Subject: Grade 2 Math, Number Strand
Outcome: N2.1 – I can demonstrate understanding of whole numbers to 100.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
With assistance I can represent simple numbers using manipulatives, pictures, actions, words, writing or symbols.
With assistance I can describe simple whole numbers to 100.
With assistance I can skip count with basic numbers and minimal teacher prompting.
With assistance I can determine odd and even one-digit numbers.
With assistance I can estimate a basic quantity using a referent.
I can make a comparison of two obvious numbers.
With assistance I can order 3 basic numbers in ascending or descending order. / I can represent simple numbers using manipulatives, pictures, actions, words, writing or symbols.
I can describe simple whole numbers to 100.
I can skip count with basic numbers and minimal teacher prompting.
I can determine odd and even one-digit numbers.
I can estimate a basic quantity using a referent.
I can make a comparison of two obvious numbers.
I can order 3 basic numbers in ascending or descending order. / I can independently represent numbers to 100 using manipulatives, pictures, actions, words, writing and symbols.
I can independently describe whole numbers to 100.
I can independently skip count by 2s, 5s and 10s beginning at any multiple of 2, 5 or 10.
I can independently determine odd and even numbers up to 100.
I can independently make an appropriate estimate using a referent.
I can independently compare 2 numbers to determine which is greater than, less than or equal to.
I can independently order 3 or more numbers in ascending and descending order. / I can represent and explain decompositions of 2-digit numbers using manipulatives, pictures, actions, words, writing and symbols.
I can explain the meaning of each digit in a 2-digit number.
I can skip count by 3s, 4s, 6s, 8s, or 9s.
I can determine odd and even numbers up to 100 and explain the reasoning.
I can verify and explain if my estimate is appropriate.
I can compare 2 numbers to determine which is greater than, less than or equal to and explain my reasoning.
I can order 3 or more numbers in ascending and descending order and verify the resulting sequence.
Indicators for N2.1 – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
- Represent quantities to 100 using proportional materials and explain how the representation relates to the numeral used to represent the quantity.
- Represent quantities to 100 using non-proportional materials and explain how the representation relates to the numeral used to represent the quantity.
- Write numbers to twenty in words when said out loud or given as a numeral.
- Represent a 2-digit numeral using ten frames or other proportional base ten materials.
- Describe the patterns related to quantity and place value of adjacent digit positions moving from right to left within a whole number.
- Describe the meaning of quantities to 100 by relating them to self, family, or community and explain what effect each successive numeral position has on the actual quantity.
- Analyze a sequence of numbers in order to describe the sequence in terms of a skip counting strategy and extend the sequence using the pattern.
- Hypothesize and verify strategies for skip counting by 10s beginning at any whole number from 0 to 9.
- Demonstrate how to count objects using groupings of 10s and 1s and explain how those groups help in the writing of the 2-digit number that represents the quantity of objects.
- Sort a set of personally relevant numbers into odd and even numbers.
- Analyze a number relevant to one’s self, family or community to determine if it is odd or even and verify the conclusion by using concrete, pictorial, or physical representations.
- Estimate a quantity from one’s life, family or community by using a referent and explain the strategies used.
- Select a referent for determining a particular quantity and explain the choice.
- Critique the statement “A referent for 10 is always a good referent to use”.
- Order a set of personally relevant numbers in ascending or descending order and verify the resulting sequence.
- Pose and solve problems that explore the quantity of whole numbers to 100.
- Identify whole numbers to 100 stated as a numeral or word form in everyday situations and read the number out loud.
- Create different decompositions for a given quantity using concrete manipulatives or pictures and explain orally how the different decompositions represent the original quantity.
- Analyze an ordered number sequence for errors or omissions and explain the reasoning.
- Create representations of different decompositions of the same quantity and explain how the representations represent the same amount.
- Explain, using concrete or pictorial representations, the meaning of each digit within a 2-digit numeral with both digits the same.
- Defend the statement “The value of a digit depends on its placement within a numeral”.
Refer to the Saskatchewan Curriculum Guide Grade 2 Mathematics.
Subject: Grade 2 Math, Number Strand
Outcome: N2.2 – I can demonstrate understanding of addition with answers to 100 and the corresponding subtraction.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
With assistance I can show some of the strategies I use to add and subtract with manipulatives, pictures or symbols.
With assistance I can create or solve basic addition and subtraction problems.
With assistance I can use basic strategies for adding and subtracting.
With assistance I can add or subtract zero to or from any number.
