Ontario · Grade 2
Mathematics, Grade 2
Ontario’s Grade 2 math course, from Number to Financial Literacy.
- Units
- 5
- Lessons
- 14
- Skills
- 44
- Provincial exam
- None
- Official curriculum
- Ontario Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 16 skills
Number
Numbers to 200
Reading and showing numbers to 200
I can read numbers up to 200 and show them with hundreds, tens and ones, in words, in expanded form and on a number line.
Official code: B1.1
Building and breaking apart numbers to 200
I can build numbers up to 200 from parts and break them into parts in many ways.
Official code: B1.1
Comparing and ordering numbers to 200
I can compare and order numbers up to 200 by place value, using benchmarks like 50 and 100.
Official code: B1.2
Estimating and checking by counting to 200
I can estimate how many things are in a group of up to 200 using a group I know, then count by groups to check.
Official code: B1.3
Counting to 200 by 20s, 25s, and 50s
I can count to 200 by 1s, 2s, 5s, 10s, 20s, 25s and 50s from any number, and count a collection with skip counts and single counts together.
Official code: B1.4
What makes a number even or odd
I can tell whether a number is even or odd and explain why.
Official code: B1.5
Fair Sharing and Fractions
Sharing fairly among 2, 3, 4, and 6 friends
I can use drawings to share up to 10 things fairly among 2, 3, 4 or 6 friends, and compare the shares.
Official code: B1.6
One third is the same as two sixths
I can show that one third and two sixths of the same whole are the same amount, and that two thirds and four sixths are too.
Official code: B1.7
How Operations Connect, and Quick Facts
Properties of addition and subtraction
I can use the rules of adding and subtracting to make sums easier and to check my answers.
Official code: B2.1
Addition and subtraction facts to 20
I can quickly say addition facts with totals up to 20 and the subtraction facts that go with them.
Official code: B2.2
Mental math to add and subtract within 50
I can add and subtract numbers that total up to 50 in my head, estimate to check, and explain my strategy.
Official code: B2.3
Solving Addition and Subtraction Problems
Adding-to and taking-away stories to 100
I can show and solve stories where some are added to a group or taken away, with numbers up to 100, whatever number is missing.
Official code: B2.4
Putting-together and comparing stories to 100
I can show and solve stories that put groups together or compare two groups, with numbers up to 100.
Official code: B2.4
Multiplication and Division as Equal Groups
Multiplication as repeated equal groups
I can show multiplication as equal groups put together again and again, including groups of one half and one fourth, and solve problems with it.
Official code: B2.5
Division as sharing up to 12 items equally
I can show division as sharing up to 12 things equally, or as making equal groups, and solve problems with tools and drawings.
Official code: B2.6
Repeated addition and subtraction for multiplying and dividing
I can use repeated addition to multiply and divide, use repeated subtraction to divide, and check multiplying and dividing with them.
Official code: B2.1
The official wording · 16 outcomes
- 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
- B1.1
- compose, and decompose whole numbers up to and including 200, using a variety of tools and strategies
- 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
- B2.4
- 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
- B2.1
- the relationships between addition and multiplication and between subtraction and division, to solve problems and check calculations
Key ideas
A number up to 200 is read by its hundreds and then its tens and ones: 156 is 1 hundred, 5 tens and 6 ones, read one hundred fifty-six.
Three digits mean three places.
A fair share can be whole things, whole things and a part, or only a part: 6 cookies for 3 friends is 2 each, 7 for 3 is 2 and one third, and 2 for 3 is two thirds each.
What kind of share you get depends on the numbers.
Adding or subtracting zero leaves any number the same, even a big one: 87 + 0 = 87 and 150 − 0 = 150.
Zero means nothing, so adding zero puts nothing on and subtracting zero takes nothing off.
A story to 100 can be shown with objects, a drawing and a number sentence that agree: '56 stickers, then 27 more' is 5 tens 6 ones and 2 tens 7 ones put together, 83, and 56 + 27 = 83.
Act out the story with base ten blocks, draw what the blocks show, then write the number sentence that matches the drawing.
Multiplication counts equal groups, and the first number is the number of groups: 4 × 3 means 4 groups of 3, which is 3, 6, 9, 12.
