
2Grade 2 Standards
Top Mathematicians

Number

2.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 respectively
• 10s using starting points from 1 to 9
• 2s starting from 1
• Extend a skipcounting sequence by 2s, 5s, or 10s forward and backward.
• Skipcount by 10s, given any number from 1 to 9 as a starting point.
• Count by 2s starting from 1 or from any odd number.
• Identify and correct errors and omissions in a skipcounting sequence.
• Count a sum of money with pennies, nickels, or dimes (to 100¢).
• Count quantity using groups of 2s, 5s, or 10s and counting on. 
2.N.10
Apply mental mathematics strategies, including
• using doubles
• making 10
• using one more, one less
• using two more, two less
• building on a known double
• using addition for subtraction to develop recall of basic addition facts to 18 and related subtraction facts.
• Explain the mental mathematics strategy that could be used to determine an addition or subtraction fact, such as
 using doubles (e.g., for 4 + 6, think 5 + 5)
 using doubles plus one (e.g., for 4 + 5, think 4 + 4 + 1)
 using doubles take away one (e.g., for 4 + 5, think 5 + 5 – 1)
 using doubles plus two (e.g., for 4 + 6, think 4 + 4 + 2)
 using doubles take away two (e.g., for 4 + 6, think 6 + 6 – 2)
 making 10 (e.g., for 7 + 5, think 7 + 3 + 2)
 building on a known double (e.g., 6 + 6 = 12, so 6 + 7 = 12 + 1 = 13)
 using addition for subtraction (e.g., for 7 – 3, think 3 + ? = 7)
• Use and describe a personal strategy for determining a sum to 18 and the
corresponding subtraction. 

2.3010

2.4110

2.425

2.4315

2.4420

2.4515

2.4610

2.4710

2.7815

2.7910

2.8415

2.8515


2.N.2
Demonstrate if a number (up to 100) is even or odd.
• Determine if a number is even or odd by using concrete materials or pictorial representations.
• Identify even and odd numbers in a sequence, such as in a hundred chart.
• Sort a set of numbers into even and odd. 

2.410

2.510


2.N.3
Describe order or relative position using ordinal numbers.
• Indicate the position of an object in a sequence by using ordinal numbers.
• Compare the relative position of an object in two different sequences. 

2.N.4
Represent and describe numbers to 100, concretely, pictorially, and symbolically.
• Represent a number using concrete materials, such as ten frames and base10 materials.
• Represent a number using coins (pennies, nickels, dimes, and quarters).
• Represent a number using tallies.
• Represent a number pictorially.
• Represent a number using expressions (e.g., 24 + 6, 15 + 15, 40 – 10).
• Read a number (0–100) in symbolic or word form.
• Record a number (0–20) in words.
• Determine compatible number pairs for 20 or 50. 
2.N.5
Compare and order numbers up to 100.
• Order a set of numbers in ascending or descending order, and verify the result using a hundred chart, number line, ten frames, or by making reference to place value.
• Identify errors in an ordered sequence.
• Identify missing numbers in a hundred chart.
• Identify errors in a hundred chart. 

2.920

2.1020

2.1120

2.1215

2.1310


2.N.6
Estimate quantities to 100 using referents.
• Estimate a quantity by comparing it to a referent (known quantity).
• Estimate the number of groups of 10 in a quantity using 10 as a referent.
• Select between two possible estimates for a quantity, and explain the choice. 

2.1415


2.N.7
Illustrate, concretely and pictorially, the meaning of place value for numbers to 100.
• Explain and show with counters the meaning of each digit for a 2digit numeral with both digits the same (e.g., for the numeral 22, the first digit represents two tens [twenty counters] and the second digit represents two ones [two counters]).
• Count the number of objects in a set using groups of 10s and 1s, and record the result as a 2digit numeral under the headings of 10s and 1s.
• Describe a 2digit numeral in at least two ways (e.g., 24 as two tens and four ones, twenty and four, two groups of ten and four left over, and twentyfour ones).
• Illustrate using 10 frames and diagrams that a numeral consists of a certain number of groups of 10 and a certain number of 1s.
• Illustrate using proportional base10 materials that a numeral consists of a certain number of tens and a certain number of ones.
• Explain why the value of a digit depends on its placement within a numeral. 

