Math Games

2.SS.1

Relate the number of days to a week and the number of months to a year in a problem-solving context. • Achievement Indicators: - 2SS1.1 Read a date on a calendar. - 2SS1.2 Name and order the days of the week. - 2SS1.3 Identify the day of the week and the month of the year for an identified calendar date. - 2SS1.4 Communicate that there are seven days in a week and twelve months in a year. - 2SS1.5 Determine whether a given set of days is more or less than a week. - 2SS1.6 Identify yesterday’s/tomorrow’s date. - 2SS1.7 Identify the month that comes before and the month that comes after a given month. - 2SS1.8 Name and order the months of the year. - 2SS1.9 Solve a given 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 non-standard units) used to measure length and mass. • Achievement Indicators: - 2SS2.1 Explain why one of two given non-standard units may be a better choice for measuring the length of an object. - 2SS2.2 Select a non-standard unit for measuring the length or mass of an object, and explain why it was chosen. - 2SS2.3 Estimate the number of non-standard units needed for a given measurement task. - 2SS2.4 Explain why the number of units of a measurement will vary depending upon the unit of measure used. - 2SS2.5 Explain why one of two given non-standard units may be a better choice for measuring the mass of an object.

2.SS.3

Compare and order objects by length, height, distance around and mass, using non-standard units, and make statements of comparison. • Achievement Indicators: - 2SS3.1 Estimate, measure and record the length, height, distance around, or mass of a given object, using non-standard units. - 2SS3.2 Compare and order the measure of two or more objects in ascending or descending order, and explain the method of ordering.

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). • Achievement Indicators: - 2SS4.1 Explain why overlapping or leaving gaps does not result in accurate measures. - 2SS4.2 Count the number of non-standard units required to measure the length of a given object, using a single copy or multiple copies of a unit. - 2SS4.3 Estimate and measure a given object, using multiple copies of a non-standard unit and using a single copy of the same unit many times, and explain the results. - 2SS4.4 Estimate and measure, using non-standard units, a given length that is not a straight line.

2.SS.5

Demonstrate that changing the orientation of an object does not alter the measurements of its attributes. • Achievement Indicators: - 2SS5.1 Measure a given object, change the orientation, re-measure, and explain the results.

2.SS.6

Sort 2-D shapes and 3-D objects, using two attributes, and explain the sorting rule. • Achievement Indicators: - 2SS6.1 Determine the differences between two given pre-sorted sets, and explain the sorting rule. - 2SS6.2 Identify and name two common attributes of items within a given sorted group. - 2SS6.3 Sort a given set of 2-D shapes (regular and irregular), according to two attributes, and explain the sorting rule. - 2SS6.4 Sort a given set of 3-D objects, according to two attributes, and explain the sorting rule.

2.SS.7

Describe, compare and construct 3-D objects, including: • cubes • spheres • cones • cylinders • pyramids • prisms. • Achievement Indicators: - 2SS7.1 Sort a given set of 3-D objects, and explain the sorting rule. - 2SS7.2 Identify common attributes of cubes, spheres, cones, cylinders, pyramids, and prisms from given sets of the same 3-D objects. - 2SS7.3 Identify and describe given 3-D objects with different dimensions. - 2SS7.4 Identify and describe given 3-D objects with different orientations. - 2SS7.5 Identify examples of cubes, spheres, cones, cylinders and pyramids found in the environment. - 2SS7.6 Create and describe a representation of a given 3-D object, using materials such as modelling clay.

2.SS.8

Describe, compare and construct 2-D shapes, including: • triangles • squares • rectangles • circles. • Achievement Indicators: - 2SS8.1 Identify common attributes of triangles, squares, rectangles and circles from given sets of the same 2-D shapes. - 2SS8.2 Identify given 2-D shapes with different dimensions. - 2SS8.3 Identify given 2-D shapes with different orientations. - 2SS8.4 Create a model to represent a given 2-D shape. - 2SS8.5 Create a pictorial representation of a given 2-D shape.

2.SS.9

Identify 2-D shapes as parts of 3-D objects in the environment. • Achievement Indicators: - 2SS9.1 Compare and match a given 2-D shape, such as a triangle, square, rectangle or circle, to the faces of 3-D objects in the environment. - 2SS9.2 Name the 2-D faces of a given 3-D object.