Read 4 × 3 as '4 groups of 3'.
Watch out for
- Reading the 0 in 107 as nothing, so 107 is read as seventeen.
- Cutting the leftovers into the wrong number of pieces, like halves when 3 friends share.
- Adding one of three numbers twice or leaving one out when regrouping them.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 9 skills
Algebra
Patterns with Shapes and Numbers
Spotting patterns in geometric designs
I can find and describe patterns in geometric designs, including designs that repeat, grow or shrink.
Official code: C1.1
Making and re-showing patterns with shapes and numbers
I can make patterns with shapes and numbers and show the same pattern another way, including growing patterns.
Official code: C1.2
Finding the pattern rule to extend and predict with shapes and numbers
I can find the rule of a pattern made with shapes or numbers and use it to extend the pattern in any direction, predict and fill in missing parts.
Official code: C1.3
Using patterns to show how numbers to 100 relate
I can make and describe number patterns that show how numbers up to 100 are related, going up and going down.
Official code: C1.4
Symbols, Variables, and Making Things Equal
Noticing when a symbol is a variable
I can tell when a symbol stands for a number, whether it is one missing number or a number that can change, and say how it is being used.
Official code: C2.1
Making addition and subtraction expressions equal
I can find what to add or subtract to make two addition or subtraction expressions equal, and show it with = or ≠.
Official code: C2.2
Finding equal ways to make the same number to 100
I can find and use different ways of making the same number up to 100, and use them to make adding easier.
Official code: C2.3
Coding with Step-by-Step and At-the-Same-Time Instructions
Writing and running code with things happening at the same time
I can write and run code where some events happen one after another and some happen at the same time.
Official code: C3.1
Reading and changing code with things happening at the same time
I can read code with steps in order and steps at the same time, predict what it does, change it, and explain how the change affects what happens.
Official code: C3.2
The official wording · 9 outcomes
- 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
Key ideas
A design has a pattern when something repeats or changes by a rule you can say: square, square, triangle, again and again, is a pattern, but a pile of mixed shapes is not.
Look at the design and ask: can I say what comes next, and why?
A symbol such as a box, a blank, a shape or a letter can stand for a number: in 3 + ☐ = 8 the box is waiting for a number.
Whenever a shape or a blank sits where a number could go, it is doing a number's job.
In sequential code one event follows another, and in concurrent code events happen at the same time: a character that moves 4 steps and then changes colour is sequential, and one that changes colour while it moves is concurrent.
Sequential steps sit in one list and run in order.
What repeats in a design can be the shape, the colour, the size, the texture or the way a shape is turned: same-colour triangles pointing up, down, up, down make a pattern in direction.
Check each attribute in turn.
A symbol can stand for one missing number or for numbers that can change: in ★ + 3 = 7 only 4 works, but in ● + ▲ = 6 the dot can be 1, 2, 3 and more.
In □ + 5 = 8 only 3 works, so the square stands for one missing number.
Watch out for
- Thinking any group of shapes is automatically a pattern.
- Not recognizing a blank or box as standing for an unknown quantity.
- Thinking all code steps must happen one after another and never at the same time.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 7 skills
Data
Sorting, Collecting, and Showing Data
Sorting data by two features with Venn and Carroll diagrams
I can sort data about people or things by two attributes, using a Venn diagram, a Carroll diagram and a table.
Official code: D1.1
Collecting data about two things and using two-way tally tables
I can collect data about two pieces of information by watching, trying things out or asking, and organize it in a two-way tally table.
Official code: D1.2
Showing data with line plots and bar graphs
I can show data in concrete graphs, pictographs, line plots and bar graphs, one mark or square for each piece of data, with a source, a title and labels.
Official code: D1.3
Finding the mode of a data set
I can find the mode of a data set, or say there are two modes or none, and explain what the mode tells about the data.
Official code: D1.4
Asking and answering questions about data in logic diagrams, line plots, and bar graphs
I can read Venn and Carroll diagrams, line plots and bar graphs, ask and answer questions about them, and use the data to make a decision.
Official code: D1.5
How Likely Is It?
