AISB MATHEMATICS SCOPE AND SEQUENCE

GRADE 2

NUMBER- CCCS- Number and Operations in Base Ten (NBT) and Operations and Algebraic Thinking (OA)
Conceptual Understandings from the PYP- Phases 2/3
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The base 10 place value system is used to represent numbers and number relationships.
The operations of addition, subtraction, multiplication and division are related to each other and are used to process information
to solve problems.
Number operations can be modeled in a variety of ways.
There are many mental methods that can be applied for exact and approximate computations.
Fractions are ways of representing whole-part relationships.

How big is1,000?

How does the position of a digit in a number affect its value?
What are the ways numbers can be broken apart and put back together?

Essential Questions

Learning Outcomes

By the end of Grade 2, students are expected to:

- Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g. 706 equals 7
hundreds, 0 tens and 6 ones. (2.NBT.1)Understand the following as special cases: 100 can be thought of as a bundle of ten tens
called a hundred (2.NBT.1a) The numbers 100, 200, 300, and so on refer to one, two, three hundreds (and 0 tens and 0 ones)
(2.NBT.1b)
- Count within 1000; skip-count by 5s, 10s and 100s (2.NBT.2)
- Read and write numbers to 1000 using base-ten numerals, number names and expanded form (2.NBT.3)
- Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, =, < symbols to record
the results of comparisons. (2.NBT.4)
- Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction. (2.NBT.5)
- Add up to four two-digit numbers using strategies based on place value and properties of operations. (2.NBT.6)
- Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction; relate the strategy to a written method. (2.NBT.7)
- Mentally add 10 or 100 to a given number 100 - 900, and mentally subtract 10 or 100 from a given number 100 - 900. (2.NBT.8)
- Explain why addition and subtraction strategies work, using place value and the properties of operations (Note: Explanations may
be supported by drawings or objects.) (2.NBT.9)
- Use addition and subtraction within 100 to solve one-step and two-step word problems involving situations of adding to, taking
from, putting together, taking apart, and comparing, with unknowns in all positions, e.g. by using drawings and equations with a
symbol for the unknown number to represent the problem. (2.OA.1)
- Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit

AISB MATHEMATICS SCOPE AND SEQUENCE

GRADE 2
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numbers. (2.OA.2)
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by paring objects or counting
them by 2s; write an equation to express an even number as a sum of two equal addends. (2.OA.3)
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an
equation to express the total as a sum of equal addends. (2.OA.4)
Use cardinal and ordinal numbers in real-life situations.
Use fractions in real-life situations.

AISB MATHEMATICS SCOPE AND SEQUENCE

GRADE 2

MEASUREMENT

(CCCS: Measurement and Data MD)

Conceptual Understandings from the PYP- Phase 2

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Standard units allow us to have a common language to identify, compare, order and sequence objects and events.
We use tools to measure the attributes of objects and events.
Estimation allows us to measure with different levels of accuracy.

Essential Questions
Learning Outcomes

By the end of Grade 2, students are expected to:

- Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring
tapes. (2.MD.1)
- 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. (2.MD.2)
- Estimate lengths using units of inches, feet, centimeters, and meters. (2.MD.3)
- Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard
length unit. (2.MD.4)
- Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using
drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. (2.MD.5)
- Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers
0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. (2.MD.6)
- Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. (2.MD.7)
- Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Example: If
you have 2 dimes and 3 pennies, how many cents do you have? (2.MD.8)
- Read and write the time to the hour, half hour and quarter hour
- Estimate and compare lengths of time: second, minute, hour, day, week and month.
- Use standard units of measurement to solve problems in real-life situations involving length, mass, capacity, money and
temperature
- Use measures of time to assist with problem solving in real-life situations

Note: Learning Outcomes in BLUE are from the PYP math scope/sequence Phase 2

AISB MATHEMATICS SCOPE AND SEQUENCE

Grade 2

SHAPE AND SPACE

(CCCS: Geometry - G)

Conceptual Understandings from the PYP- Phase 2

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Shapes are classified and named according to their properties.

Some shapes are made up of parts that repeat in some way.
Specific vocabulary can be used to describe an objects position in space.

Essential Questions
Learning Outcomes

By the end of Grade 2, students are expected to:

- Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.
Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. (2.G.1)
- Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. (2.G.2)
- 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. (2.G.3)
- Sort, describe and label 2D and 3D shapes
- Analyse and describe the relationships between 2D and 3D shapes
- Create and describe symmetrical and tessellating patterns
- Identify lines of reflective symmetry
- Represent ideas about the real world using geometric vocabulary and symbols, for example, through oral description, drawing,
modelling, labelling
- Interpret and create simple directions, describing paths, regions, positions and boundaries of their immediate environment
- analyse and use what they know about 3D shapes to describe and work with 2D shapes
- recognize and explain simple symmetrical designs in the environment
- apply knowledge of symmetry to problem-solving situations
- interpret and use simple directions, describing paths, regions, positions and boundaries of their immediate environment.

Note:
Learning Outcomes in BLUE are from the PYP scope/sequence- Phase 2 transferring meaning into symbols and applying with
understanding.

AISB MATHEMATICS SCOPE AND SEQUENCE

Grade 2

PATTERNS AND FUNCTIONS

Conceptual Understandings from the PYP- Phase 3
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Whole numbers exhibit patterns and relationships that can be observed and described.
Patterns can be represented using numbers and other symbols.

Essential Questions
Learning Outcomes

By the end of Grade 2, students are expected to:

- select appropriate methods for representing patterns, for example using words, symbols and tables
- use number patterns to make predictions and solve problems.
- use the properties and relationships of addition and subtraction to solve problems

Note:
From the PYP math scope and sequence for Patterns and Functions: Students will apply their understanding of pattern to the
numbers they already know. The patterns they find will help to deepen their understanding of a range of number concepts.

AISB MATHEMATICS SCOPE AND SEQUENCE

GRADE 2

DATA HANDLING

(CCCS: Measurement and Data MD)

Conceptual Understandings from the PYP- Phase 2

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Information can be expressed as organized and structured data.

Objects and events can be organized in different ways.
Some events in daily life are more likely to happen than others.

Essential Questions
Learning Outcomes

By the end of Grade 2, students are expected to:

- 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. (2.MD.9)
- 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. (2.MD.10)
- collect, display and interpret data for the purpose of answering questions
- create a pictograph and sample bar graph of real objects and interpret data by comparing quantities (for example, more, fewer,
less than, greater than)
- use tree, Venn and Carroll diagrams to explore relationships between data
- identify and describe chance in daily events (impossible, less likely, maybe, most likely, certain)

Note:
BLUE Outcomes are from the PYP scope/sequence for mathematics- Phase 2
There are only 2 Outcome for DATA from the CCCS for Grade 2
FROM PYP: An increasing number of computer and web-based applications are available that enable learners to manipulate data in
order to create graphs. Students should have a lot of experience of organizing data in a variety of ways, and of talking about the
advantages and disadvantages of each. Interpretations of data should include the information that cannot be concluded as well as
that which can. It is important to remember that the chosen format should illustrate the information without bias.