2.PR.1

Demonstrate an understanding of repeating patterns (three to five elements) by: • describing • extending • comparing • creating patterns using manipulatives, diagrams, sounds and actions. • Achievement Indicators: - 2PR1.1 Identify the core of a given repeating pattern. - 2PR1.2 Describe and extend a given double attribute pattern. - 2PR1.3 Explain the rule used to create a given repeating nonnumerical pattern. - 2PR1.4 Compare two given repeating patterns, and describe how they are alike/different. - 2PR1.5 Create a repeating pattern where the core has three to five elements. - 2PR1.6 Predict an element in a given repeating pattern, using a variety of strategies. - 2PR1.7 Predict an element of a given repeating pattern, and extend the pattern to verify the prediction.

2.PR.2

Demonstrate an understanding of increasing patterns by: • describing • reproducing • extending • creating patterns using manipulatives, diagrams, sounds and actions (numbers to 100). • Achievement Indicators: - 2PR2.1 Identify and describe increasing patterns in a variety of given contexts; e.g., hundred chart, number line, addition tables, calendar, tiling pattern or drawings. - 2PR2.2 Explain the rule used to create a given increasing pattern. - 2PR2.3 Identify and describe increasing patterns in the environment; e.g., house/room numbers, book pages, calendar, pine cones, leap years. - 2PR2.4 Determine missing elements in a given concrete, pictorial or symbolic increasing pattern, and explain the reasoning. - 2PR2.5 Represent a given increasing pattern, concretely and pictorially. - 2PR2.6 Create an increasing pattern, and explain the pattern rule. - 2PR2.7 Represent a given increasing pattern, using another mode; e.g., colour to shape. - 2PR2.8 Solve a given problem, using increasing patterns. - 2PR2.9 Identify errors in a given increasing pattern.

2.PR.3

Demonstrate and explain the meaning of equality and inequality by using manipulatives and diagrams (0-100). • Achievement Indicators: - 2PR3.1 Determine whether two given quantities of the same object (same shape and mass) are equal by using a balance scale. - 2PR3.2 Construct and draw two unequal sets, using the same object (same shape and mass), and explain the reasoning. - 2PR3.3 Demonstrate how to change two given sets, equal in number, to create inequality. - 2PR3.4 Choose from three or more given 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 not equal symbol. • Achievement Indicators: - 2PR4.1 Determine whether two sides of a given number sentence are equal (=) or not equal (≠). Write the appropriate symbol and justify the answer. - 2PR4.2 Model equalities, using a variety of concrete representations, and record the equality symbolically. - 2PR4.3 Model inequalities, using a variety of concrete representations, and record the inequality symbolically

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. • Achievement Indicators: - 2N1.1 Extend a given skip counting sequence (by 2s, 5s or 10s) forward and backward. - 2N1.2 Skip count by 10s given any number from 1 to 9 as a starting point. - 2N1.3 Count by 2s starting from 1 or from any odd number. - 2N1.4 Identify and correct errors and omissions in a given skip counting sequence. - 2N1.5 Count a given sum of money with pennies, nickels or dimes (to 100 cents). - 2N1.6 Count quantity, using groups of 2s, 5s or 10s and counting on.

2.N.10

Apply mental mathematics strategies for the basic addition and related subtraction facts to 18. • Achievement Indicators: - 2N10.1 Explain or demonstrate the mental mathematics strategy that could be used to determine a basic fact, such as: • Using one more, two more; e.g. for 6 + 2 start at 6 and count on 2, so 6, 7, 8. • Using one less, two less; e.g., for 6 – 2, start at 6 and count back 2, so 6, 5, 4 • Making 10; e.g., for 7 + 5, think 7 + 3 + 2 • Using doubles; e.g., 4 + 6, think 5 + 5 • Using doubles plus one, plus two; e.g., 4 + 5, think 4 + 4 + 1 • Using doubles subtract one, subtract two; e.g., for 4 + 5, think 5 + 5 – 1 • Using addition to subtract; e.g., for 7 – 3, think 3 + ? = 7 - 2N10.2 Use and describe a mental mathematics strategy for determining a sum to 18 and the corresponding subtraction. - 2N10.3 Refine mental math strategies to increase their efficiency.

2.N.2

Demonstrate if a number (up to 100) is even or odd. • Achievement Indicators: - 2N2.1 Determine if a given number is even or odd by using concrete materials or pictorial representations. - 2N2.2 Identify even and odd numbers in a given sequence, such as in a hundred chart. - 2N2.3 Sort a given set of numbers into even and odd.

2.N.3

Describe order or relative position, using ordinal numbers (up to tenth). • Achievement Indicators: - 2N3.1 Indicate a position of a specific object in a sequence by using ordinal numbers up to tenth. - 2N3.2 Compare the ordinal position of a specific object in two different given sequences.

