tools like a hundred chart or objects grouped together.
- What makes a number even or oddB1.5 — Tell whether a number is even or odd by trying to share it into two equal groups.
Fair Sharing and Fractions
- Sharing fairly among 2, 3, 4, and 6 friendsB1.6 — Use drawings to share up to 10 items fairly among 2, 3, 4, or 6 friends, and compare the results, even when the answer is a whole number, a mixed number, or a fraction.
- One third is the same as two sixthsB1.7 — Notice that one third of something and two sixths of the same thing are the same amount, when sharing fairly.
How Operations Connect, and Quick Facts
- How addition, subtraction, multiplication, and division connectB2.1 — Use what addition and subtraction have in common, and how multiplication connects to addition and division connects to subtraction, to solve problems and check answers.
- Addition and subtraction facts to 20B2.2 — Know and quickly use addition facts for numbers up to 20, and the matching subtraction facts.
- Mental math to add and subtract within 50B2.3 — Use mental math tricks, including estimating, to add and subtract numbers that total no more than 50, and explain how it was solved.
Solving Addition and Subtraction Problems
- Using objects, drawings, and equations to solve number storiesB2.4 — Use objects, drawings, and equations to show and solve addition and subtraction stories that total no more than 100.
Multiplication and Division as Equal Groups
- Multiplication as repeated equal groupsB2.5 — Show multiplication as putting together the same-size group again and again, including groups of a half or a fourth, and solve problems with tools and drawings.
- Division as sharing up to 12 items equallyB2.6 — Show division as sharing up to 12 items equally among groups, and solve related problems with tools and drawings.
The official wording — 13 outcomes in this unit
- B1.1
read, represent, compose, and decompose whole numbers up to and including 200, using a variety of tools and strategies, and describe various ways they are used in everyday life
- B1.2
compare and order whole numbers up to and including 200, in various contexts
- B1.3
estimate the number of objects in collections of up to 200 and verify their estimates by counting
- B1.4
count to 200, including by 20s, 25s, and 50s, using a variety of tools and strategies
- B1.5
describe what makes a number even or odd
- B1.6
use drawings to represent, solve, and compare the results of fair-share problems that involve sharing up to 10 items among 2, 3, 4, and 6 sharers, including problems that result in whole numbers, mixed numbers, and fractional amounts
- B1.7
recognize that one third and two sixths of the same whole are equal, in fair-sharing contexts
- B2.1
use the properties of addition and subtraction, and the relationships between addition and multiplication and between subtraction and division, to solve problems and check calculations
- B2.2
recall and demonstrate addition facts for numbers up to 20, and related subtraction facts
- B2.3
use mental math strategies, including estimation, to add and subtract whole numbers that add up to no more than 50, and explain the strategies used
- B2.4
use objects, diagrams, and equations to represent, describe, and solve situations involving addition and subtraction of whole numbers that add up to no more than
- B2.5
represent multiplication as repeated equal groups, including groups of one half and one fourth, and solve related problems, using various tools and drawings
- B2.6
represent division of up to 12 items as the equal sharing of a quantity, and solve related problems, using various tools and drawings
Unit 2AlgebraOfficial strand · Strand C
Noticing, making, and extending patterns with shapes and numbers; telling what changes and what stays the same; and writing and reading step-by-step and at-the-same-time code.
Patterns with Shapes and Numbers
- Spotting patterns in geometric designsC1.1 — Notice and describe patterns made from geometric designs, including patterns from everyday life.
- Making and re-showing patterns with shapes and numbersC1.2 — Create patterns using different materials, including shapes and numbers, and show the same pattern a different way.
- Finding the pattern rule to extend and predict with shapes and numbersC1.3 — Figure out the rule of a pattern made with shapes or numbers, then use it to extend the pattern, make and check predictions, and fill in missing parts.
- Using patterns to show how numbers to 100 relateC1.4 — Make and describe patterns that show relationships among whole numbers up to 100.
Symbols, Variables, and Making Things Equal
- Noticing when a symbol is a variableC2.1 — Notice when a symbol is being used to stand for a changing or unknown amount, and describe how it is being used.
- Making addition and subtraction expressions equalC2.2 — Figure out what number needs to be added or subtracted to make two addition or subtraction expressions equal.
- Finding equal ways to make the same number to 100C2.3 — Find and use different ways of making the same amount for whole numbers up to 100.
Coding with Step-by-Step and At-the-Same-Time Instructions
- Writing and running code with things happening at the same timeC3.1 — Solve problems and show math situations by writing and running code, including code where more than one thing happens at the same time.
- Reading and changing code with things happening at the same timeC3.2 — Read code where steps happen one after another or at the same time, change it, and describe what happens differently.
The official wording — 9 outcomes in this unit
- C1.1
identify and describe a variety of patterns involving geometric designs, including patterns found in real-life contexts
- C1.2
create and translate patterns using various representations, including shapes and numbers
- C1.3
determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in patterns represented with shapes and numbers
- C1.4
create and describe patterns to illustrate relationships among whole numbers up to
- C2.1
identify when symbols are being used as variables, and describe how they are being used
- C2.2
determine what needs to be added to or subtracted from addition and subtraction expressions to make them equivalent
- C2.3
identify and use equivalent relationships for whole numbers up to 100, in various contexts
- C3.1
solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential and concurrent events
- C3.2
read and alter existing code, including code that involves sequential and concurrent events, and describe how changes to the code affect the outcomes
Unit 3DataOfficial strand · Strand D
Sorting data by two features, collecting and showing it in more kinds of graphs, finding the mode, asking and answering questions about it — and describing likelihood, including complementary events.