2.1615

2.1715

2.1810

2.1910

2.2020

2.2120


2.N.8
Demonstrate and explain the effect of adding zero to or subtracting zero from any number.
• Add zero to a number and explain why the sum is the same as the addend.
• Subtract zero from a number and explain why the difference is the same as the number 

2.2250

2.2315


2.N.9
Demonstrate an understanding of addition (limited to 1 and 2digit numerals) with answers to 100 and the corresponding subtraction by
• using personal strategies for adding and subtracting with and without the support of manipulatives
• creating and solving problems that involve addition and subtraction
• explaining that the order in which numbers are added does not affect the sum
• explaining that the order in which numbers are subtracted may affect the difference
• Model addition and subtraction using concrete materials or visual representations, and record the process symbolically.
• Create an addition or a subtraction number sentence and a story problem for a solution.
• Solve a problem involving a missing addend, and describe the strategy used.
• Solve a problem involving a missing minuend or subtrahend, and describe the strategy used.
• Match a number sentence to a missing addend problem.
• Match a number sentence to a missing subtrahend or minuend problem.
• Add a set of numbers in two different ways, and explain that the sum is the same (e.g., 2 + 5 + 3 + 8 = 2 + 3 + 5 + 8 or 5 + 3 + 8 + 2). 

2.2315

2.2410

2.255

2.2615

2.2720

2.2815

2.2915

2.3010

2.3115

2.325

2.335

2.3410

2.3510

2.3610

2.3710

2.3820

2.395

2.4010

2.4110

2.425

2.4315

2.4420

2.4515

2.4610

2.4710

2.4820

2.4915

2.5015

2.5120

2.5215

2.5320

2.5420

2.5520

2.5620

2.5715

2.5820

2.5910

2.6015

2.6120

2.6215

2.6320

2.6410

2.6520

2.6615

2.6720

2.6820

2.695

2.7020

2.7110

2.7220

2.7310

2.7410

2.7520

2.7620

2.7720

2.7815

2.7910

2.8015

2.8110

2.8320

2.8415

2.8515

2.8620


2.N.1

Shape and Space

2.SS.1
Relate the number of days to a week and the number of months to a year in a problemsolving context.
• Read a date on a calendar.
• Name and order the days of the week.
• Identify the day of the week and the month of the year for an identified calendar date.
• State that there are seven days in a week and twelve months in a year.
• Determine whether a set of days is more or less than a week.
• Identify yesterday’s/tomorrow’s date.
• Identify the month that comes before and the month that comes after a given month.
• Name and order the months of the year.
• Solve a problem involving time that is limited to the number of days in a week and the number of months in a year. 

2.SS.2
Relate the size of a unit of measure to the number of units (limited to nonstandard units) used to measure length and mass (weight).
• Explain why one of two nonstandard units may be a better choice for measuring the length of an object.
• Explain why one of two nonstandard units may be a better choice for measuring the mass of an object.
• Select a nonstandard unit for measuring the length or mass of an object, and explain why it was chosen.
• Estimate the number of nonstandard units needed for a measurement task.
• Explain why the number of units of a measurement will vary depending upon the unit of measure used. 

2.SS.3
Compare and order objects by length, height, distance around, and mass (weight) using nonstandard units, and make statements of comparison.
• Estimate, measure, and record the length, height, distance around, or mass (weight) of an object using nonstandard units.
• Compare and order the measure of two or more objects in ascending or descending order, and explain the method of ordering. 

2.905

2.915

2.925

2.935

2.945


2.SS.4
Measure length to the nearest nonstandard unit by
• using multiple copies of a unit
• using a single copy of a unit (iteration process)
• Explain why overlapping or leaving gaps does not result in accurate measures.
• Count the number of nonstandard units required to measure the length of an object using a single copy or multiple copies of the same unit of measure.
• Estimate and measure an object using multiple copies of a nonstandard unit and using a single copy of the same unit many times, and explain the results.
• Estimate and measure, using nonstandard units, a length that is not a straight line.
• Create different rulers, using nonstandard units of measure, and use these rulers to measure length. 

2.SS.5
Demonstrate that changing the orientation of an object does not alter the measurements of its attributes.
• Measure an object, change the orientation, remeasure, and explain the results 

2.SS.6
Sort 2D shapes and 3D objects using two attributes, and explain the sorting rule.
• Determine the differences between two presorted sets, and explain the sorting rule.
• Identify and name two common attributes of items within a sorted group.
• Sort a set of 2D shapes (regular and irregular) according to two attributes, and explain the sorting rule.
• Sort a set of 3D objects according to two attributes, and explain the sorting rule. 