Describing likelihood, including events that cannot both happen
I can describe how likely events are with impossible, possible and certain, explain pairs of events that cannot happen at the same time, and use that to predict.
Official code: D2.1
Predicting if the mode will match in a different group
I can predict whether the mode of data from one group will be the same for another group, test my prediction, and explain the result.
Official code: D2.2
The official wording · 7 outcomes
- 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
Key ideas
A Venn diagram sorts by two features with two circles that overlap: the overlap holds buttons that are red and big, each outer part holds one feature, and buttons with neither go outside both circles.
Draw two loops that cross.
Likelihood can be shown on a line with impossible at one end and certain at the other, and every possible event somewhere in between: on a spinner half red and half blue, green is impossible, red is possible and some colour is certain.
Draw a line and write impossible at the left end and certain at the right.
A Carroll diagram sorts by two features in a grid of 'has' and 'does not have': red and not red across the top, big and not big down the side, so every button fits in exactly one of 4 boxes.
Draw a 2 by 2 grid.
Complementary events cannot happen at the same time, and one of them must happen: one flip of a coin lands heads or tails, never both.
A pair of complementary events splits all the possibilities between them.
A two-way table sorts by two attributes into every combination: rows for red, blue and yellow and columns for big and small make 6 boxes, from red big to yellow small.
Put the values of one attribute down the side and the values of the other across the top.
Watch out for
- Not understanding what the overlapping part of a Venn diagram means.
- Thinking an event and its complement can both happen on one try.
- Putting an item that has neither feature inside one of the circles.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 10 skills
Spatial Sense
Sorting, Composing, and Comparing 2D Shapes
Sorting 2D shapes by sides and angles
I can sort and name 2D shapes by their number of sides, their side lengths, their angles and whether any sides are parallel.
Official code: E1.1
Lines of symmetry in 2D shapes
I can find and count the lines of symmetry of 2D shapes, and sort shapes by how many lines of symmetry they have.
Official code: E1.1
Building and breaking apart shapes without changing their area
I can build shapes from smaller shapes, break shapes into smaller shapes, and show that rearranging the pieces does not change the area.
Official code: E1.2
Checking if shapes match exactly (congruent)
I can decide whether two shapes are congruent by matching their sides and angles, by moving them or by picturing them.
Official code: E1.3
Maps, Positions, and Movements
Making and reading simple maps
I can make a simple map of a familiar place from above, with a key, and read maps other people make, including maps on a grid.
Official code: E1.4
Describing where several things are and how to move between them
I can describe where several objects are compared to each other and the moves needed to get from one object to another.
Official code: E1.5
Measuring Length and Time
Measuring length with non-standard units
I can measure lengths with units like paper clips or cubes, choose a good unit, and explain why a smaller unit gives a bigger count.
Official code: E2.1
Centimetres and metres, with benchmarks to estimate
I can explain that 100 centimetres make 1 metre, and use benchmarks for a centimetre and a metre to estimate lengths.
Official code: E2.2
Measuring and drawing lengths in centimetres and metres
I can measure and draw lengths in centimetres and metres with a ruler, a metre stick or a tape, and find a length when I start at a number other than zero.
Official code: E2.3
Describing how long something takes using units of time
I can describe how long an event lasts using seconds, minutes, hours and units like claps or sand-timer turns.
Official code: E2.4
The official wording · 10 outcomes
- E1.1
- sort and identify two-dimensional shapes by comparing number of sides, side lengths, angles, and number of lines of symmetry
- 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
Key ideas
Colour and size are not geometric properties: a small red square and a big blue square belong in the same group, because both have 4 equal sides and 4 square corners.
A geometric property is something every shape of one kind has.
A map shows a whole place from above, as a bird looking straight down would see it: a desk is drawn as a rectangle, not as a desk with legs.
From above, you see only the top of each thing: a round table is a circle, a bookshelf is a long thin rectangle, a rug is a big square.
Length is the distance between two points in any direction, so the height of a door, the width of a desk and the depth of a box are all lengths.
Point from one end of the thing to the other: up a door for its height, across a desk for its width, from the front to the back of a box for its depth.
Shapes sorted by their number of sides get their names from the count: 3 sides a triangle, 4 a quadrilateral, 5 a pentagon, 6 a hexagon and 8 an octagon.
