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- 2.OA Operations and Algebraic Thinking
- 2 Represent and solve problems involving addition and subtraction.
- 2 Add and subtract within 20.
- 2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
- Introduction to Multiplication
- Represent the number shown on the number line
- Estimate the location on the number line
- Represent in groups and items
- Identify the correct picture
- Multiplication as repeated addition
- Add the given objects
- Other ways of representing addition
- Rapid addition
- Addition(1-9) - Combat Zone
- How fast can you subtract?
- Horizontal and vertical subtraction
- 2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
- 2 Work with equal groups of objects to gain foundations for multiplication.
- 2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
- 2.OA.4 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.
- Introduction to Multiplication
- Represent the number shown on the number line
- Estimate the location on the number line
- Represent in groups and items
- Identify the correct picture
- Multiplication as repeated addition
- Introduction to Multiplication
- Let us add some objects
- Groups of objects
- Represent in groups and items
- Identify the correct picture
- Multiplication as repeated addition
- Multiplication - Combat Zone
- 2.NBT Number and Operations in Base Ten
- 2 Understand place value.
- 2.NBT.1 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. Understand the following as special cases: a 100 can be thought of as a bundle of ten tens - called a hundred; The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
- Need for measuring
- Estimate the length
- Standard for measurement
- Various measuring standards
- Can you name the unit?
- Can you measure?
- How numbers grow?
- Representing numbers using place value blocks
- Let us identify the number
- Group the blocks and Identify
- Identify the Domino number
- Domino number representation
- Identify the Place Value
- Expand the Number
- Expanded and Numerical forms
- 2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
- 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
- 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and symbols to record the results of comparisons.
- 2.NBT.1 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. Understand the following as special cases: a 100 can be thought of as a bundle of ten tens - called a hundred; The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
- 2 Use place value understanding and properties of operations to add and subtract.
- 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
- Need for measuring
- Estimate the length
- Let us add some biscuits
- Add using expanded form
- Place value addition
- Count forward using number names
- Add three numbers on the numberline
- Addition by regrouping
- Adding with biscuits
- Step by step addition with borrowing
- Rapid addition
- Subtraction using expanded forms
- Subtract numbers ending with zeroes
- Recognize the statement and subtract
- Math stories
- Plus or Minus?
- Step by step subtraction practice
- Train subtraction
- Place value subtraction
- Word problems
- Let us do subtraction using place value blocks
- 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
- 2.NBT.7 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
- Need for measuring
- Estimate the length
- Let us add some biscuits
- Regrouping
- Add biscuits and packs of biscuits
- Addition using Number Blocks
- Add using Number Line
- Let us add some numbers
- Place value addition
- Fill the Addition Tree
- Can you Identify the Addition Pattern?
- Borrow and Subtract
- Biscuit Subtraction
- Subtraction using Number Blocks
- Subtract using Number Line
- Let us subtract some numbers
- Fill the Subtraction Tree
- Can you Identify the Subtraction Pattern?
- Place value subtraction
- 2.NBT.8 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.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.
- 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
- 2 Understand place value.
- 2.MD Measurement and Data
- 2 Measure and estimate lengths in standard units.
- 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
- 2.MD.2 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.3 Estimate lengths using units of inches, feet, centimeters, and meters.
- 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
- 2 Relate addition and subtraction to length.
- 2.MD.5 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.6 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 Work with time and money.
- 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
- 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
- Introduction to Area
- Paint the squares and count them
- Currency identification
- Equivalent money
- Quiz on equivalent money
- Money in piggy bank
- Money in your wallet
- Visit the super market
- Identify the objects
- Make a Rupee from coins
- Count the coins and Exchange for Rupees
- Can you pay for the item?
- Give the correct change
- Let us add some currency
- How many rupees and paise?
- 2 Represent and interpret data.
- 2.MD.9 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.10 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 Measure and estimate lengths in standard units.
- 2.G Geometry
- 2 Reason with shapes and their attributes.
- 2.G.1 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.
- Can you complete the sequence?
- Create the pattern shown by colouring
- Create the pattern shown by tiling
- Identify these solid shapes
- Which solid shapes do these look like?
- Vertices and Sides. How many are there?
- Let us play with rectangles
- Special form of rectangle called Square
- Let us create some rectangles
- Let us play with triangles
- Can you create some triangles?
- Find the hidden shapes
- Vertices and Sides. How many are there?
- Properties of a Cube
- Identify these shapes
- Find the hidden shapes
- Identify shapes by the number of sides
- Identify the shapes using a light source
- Vertices and Sides. How many are there?
- 2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
- 2.G.3 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.1 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 Reason with shapes and their attributes.