Grade 2 Math Curriculum Ontario

Give your child the best start in Grade 2 with a program that covers everything from geometry to coding, backed by written teacher feedback after every single lesson.

Skills available for Ontario grade 2 math tutoring curriculum
Objectives: Ontario Curriculum

Core Grade 2 Math Study Points (Curriculum Expectations)

Financial Literacy: Counting money up to $200 using loonies, toonies, and bills ($5, $10, $20, $50, $100). Understanding simple budgeting and the difference between “needs” and “wants”.

Number Sense: Reading, representing, and ordering whole numbers up to 200. Introduction to fractions through “fair-share” problems (e.g., sharing an apple among 3 people).

Operations: Solving two-digit addition and subtraction problems using mental math strategies (like “making tens”). Introduction to multiplication through repeated addition and arrays.

Algebra & Coding: Identifying growing and shrinking patterns. Writing code involving sequential events (step-by-step instructions) and concurrent events (things happening at the same time).

Data & Probability: Sorting data using Venn and Carroll diagrams (two attributes). Describing probability using terms like “impossible,” “possible,” and “certain”.

Spatial Sense: Distinguishing between 2D shapes and 3D figures by their geometric properties (vertices, faces). Measuring length using standard units (centimetres and metres).

2.B Number
2.B1 Number Sense
Whole Numbers
2.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
Number lines – up to 100 (2-A.8)
Spell word names for numbers up to 20 (2-C.1)
Writing numbers up to 100 in words – convert words to digits (2-C.2)
Writing numbers up to 100 in words – convert digits to words (2-C.3)
Place value models – tens and ones (2-M.1)
Ways to make a number – tens and ones (2-M.)
Regroup tens and ones – ways to make a number (2-M.10)
Convert to/from a number – tens and ones (2-M.11)
Convert from expanded form – tens and ones (2-M.15)
2.B1.2 compare and order whole numbers up to and including 200, in various contexts
Comparing numbers up to 100 (2-B.1)
Put numbers up to 100 in order (2-B.3)
Greatest and least word problems – up to 100 (2-B.5)
2.B1.3 estimate the number of objects in collections of up to 200 and verify their estimates by counting
Estimate to the nearest ten (2-N.1)
2.B1.4 count to 200, including by 20s, 25s, and 50s, using a variety of tools and strategies
Skip-count by twos (2-A.1)
Skip-count by fives (2-A.2)
Skip-count by tens (2-A.3)
Skip-count by twos, fives and tens (2-A.4)
Count forward by twos, fives and tens – up to 100 (2-A.6)
Skip-counting stories (2-A.10)
Skip-counting puzzles (2-A.11)
2.B1.5 describe what makes a number even or odd
Even or odd (2-A.12)
Identify numbers as even or odd (2-A.13)
Select even or odd numbers (2-A.14)
Even or odd numbers on number lines (2-A.15)
Which even or odd number comes before or after? (2-A.16)
Fractions
2.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
Halves, thirds and fourths (2-W.1)
Make halves, thirds and fourths (2-W.2)
Unit fractions: modelling word problems (2-W.5)
Divide by counting equal groups (2-Z.1)
2.B1.7 recognize that one third and two sixths of the same whole are equal, in fair-sharing contexts
2.B2 Operations
Properties and Relationships
2.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
Complete the addition sentence – sums to 20 (2-E.17)
Identify repeated addition for arrays – sums to 10 (2-E.23)
Identify repeated addition for arrays – sums to 25 (2-E.25)
Complete the subtraction sentence – up to 18 (2-F.13)
Complete the addition sentence – up to two digits (2-G.14)
Complete the subtraction sentence – up to two digits (2-H.10)
Related addition facts (2-K.1)
Add in any order (2-K.2)
Related subtraction facts (2-K.3)
Fact families (2-K.4)
Relate addition and multiplication for equal groups (2-Y.4)
Math Facts
2.B2.2 recall and demonstrate addition facts for numbers up to 20, and related subtraction facts
Add one-digit numbers – sums to 10 (2-E.1)
Add one-digit numbers (2-E.6)
Subtract one-digit numbers – up to 10 (2-F.1)
Subtract a one-digit number from a two-digit number up to 18 (2-F.6)
Add and subtract numbers up to 20 (2-L.1)
Mental Math
2.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
Add zero (2-E.11)
Add doubles (2-E.13)
Add doubles – complete the sentence (2-E.14)
