# Grade 2 Learner Outcomes

## NUMBER & PLACE VALUE

NUMBER & PLACE VALUE

## CONCEPTUAL UNDERSTANDING

CONCEPTUAL UNDERSTANDING

- The base 10 place value system is used to represent numbers and number relationships.
- Numbers are a naming system
- Numbers can be used in many ways for different purposes in the real world.

## Knowledge

Knowledge

- Use the language of mathematics to count numbers in sequences up to 1000.
- Use the language of mathematics to investigate odd and even numbers.
- Can round numbers to the nearest 10 or 100 for numbers up to 1000.
- Recognise, model, read, write and order numbers to represent quantities in real-life situations up to 1000.
- Estimate quantities to 100.
- Model numbers to 1000 using the base ten place value system.
- Use the language of mathematics to skip count by threes starting from zero.

## OPERATIONS

OPERATIONS

## CONCEPTUAL UNDERSTANDING

CONCEPTUAL UNDERSTANDING

- The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems.

Select and use the appropriate **mental**, **written** and **inventive** strategies for addition and subtraction involving double digit numbers within 100.

## Knowledge

Knowledge

- Double facts that equal up 20 e.g. 9+9, 10+10
- Teen facts e.g. 10+3, 10+6
- Basic facts to 20 e.g. 14 -3,
- Making tens e.g. 4+6

## Addition & Subtraction

Addition & Subtraction

**Strategies:**

- Estimation
- Using manipulatives
- Drawing
- Making tens (rounding) e.g. 9+8 (9+1+7)
- Near doubles e.g. 8+9 (8+8+1)
- Place value e.g. 122 + 15 as (120 + 10) + (2 + 5) = 37
- Subtracting in parts e.g. 20-15 as (20 – 10) (10 – 5) = 5

## Multiplication & Division

Multiplication & Division

**Knowledge:**

- Efficiently recalls 2,3,5, and 10 times tables.

**Strategies**

- Uses multiplication knowledge of 2,3,5 and 10 times tables to solve problems e.g. 5 × 5 = 25; 25 + 5 = 30
- Use Area models to show understanding.

## PROPORTIONS & RATIOS

PROPORTIONS & RATIOS

## CONCEPTUAL UNDERSTANDING

CONCEPTUAL UNDERSTANDING

- Fractions are ways of representing whole- part relationships.

## Knowledge

Knowledge

- Read, use and model fractions ½, ¼ and ⅓ in real-life situations
- Use number knowledge to find fractions of whole numbers (½ or 10 is 5)

**Strategies**

- Equally share a collection of objects into 2 or more equal groups

## SHAPE & SPACE

SHAPE & SPACE

## CONCEPTUAL UNDERSTANDING

CONCEPTUAL UNDERSTANDING

**Van Hiele Level 1.**

- Classify shapes
- Know the properties of shapes
- Identify shapes by describing their parts
- Think about all shapes with a class of shape e.g. all rectangles not just the common ones.
- Understand what makes a rectangle a rectangle or a square a square.

## Knowledge

Knowledge

**Shape:**

- Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
- Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
- Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths.
- Recognize that equal shares of identical wholes need not have the same shape.

**Shapes:** triangles, quadrilaterals, pentagons, hexagons, and cubes.

**Space:**

- Interpret simple maps of familiar locations and identify the relative positions of key features.
- Investigate the effect of one-step slides and flips with and without digital technologies
- Identify and describe half and quarter turns

## MEASUREMENT

MEASUREMENT

## CONCEPTUAL UNDERSTANDING

CONCEPTUAL UNDERSTANDING

- Estimate, measure, order and compare objects using familiar metric units of length, mass and capacity, including grams, kilograms and liters

## Knowledge

Knowledge

**Measure and estimate lengths in standard units.**

- Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
- Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
- Estimate lengths using units of centimeters, and meters.
- Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

**Time and money.**

- Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

## PATTERN & FUNCTION

PATTERN & FUNCTION

## CONCEPTUAL UNDERSTANDING

CONCEPTUAL UNDERSTANDING

- Whole numbers exhibit patterns and relationships that can be observed and described.
- Patterns can be represented using numbers and other symbols.

## Knowledge

Knowledge

- Describe patterns with numbers and identify missing elements.
- Solve problems by using number sentences for addition or subtraction.

## DATA HANDLING & CHANCE

DATA HANDLING & CHANCE

## CONCEPTUAL UNDERSTANDING

CONCEPTUAL UNDERSTANDING

- Organizing objects and events helps us to solve problems.
- Events in daily life involve chance
- Information can be expressed as organized and structured data.

## Knowledge

Knowledge

**Data Handling**

- Select appropriate graph form(s) to display data
- Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
- Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

**Chance**

- Identify practical activities and everyday events that involve chance.
- Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’