2.955


2.SS.7
Describe, compare, and construct 3D objects, including
• cubes
• spheres
• cones
• cylinders
• prisms
• pyramids
• Sort a set of 3D objects, and explain the sorting rule.
• Identify common attributes of cubes, spheres, cones, cylinders, prisms, or pyramids from sets of the same 3D objects.
• Identify and describe 3D objects with different dimensions.
• Identify and describe 3D objects with different orientations.
• Create and describe a representation of a 3D object using materials such as modelling clay.
• Identify examples of cubes, spheres, cones, cylinders, prisms, or pyramids found in the environment. 

2.955

2.965

2.975

2.985

2.995

2.1005

2.1015

2.1025


2.SS.8
Describe, compare, and construct 2D shapes, including
• triangles
• squares
• rectangles
• circles
• Sort a set of 2D shapes, and explain the sorting rule.
• Identify common attributes of triangles, squares, rectangles, or circles from sets of the same type of 2D shapes.
• Identify 2D shapes with different dimensions.
• Identify 2D shapes with different orientations.
• Create a model to represent a 2D shape.
• Create a pictorial representation of a 2D shape. 

2.965

2.1035

2.1045


2.SS.9
Identify 2D shapes as parts of 3D objects in the environment.
• Compare and match a 2D shape, such as a triangle, square, rectangle, or circle, to the faces of 3D objects in the environment.
• Name the 2D faces of a 3D object. 

2.1055


2.SS.1

Patterns and Relations

2.PR.1
Predict an element in a repeating pattern using a variety of strategies.
• Identify the core of a repeating pattern.
• Describe and extend a pattern with two attributes.
• Explain the rule used to create a repeating nonnumerical pattern.
• Predict an element in a repeating pattern using a variety of strategies.
• Predict an element of a repeating pattern, and extend the pattern to verify the prediction. 

2.875


2.PR.2
Demonstrate an understanding of increasing patterns by
• describing
• reproducing
• extending
• creating
patterns using manipulatives, diagrams, sounds, and actions (numbers to 100).
• Identify and describe increasing patterns in a variety of contexts (e.g., hundred chart, number line, addition tables, calendar, a tiling pattern, or drawings).
• Represent an increasing pattern concretely and pictorially.
• Identify errors in an increasing pattern.
• Explain the rule used to create an increasing pattern.
• Create an increasing pattern and explain the pattern rule.
• Represent an increasing pattern using another mode (e.g., colour to shape).
• Solve a problem using increasing patterns.
• Identify and describe increasing patterns in the environment (e.g., house/room numbers, flower petals, book pages, calendar, pine cones, leap years).
• Determine missing elements in a concrete, pictorial, or symbolic increasing pattern, and explain the reasoning. 

2.8820

2.8915


2.PR.3
Demonstrate and explain the meaning of equality and inequality by using manipulatives and diagrams (0 to 100).
• Determine whether two quantities of the same object (same shape and mass) are equal by using a balance scale.
• Construct and draw two unequal sets using the same object (same shape and mass), and explain the reasoning.
• Demonstrate how to change two sets, equal in number, to create inequality.
• Choose from three or more sets the one that does not have a quantity equal to the others, and explain why. 

2.PR.4
Record equalities and inequalities symbolically using the equal symbol or the notequal symbol.
• Determine whether two sides of a number sentence are equal (=) or not equal (≠). Write the appropriate symbol and justify the answer.
• Model equalities using a variety of concrete representations, and record.
• Model inequalities using a variety of concrete representations, and record symbolically.

2.PR.1

Statistics & Probability

2.SP.1
Gather and record data about self and others to answer questions.
• Formulate a question that can be answered by gathering information about self and others.
• Organize data as it is collected using concrete objects, tallies, checkmarks, charts, or lists.
• Answer questions using collected data. 

2.SP.2
Construct and interpret concrete graphs and pictographs to solve problems.
• Determine the common attributes of concrete graphs by comparing a set of concrete graphs.
• Determine the common attributes of pictographs by comparing a set of pictographs.
• Answer questions pertaining to a concrete graph or pictograph.
• Create a concrete graph to display a set of data and draw conclusions.
• Create a pictograph to represent a set of data using onetoone correspondence.
• Solve a problem by constructing and interpreting a concrete graph or pictograph. 

2.10615

2.10710

2.10810

2.10920

2.11020

2.1115

2.1125

2.1135

2.1145

2.1155

2.11620

2.1175


2.SP.1