2.N.4

Represent and describe numbers to 100, concretely, pictorially and symbolically. • Achievement Indicators: - 2N4.1 Represent a given number, using concrete materials such as ten-frames and base ten materials. - 2N4.2 Represent a given number, using tallies. - 2N4.3 Represent a given number pictorially and symbolically. - 2N4.4 Read a given number (0 – 100) in symbolic or word form. - 2N4.5 Record a given number (0 – 20) in words. - 2N4.6 Represent a given number, using coins (pennies, nickels, dimes and quarters). - 2N4.7 Represent a given number, using expressions; e.g., 24 + 6, 15 + 15, 40 – 10.

2.N.5

Compare and order numbers up to 100. • Achievement Indicators: - 2N5.1Order a given set of numbers in ascending or descending order, and verify the result, using a hundred chart, number line, ten-frames or by making references to place value. - 2N5.2 Identify and explain errors in a given ordered sequence. - 2N5.3 Identify missing numbers in a given hundred chart. - 2N5.4 Identify errors in a given hundred chart.

2.N.6

Estimate quantities to 100, using referents. • Achievement Indicators: - 2N6.1 Estimate a given quantity by comparing it to a referent (known quantity). - 2N6.2 Estimate the number of groups of ten in a given quantity, using 10 as a referent. - 2N6.3 Select between two possible estimates for a given quantity, and explain the choice.

2.N.7

Illustrate, concretely and pictorially, the meaning of place value for numbers to 100. • Achievement Indicators: - 2N7.1 Explain and show with counters the meaning of each digit for a given two-digit 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). - 2N7.2 Count the number of objects in a given set, using groups of 10s and 1s, and record the result as a twodigit numeral under the headings 10s and 1s. - 2N7.3 Describe a given two-digit numeral in at least two ways; e.g., 24 as two 10s and four 1s, twenty and four, two groups of ten and four left over, and twenty-four ones. - 2N7.4 Illustrate, using ten-frames and diagrams, that a given numeral consists of a certain number of groups of ten and a certain number of ones. - 2N7.5 Illustrate, using base ten materials, that a given numeral consists of a certain number of tens and a certain number of ones. - 2N7.6 Explain why the value of a digit depends on its placement within a numeral.

2.N.8

Demonstrate and explain the effect of adding zero to, or subtracting zero from, any number. • Achievement Indicators: - 2N8.1 Add zero to a given number, and explain why the sum is the same as the addend. - 2N8.2 Subtract zero from a given number, and explain why the difference is the same as the given number.

2.N.9

Demonstrate an understanding of addition (limited to one- and two-digit 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 (commutative property) • explaining that the order in which numbers are subtracted may affect the difference. • Achievement Indicators: - 2N9.1 Model addition and subtraction, using concrete materials or visual representations, and record the process symbolically. - 2N9.2 Solve a given problem, using horizontal and vertical forms. - 2N9.3 Add a given set of numbers in two different ways, and explain why the sum is the same; e.g., 2 + 5 + 3 + 8 = (2 + 3) + 5 + 8 or 5 + 3 + (8 + 2). - 2N9.4 Create an addition or a subtraction number sentence and a story problem for a given solution. - 2N9.5 Solve a given problem involving a missing addend, and describe the strategy used. - 2N9.6 Match a number sentence to a given missing addend problem. - 2N9.7 Solve a given problem involving a missing minuend or subtrahend, and describe the strategy used. - 2N9.8 Match a number sentence to a given missing subtrahend or minuend problem. - 2N9.9 Refine personal strategies to increase their efficiency.

2.SP.1

Gather and record data about self and others to answer questions. • Achievement Indicators: - 2SP1.1 Formulate a question that can be answered by gathering information about self and others. - 2SP1.2 Organize data as it is collected, using concrete objects, tallies, check marks, charts or lists. - 2SP1.3 Answer questions, using collected data.

2.SP.2

Construct and interpret concrete graphs and pictographs to solve problems. • Achievement Indicators: - 2SP2.1 Determine the common attributes of concrete graphs by comparing a given set of concrete graphs. - 2SP2.2 Answer questions pertaining to a given concrete graph or pictograph. - 2SP2.3 Determine the common attributes of pictographs by comparing a given set of pictographs. - 2SP2.4 Create a concrete graph to display a given set of data, and draw conclusions. - 2SP2.5 Create a pictograph to represent a given set of data, using one-to-one correspondence. - 2SP2.6 Solve a given problem by constructing and interpreting a concrete graph or pictograph.