Subtract doubles (2-F.4)
Subtract zero/all (2-F.10)
Estimate sums within 100 (2-N.5)
Estimate differences (2-N.7)
Addition and Subtraction
2.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 100
Match addition sentences and models – sums to 10 (2-E.3)
Write addition sentences to describe pictures – sums to 10 (2-E.4)
Addition with pictures – sums to 20 (2-E.5)
Write addition sentences to describe pictures – sums to 20 (2-E.8)
Addition sentences using number lines – sums to 20 (2-E.9)
Add doubles using models (2-E.12)
Addition word problems – sums to 20 (2-E.15)
Write addition sentences for word problems – sums to 20 (2-E.18)
Write subtraction sentences – up to 10 (2-F.3)
Subtraction with pictures (2-F.5)
Write subtraction sentences to describe pictures – up to 18 (2-F.7)
Subtraction sentences using number lines – up to 20 (2-F.8)
Subtraction word problems – up to 18 (2-F.12)
Write subtraction sentences for word problems – up to 18 (2-F.14)
Use models to add a two-digit and a one-digit number – without regrouping (2-G.1)
Add a two-digit and a one-digit number – without regrouping (2-G.2)
Use models to add a two-digit and a one-digit number – with regrouping (2-G.3)
Add a two-digit and a one-digit number – with regrouping (2-G.4)
Write addition sentences to describe pictures (2-G.5)
Add multiples of 10 (2-G.6)
Use models to add two-digit numbers – without regrouping (2-G.7)
Use place value to add two-digit numbers – without regrouping (2-G.)
Add two two-digit numbers – without regrouping (2-G.8)
Use models to add two-digit numbers – with regrouping (2-G.9)
Use place value to add two-digit numbers – with regrouping (2-G.)
Add two two-digit numbers – with regrouping (2-G.10)
Addition word problems – up to two digits (2-G.13)
Write addition sentences for word problems – up to two digits (2-G.15)
Subtract multiples of 10 (2-H.1)
Subtract a one-digit number from a two-digit number – without regrouping (2-H.2)
Subtract a one-digit number from a two-digit number – with regrouping (2-H.3)
Subtract two two-digit numbers – without regrouping (2-H.4)
Subtract two two-digit numbers – with regrouping (2-H.5)
Write subtraction sentences to describe pictures – up to two digits (2-H.6)
Subtraction word problems – up to two digits (2-H.9)
Write subtraction sentences for word problems – up to two digits (2-H.11)
Addition and subtraction word problems – up to 20 (2-L.3)
Add and subtract numbers up to 100 (2-L.8)
Addition and subtraction word problems – up to 100 (2-L.10)
Write addition and subtraction sentences (2-L.16)
Multiplication and Division
2.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
Count equal groups (2-Y.1)
Identify multiplication expressions for equal groups (2-Y.2)
Write multiplication sentences for equal groups (2-Y.3)
Relate addition and multiplication for equal groups (3-E.4)
2.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
Divide by counting equal groups (2-Z.1)
Write division sentences for groups (2-Z.2)
2.C Algebra
2.C1 Patterns and Relationships
Patterns
2.C1.1 identify and describe a variety of patterns involving geometric designs, including patterns found in real-life contexts
2.C1.2 create and translate patterns using various representations, including shapes and numbers
Repeating patterns (2-D.1)
Growing patterns (2-D.2)
Make a repeating pattern (2-D.6)
2.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
Find the next shape in a repeating pattern (2-D.3)
Find the next shape in a growing pattern (2-D.4)
Complete a repeating pattern (2-D.5)
Find the next row in a growing pattern (2-D.7)
Addition input/output tables – sums to 20 (2-E.10)
Subtraction input/output tables – up to 18 (2-F.9)
Write the addition or subtraction rule for an input/output table – up to 20 (2-L.6)
Write the addition or subtraction rule for an input/output table – up to 100 (2-L.12)
2.C1.4 create and describe patterns to illustrate relationships among whole numbers up to 100
Skip-counting sequences (2-A.5)
Counting patterns – up to 100 (2-A.7)
2.C2 Equations and Inequalities
Variables
2.C2.1 identify when symbols are being used as variables, and describe how they are being used
Equalities and Inequalities
2.C2.2 determine what needs to be added to or subtracted from addition and subtraction expressions to make them equivalent
Balance addition equations – one digit (2-E.19)
