SNC-Mathematics-Grade 2

Grade 2

 

Unit

Contents and Scope

SLOs

Suggested Activities/ web links

Unit 1:

Whole

numbers

1.1   Ordinal

numbers

i. Write ordinal numbers from first to twentieth.

Local stories and songs should be included to show different usage of numbers as cardinal and ordinal

Number line with the pictures of jumping frog could be used for counting forward and backward.

Base 10 blocks or any alternative model to illustrate base 10 counting system should be used.

ii. Write numbers 1-100 in words.

1.2 Numbers up to 100

i. Read numbers up to 999.

ii. Write numbers up to 999 as

numerals.

iii. Recognise the place value of a

3 - digit number.

iv. Identify the place value of a specific digit in a 3 - digit

numbers.

v.  Compare  2  -  digit  numbers  with 3 - digit numbers (hundreds, tens

and ones).

vi. Compare  3  -  digit  numbers  with 3 - digit numbers (hundreds, tens

and ones).

vii.Count backward ten steps down

from any given number.

viii. Arrange numbers up to 999, written in mixed form,

in increasing or decreasing

order.

ix. Count and write in 10s (e.g. 10,

20, 30, …).

x.  Count and write in 100s (e.g. 100,

200, 300, …).

xi. Identify the smallest/largest

number in a given set of numbers.

xii. Recognize that 1000 is one more than 999 and the first 4-digit

number.

Note: In case of student with disabilities activities will be adapted according to the requirements of the child.

 

Unit

Contents and Scope

SLOs

Suggested Activities/ web links

Unit 2: Number Operations

2.1. Addition of 2 - digit numbers

(with carrying)

i.      Add ones and ones.

Number stories in math https://www.ixl.com/math/ grade - 2

ii.     Add ones and 2 - digit numbers

with carrying.

iii.    Add 2 - digit numbers and

2 - digit numbers with carrying.

iv.    Solve real life number stories, involving addition of 2 - digit

numbers with carrying.

v.     Add numbers up to 50 using

mental  calculations.

2.2. Addition of 3 - digit numbers (without carrying)

i.      Add 3 - digit number and ones

without carrying.

ii.     Add 3 - digit number and

2 - digit number without carrying.

iii.    Add 3 - digit number and 3-digit

number without carrying.

iv.    Solve real life number stories involving addition of 3 - digit

numbers without carrying.

2.3. Addition of 3 - digit numbers

(with carrying)

i.      Add 3 - digit number and

1 - digit number with carrying of tens and hundreds.

ii.     Add 3 - digit number and

2 - digit number with carrying of tens and hundreds.

iii.    Add 3 - digit numbers with

3 - digit numbers with carrying of tens and hundreds.

iv.    Solve real life number stories involving addition of 3 - digit numbers with carrying of tens

and hundreds.

2.4. Subtraction of 2 - digit numbers

(with borrowing)

i.      Subtract 1 - digit number from

2 - digit numbers with borrowing.

Number stories in math https://www.ixl.com/math/ grade-2

ii.     Subtract 2 - digit numbers from

2 - digit numbers with borrowing.

iii.    Solve real life number stories of subtraction of 2 - digit numbers

with borrowing.

iv.    Substract numbers up to 50

using mental calculations

 

 

Unit

Contents and Scope

SLOs

Suggested Activities/ web links

Unit 2: Number Operations

2.5. Subtraction of 3 - digit numbers (without borrowing)

i.      Subtract 1 - digit from 3 - digit number without borrowing.

Number stories in math https://www.ixl.com/math/ grade-2

 

Think what to add to/take from 2 + ? = 10 ,10 – ? = 8 What make 10 and what make 8.

 

Add 54 and 45 on number line by making group of tens.

 

Subtract 34 from 81 on number line by making group of tens.

 

 

 

 

 

 

 

 

 

 

 

 

Multiplication http://www.tlsbooks.com/t hird-grade-multiplication- division.htm

worksheets link on multiplication

 

 

 

 

http://www.tlsbooks.com/t hird-grade-multiplication- division.htm

 

 

 

 

https://www.tes.co.uk/teac hing-resource/recognise- multiples-of-2-5-and-10-w orksheet-6372812

ii.     Subtract 2 - digit number from 3 - digit number without

borrowing.

iii.    Subtract 3 - digit numbers from 3 - digit numbers without

borrowing.

iv.    Solve real life number stories of subtraction up to 3 - digit

without borrowing.

2.6. Subtraction of 3-digit numbers

(with borrowing)

i.      Subtract 1 - digit number from 3

- digit number with borrowing.

ii.     Subtract 2 - digit number from 3

- digit number with borrowing.

iii.    Subtract 3 - digit number from 3

- digit number with borrowing

iv.    Solve real life number stories of subtraction up to 3 - digit with

borrowing.

v.     Analyse simple situations identifying correct operation of addition and subtraction with carrying/borrowing in mixed

form .

2.7.   Multiplication

i.      Recognise multiplication as repeated addition (e.g. 2+2+2=6 is equivalent to 3 times 2 = 6 and 3 x 2 =6) and use multiplication symbol” x”.

ii. Complete number sequences in steps of 2, 3, 4, 5 and 10 (e.g. in steps of 2 the sequence is

expressed as 2, 4, 6…).

iii.    Develop multiplication tables of 2, 3, 4, 5 and 10 till the

multiplication of 10 x 10.

iv.    Multiply numbers within

multiplication table.

v.     Write number sentence for multiplication from the picture such as 2 x ? = 6.

vi.    Solve number stories on multiplication up to 1 - digit

numbers.