Sorting, Collecting, and Showing Data
- Sorting data by two features with Venn and Carroll diagramsD1.1 — Sort information about people or things by two features at once, using tables, Venn diagrams, and Carroll diagrams.
- Collecting data about two things and using two-way tally tablesD1.2 — Collect data by watching, trying things out, or asking questions about two pieces of information, then organize the data in a two-way tally table.
- Showing data with line plots and bar graphsD1.3 — Show data using concrete graphs, pictographs, line plots, and bar graphs, each with a title and labels.
- Finding the mode of a data setD1.4 — Find the mode (or modes) of a data set shown in a graph, pictograph, line plot, bar graph, or table, and explain what it tells us.
- Asking and answering questions about data in logic diagrams, line plots, and bar graphsD1.5 — Look closely at data shown in logic diagrams, line plots, and bar graphs by asking and answering questions, then use it to make a good decision.
How Likely Is It?
- Describing likelihood, including events that cannot both happenD2.1 — Use the words "impossible," "possible," and "certain" to describe how likely an event is, including events that cannot happen at the same time, and use that to make predictions.
- Predicting if the mode will match in a different groupD2.2 — Make and test a prediction about whether the mode of a data set from one group will be the same in data collected from a different group.
The official wording — 7 outcomes in this unit
- D1.1
sort sets of data about people or things according to two attributes, using tables and logic diagrams, including Venn and Carroll diagrams
- D1.2
collect data through observations, experiments, and interviews to answer questions of interest that focus on two pieces of information, and organize the data in two-way tally tables
- D1.3
display sets of data, using one-to-one correspondence, in concrete graphs, pictographs, line plots, and bar graphs with proper sources, titles, and labels
- D1.4
identify the mode(s), if any, for various data sets presented in concrete graphs, pictographs, line plots, bar graphs, and tables, and explain what this measure indicates about the data
- D1.5
analyse different sets of data presented in various ways, including in logic diagrams, line plots, and bar graphs, by asking and answering questions about the data and drawing conclusions, then make convincing arguments and informed decisions
- D2.1
use mathematical language, including the terms "impossible", "possible", and "certain", to describe the likelihood of complementary events happening, and use that likelihood to make predictions and informed decisions
- D2.2
make and test predictions about the likelihood that the mode(s) of a data set from one population will be the same for data collected from a different population
Unit 4Spatial SenseOfficial strand · Strand E
Sorting 2D shapes by sides, angles, and symmetry; composing and decomposing shapes; checking for congruence; making simple maps; describing positions and movements; and measuring length and time.
Sorting, Composing, and Comparing 2D Shapes
- Sorting 2D shapes by sides, angles, and symmetryE1.1 — Sort and name 2D shapes by comparing their number of sides, side lengths, angles, and lines of symmetry.
- Building and breaking apart shapes without changing their areaE1.2 — Put 2D shapes together and break them apart, and show that the area stays the same no matter how the parts are rearranged.
- Checking if shapes match exactly (congruent)E1.3 — Match lengths and angles of 2D shapes by picturing or physically comparing them, to decide if the shapes are congruent.
Maps, Positions, and Movements
- Making and reading simple mapsE1.4 — Make a simple map of a familiar place, and read a map that someone else made.
- Describing where several things are and how to move between themE1.5 — Describe where several objects are compared to each other, and describe how to move from one object to another.
Measuring Length and Time
- Measuring length with non-standard unitsE2.1 — Choose and use everyday objects as units to measure length, and notice that smaller units mean a bigger count.
- Centimetres and metres, with benchmarks to estimateE2.2 — Explain how centimetres and metres relate to each other, and use familiar objects as benchmarks to estimate lengths.
- Measuring and drawing lengths in centimetres and metresE2.3 — Measure and draw lengths in centimetres and metres using a measuring tool, and notice what happens when you start measuring from somewhere other than zero.
- Describing how long something takes using units of timeE2.4 — Use seconds, minutes, hours, and non-standard units to describe how long an event lasts.
The official wording — 9 outcomes in this unit
- E1.1
sort and identify two-dimensional shapes by comparing number of sides, side lengths, angles, and number of lines of symmetry
- E1.2
compose and decompose two-dimensional shapes, and show that the area of a shape remains constant regardless of how its parts are rearranged
- E1.3
identify congruent lengths and angles in two-dimensional shapes by mentally and physically matching them, and determine if the shapes are congruent
- E1.4
create and interpret simple maps of familiar places
- E1.5
describe the relative positions of several objects and the movements needed to get from one object to another
- E2.1
choose and use non-standard units appropriately to measure lengths, and describe the inverse relationship between the size of a unit and the number of units needed
- E2.2
explain the relationship between centimetres and metres as units of length, and use benchmarks for these units to estimate lengths
- E2.3
measure and draw lengths in centimetres and metres, using a measuring tool, and recognize the impact of starting at points other than zero
- E2.4
use units of time, including seconds, minutes, hours, and non-standard units, to describe the duration of various events
Unit 5Financial LiteracyOfficial strand · Strand F
Showing the same amount of Canadian money in different ways.
Showing Money Different Ways
- Showing the same amount of money with different coins and billsF1.1 — Show the same amount of money up to 200 cents using different combinations of coins, and up to $200 using different combinations of coins and bills.
The official wording — 1 outcome in this unit
- F1.1
identify different ways of representing the same amount of money up to Canadian 200¢ using various combinations of coins, and up to $200 using various combinations of $1 and $2 coins and $5, $10, $20, $50, and $100 bills
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 39 skills in Ontario'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 Ontario's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Ontario'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 Ontario curriculum for Mathematics, Grade 2?
The official source is linked on this page — Ontario's official mathematics 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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