Which addition sentence is true? – sums to 20 (2-E.20)
Which subtraction sentence is true? – up to 18 (2-F.11)
Balance subtraction equations – up to 18 (2-F.15)
Balance addition equations – up to two digits (2-G.16)
Balance subtraction equations – up to two digits (2-H.12)
Addition and subtraction – balance equations – up to 20 (2-L.4)
Which addition or subtraction sentence is true? – up to 20 (2-L.5)
Addition and subtraction – balance equations – up to 100 (2-L.11)
Which sign (+ or -) makes the number sentence true? – up to 100 (2-L.15)
2.C2.3 identify and use equivalent relationships for whole numbers up to 100, in various contexts
Ways to make a number – sums to 10 (2-E.2)
Ways to make a number – sums to 20 (2-E.7)
Ways to subtract – up to 10 (2-F.2)
Ways to make a number using addition (2-G.12)
Ways to make a number using subtraction (2-H.8)
Addition and subtraction – ways to make a number – up to 20 (2-L.2)
Addition and subtraction – ways to make a number – up to 100 (2-L.9)
2.C3 Coding
Coding Skills
2.C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential and concurrent events
2.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
2.D Data
2.D1 Data Literacy
Data Collection and Organization
2.D1.1 sort sets of data about people or things according to two attributes, using tables and logic diagrams, including Venn and Carroll diagrams
Sort shapes into a Venn diagram (2-R.11)
2.D1.2 collect data through observations, experiments, or interviews to answer questions of interest that focus on two pieces of information, and organize the data in two-way tally tables
Which tally chart is correct? (2-R.4)
Data Visualization
2.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
Create pictographs (2-R.3)
Which bar graph is correct? (2-R.6)
Create bar graphs (2-R.8)
Create line plots (2-R.10)
Data Analysis
2.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
Identify the mode (2-X.3)
Interpret charts to find the mode (2-X.4)
2.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
Interpret pictographs (2-R.2)
Interpret tally charts (2-R.5)
Interpret bar graphs (2-R.7)
Interpret line plots (2-R.9)
2.D2 Probability
Probability
2.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
More, less and equally likely (2-X.1)
Certain, probable, unlikely and impossible (2-X.2)
2.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
2.E Spatial Sense
2.E1 Geometric and Spatial Reasoning
Geometric Reasoning
2.E1.1 sort and identify two-dimensional shapes by comparing number of sides, side lengths, angles, and number of lines of symmetry
Name the two-dimensional shape (2-T.1)
Select two-dimensional shapes (2-T.2)
Count sides and vertices (2-T.3)
Compare sides and vertices (2-T.4)
Equal sides (2-T.5)
Number of sides in polygons (2-T.6)
Symmetry (2-T.9)
2.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
Compose two-dimensional shapes (2-T.10)
Area (2-V.3)
Select figures with a given area (2-V.4)
Create figures with a given area (2-V.5)
2.E1.3 identify congruent lengths and angles in two-dimensional shapes by mentally and physically matching them, and determine if the shapes are congruent
Identify congruent shapes (2-T.8)
Location and Movement
2.E1.4 create and interpret simple maps of familiar places
2.E1.5 describe the relative positions of several objects and the movements needed to get from one object to another
Flip, turn and slide (2-T.7)
2.E2 Measurement
Length
2.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
Measure using objects (2-S.8)
2.E2.2 explain the relationship between centimetres and metres as units of length, and use benchmarks for these units to estimate lengths
Which metric unit of length is appropriate? (2-S.10)
2.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
Measure using a centimetre ruler (2-S.9)
Metric units of length: word problems (2-S.11)
Time
2.E2.4 use units of time, including seconds, minutes, hours, and non-standard units, to describe the duration of various events
Elapsed time II (2-Q.9)
2.F Financial Literacy
2.F1 Money and Finances
Money Concepts
2.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
Equivalent amounts of money – up to $1 (2-P.5)
Equivalent amounts of money (2-P.6)
Exchanging coins – up to $1 (2-P.7)
Exchanging coins – up to $2 (2-P.8)
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