 

 

Unit

Contents and Scope

SLOs

Suggested Activities/ web links

Unit 2: Number Operations

2.8.  Division

i.      Recognise and use division symbols ÷.

 

 

 

 

 

 

 

 

 

 

Make simple number stories using concrete objects like beads, blocks, toffees, sweets and decide what operation (addition, subtraction, multiplication, and division) are required to solve them.

ii.     Recognise division as

successive subtraction.

iii.    Divide numbers within the multiplication tables with

remainder zero.

iv.    Solve number stories involving

division up to 1 - digit numbers.

2.9.  Addition,

Subtraction, Multiplication and Division

i.      Solve real life situations (using Pakistani currency as well) involving addition, subtraction, multiplication, and division. Give reasons for choosing the correct operation.

Unit 3:

Fractions

3.1  Fractions

i.      Recognise fractions as equal parts of a whole.

Fractions   stories, paper folding, drawing and shading, using collection of objects to

make equal parts of whole are useful strategies to start with fractions.

 

Base - 10 blocks should be used to  show  how  ten ones  combine  to  make one ten. For example,  if they add 7 and 8, they can do ‘trade off’, 15 ones with 1 ten and 5 ones.

Instead of the language ‘carrying’ teacher  should use language  ‘trading  off’ or ‘exchanging’ or ‘joining’.

ii.     Identify half, one third and quarter with the help of objects and figures (without writing

1/2, 1/3, 1/4).

iii.    Represent half, one third and quarter in numerical form (1/2,

1/3 and 1/4).

iv.    Shade the equal parts of a given figure to match a given

fraction.

v.     Recognise and name unit

fractions up to 1/10.

vi.    Recognise fractions like two thirds (2/3), three fourths (3/4), four fifths (4/5), up to nine

tenths (9/10).

Unit 4:

Measure- ment:

Length, Mass,

and

Capacity

4.1.  Length

i.      Compare the lengths of different objects.

Use a ruler or a measuring tape to find lengths and widths of different objects like book, table, chair etc.

 

Find and compare heights of children in a class.

ii.     Recognize the units of length

(meter and centimeter).

iii.    Use standard metric units of length (meter and centimeter) and their abbreviation to measure and record lengths of

variety of objects.

iv.    Use addition and subtraction within 100 to solve real life situations involving lengths in same units

 

 

Unit

Contents and Scope

SLOs

Suggested Activities/ web links

Unit 4:

Measure- ment:

Length, Mass,

and

Capacity

4.2. Mass

i.      Compare the mass of different objects.

Feel the mass of different objects which weigh one kilogram  and  recognize that mass and size are not necessarily related.

 

 

 

 

 

Identify objects around them which weigh less or more than one kilogram.

ii.     Recognise the units of mass,

i.e. kilogram, gram.

iii.    Use standard metric units of mass (kilograms and grams) and their abbreviation to measure and record mass of

variety of objects.

iv.    Use addition and subtraction within 100 to solve real life situations involving mass in

same units.

4.3. Capacity

i.      Compare capacity of different

objects using nonstandard units (jug, glass, cup, etc.).

Compare different-shaped containers which have the same capacity and discuss their observations.

 

Find containers from real life which are less, more or equal to 1 liter.

 

Estimate the capacity of various containers from real life, and then put them in order, from smallest to largest by referring to the printed capacity shown.

ii.     Recognise and use the standard metric units of

capacity, i.e. liter and milliliter.

iii.    Use addition and subtraction within 100 to solve real life situations involving capacity in same units.

Unit 5: Time

5.1. Time

i.      Recognise the number of hours in a day and numbers of minutes in an hour.

Draw the hands to show the time to the hour, half hour or quarter hour (using a ruler).

Activity: use a calendar and talk about familiar events such as birthdays, Pakistan Day, etc.

ii.     Read and write the time from a clock in hours and minutes (with five-minute intervals) e.g. read 8:15 as eight fifteen and

8:50 as eight fifty.

iii.    Recognise a.m. and p.m.

iv.    Draw hands of a clock to show time in hours and minutes

(with five minutes intervals).

v.     Use Solar calendar to find a

particular date/day.

vi.    Use Islamic calendar to find a particular date/day.

 

 

Unit

Contents and Scope

SLOs

Suggested Activities/ web links

Unit 6: Geometry

6.1. Two

dimensional (2-D) figures

i.      Identify the figures like square, rectangle, triangle, circle,

semi-circle,  and  quarter-circle.

www.instantdisplay.co.uk

 

Activity: Create 2-D shapes by  using   geoboards, match sticks, straws etc.

ii.     Identify vertices and sides of a

triangle,  rectangle  and  square.

6.2. Straight lines and curves

i.      Differentiate between a straight

line and a curve.

 

 

 

 

Identify objects around them which weigh less or more than one kilogram.

ii.     Identify straight lines and

curves from the given drawings.

iii.    Use ruler to draw a straight line of given length (exclude

fractional length).

6.3.   Patterns

  1. Make/ complete geometrical patterns on square grid according to one or two of the following attributes
    • Shape
    • Size
    • Orientation

Identify patterns in the environment such as on tiles, clothing, jewelry and patterns found in nature.

 

Create patterns through practical activities using resources such as shapes, cubes, counters,  paint, food items, coins, sequins stickers, threading  beads or pasta shapes.

6.4.   Three

dimensional (3-D) objects

i.      Recognize and name 3-D Objects (cubes, cuboids, cylinder, cone, sphere).

Find common 2-D and 3-D shapes.

 

Find corresponding shapes in the surrounding environments through activities.

 

Compare and contrast 2-D and 3-D shapes by stating their properties.