Mark a starting corner and count the straight sides once around, back to the mark, so none is counted twice.
A map keeps everything in the same position compared to everything else: if the sink is beside the window in the room, it is beside the window on the map.
A map is useful because the arrangement is true.
Watch out for
- Thinking colour or size matters for sorting shapes by geometric properties.
- Drawing objects from a side view instead of a bird's-eye view.
- Leaving gaps or overlaps between units when measuring.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 2 skills
Financial Literacy
Showing Money Different Ways
Making the same amount of cents with different coins
I can show the same amount of money up to 200 cents with different combinations of coins.
Official code: F1.1
Making the same dollar amount with coins and bills
I can show the same amount of money up to $200 with different combinations of $1 and $2 coins and $5, $10, $20, $50 and $100 bills.
Official code: F1.1
The official wording · 2 outcomes
- 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
- F1.1
- up to $200 using various combinations of $1 and $2 coins and $5, $10, $20, $50, and $100 bills
Key ideas
The same amount can be made with different coins: 25 cents is one quarter, or two dimes and a nickel, or one dime and three nickels, or five nickels.
Lay out each set and count it: 10, 20, 25; 10, 15, 20, 25; 5, 10, 15, 20, 25.
Coins are counted from the biggest value to the smallest, saying the running total: a quarter, two dimes and three nickels are 25, 35, 45, 50, 55, 60 cents.
Sort the coins first, biggest value first.
An amount up to 200 cents can use loonies and toonies too, since a loonie is worth 100 cents and a toonie 200 cents: 135 cents is a loonie, a quarter and a dime, or five quarters and a dime.
Start with the biggest coin that fits and count on.
An organized list finds every way to make an amount: 20 cents with dimes and nickels can be 2 dimes, 1 dime and 2 nickels, or 4 nickels, three ways in all.
Start with as many of the biggest coin as fit, then use one fewer each time and fill in with smaller coins.
A price can be paid with many groups of coins: a 75-cent snack can be paid with 3 quarters, with 7 dimes and a nickel, or with a quarter and 5 dimes.
Choose coins whose total is the price, and count to check before paying.
Watch out for
- Thinking there is only one correct way to make an amount of money.
- Counting coins by their number instead of their value, so 3 dimes are called 3 cents.
- Skipping a coin or counting it twice when counting on, so the total is off by a coin.
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 Ontario’s own curriculum for Mathematics, Grade 2.
Textbooks
The textbooks Ontario Ministry of Education lists for Mathematics, Grade 2:
- Math Now Grade 2 Online Resource
- My Math Path 2
- MathUP Classroom, Grade 2
- D2L Ontario Math 2
- Mathology 2
From the Trillium List, read October 27, 2026. ontario.ca
Strands
| Strand | Outcomes | Taught in |
|---|---|---|
| BNumber | Outcomes 13 | Taught in Unit 1 |
| CAlgebra | Outcomes 9 | Taught in Unit 2 |
| DData | Outcomes 7 | Taught in Unit 3 |
| ESpatial Sense | Outcomes 9 | Taught in Unit 4 |
| FFinancial Literacy | Outcomes 1 | Taught in Unit 5 |
Ontario’s Strand A, social-emotional learning skills and the mathematical processes, is taught through every other strand.
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Questions about Mathematics, Grade 2
What is Mathematics, Grade 2?
Ontario’s Grade 2 math course: 5 units and 44 skills, from Number to Financial Literacy.
What units are in Mathematics, Grade 2?
1. Number, 2. Algebra, 3. Data, 4. Spatial Sense and 5. Financial Literacy.
Is there a provincial exam for Mathematics, Grade 2?
No. Ontario gives no provincial exam for Mathematics, Grade 2.
What textbook does Mathematics, Grade 2 use?
The textbooks Ontario Ministry of Education lists for Mathematics, Grade 2: Math Now Grade 2 Online Resource, GTK Press, My Math Path 2, Nelson Education Ltd., MathUP Classroom, Grade 2, Rubicon Publishing, Inc., D2L Ontario Math 2, D2L Corporation and Mathology 2, Pearson Education Canada.
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.