With assistance I can order quantities in addition and subtraction statements. / I can show some of the strategies I use to add and subtract with manipulatives, pictures or symbols.
I can create or solve basic addition and subtraction problems.
I can use a limited number of basic strategies for adding and subtracting.
I can add or subtract zero to or from any number.
I can order quantities in addition and subtraction statements. / I can independently show the strategies I use to add and subtract with manipulatives, pictures and symbols.
I can independently create and solve addition and subtraction problems.
I can independently use strategies for adding and subtracting.
I can independently analyze the effect of adding or subtracting zero.
I can independently and accurately order quantities in addition and subtraction statements. / I can show and explain the strategies I use to add and subtract with manipulatives, pictures and symbols.
I can challenge myself by creating and solving complex problems involving addition and subtraction.
I can develop, use and explain personal strategies for adding and subtracting.
I can analyze and explain the effect of adding or subtracting zero.
I can explain the reason for ordering quantities in addition and subtraction statements.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
- Model concretely, pictorially or physically situations that involve the addition or subtraction of 1 and 2-digit numbers and explain how to record the process shown in the model symbolically.
- Create, model symbolically and solve addition and subtraction problems related to situations relevant to one’s self, family or community.
- Generalize and apply strategies for adding and subtracting 1 and 2-digit numbers.
- Select and explain a mental mathematics strategy that can be used to determine a sum of up to 18 or related difference.
- Generalize rules for adding when one addend is zero and for subtracting zero from a quantity and use concrete, pictorial or oral models to explain the reasoning.
- Verify rules generalized for addition and subtraction involving a quantity of zero.
- Critique to statement “You can add or subtract numbers in any order and still get the same answer” and provide examples to support the critique.
Refer to the Saskatchewan Curriculum Guide Grade 2 Mathematics.
Subject: Grade 2 Math, Patterns and Relations Strand
Outcome: P2.1 – I can demonstrate understanding of repeating patterns of three-five elements.
Beginning – 1 / Approaching – 2 / Proficiency – 3 / Mastery – 4
With assistance I can identify repeating patterns found in familiar situations. With assistance I can represent a pattern using the same mode as the example. With assistance I can extend a pattern. With assistance I can create new patterns with manipulatives, pictures, sounds or actions. / I can identify basic repeating patterns found in familiar situations. I can represent a simple pattern using the same mode as the example. I can extend a simple pattern so that the core appears once more. I can create new patterns with manipulatives or pictures or sounds or actions. / I can independently identify and describe repeating patterns found in familiar situations. I can represent a pattern in an alternate mode. I can independently extend a pattern so that the core appears twice more. I can independently create new patterns of three to five elements with manipulatives, pictures, sounds and actions. / I can decribe repeating patterns and justify why the descriptions are those of repeating patterns. I can represent a pattern in more than one other mode. I can extend a pattern so that the core appears more than two times and I can explain the pattern of the core. I can create new patterns and explain the pattern rule.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
- Identify and describe repeating patterns found in familiar situations and justify why the descriptions are those of repeating patterns.
- Analyze a repeating pattern to identify the core of the pattern.
- Analyze a repeating pattern for its core and extend the pattern so the core appears twice more.
- Analyze an intended repeating pattern to identify possible errors.
- Create a repeating pattern and explain the reasoning.
- Predict an upcoming element in a repeating pattern and verify the prediction.
- Analyze two repeating patterns that are represented using different materials or modes and present ways in which the patterns are related.
Refer to the Saskatchewan Curriculum Guide Grade 2 Mathematics.
Subject: Grade 2 Math, Patterns and Relations Strand
Outcome: P2.2 – I can demonstrate understanding of increasing patterns.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
With assistance I can identify increasing patterns in familiar situations. With assistance I can reproduce increasing concrete, pictorial or numerical patterns. With assistance I can extend numerical or non-numerical increasing patterns. With assistance I can create increasing patterns with a mode I am comfortable with. / I can identify increasing patterns in familiar situations. I can reproduce concrete or pictorial increasing patterns. I can reproduce increasing concrete or pictorial or numerical patterns. I can extend numerical or non-numerical increasing patterns. I can create increasing patterns using a mode I am comfortable using. / I can independently describe increasing patterns in familiar situations. I can reproduce increasing concrete, pictorial and numerical patterns. I can independently extend numerical can non-numerical increasing patterns. I can independently create increasing patterns using different modes. / I can describe increasing patterns and explain why the pattern is increasing. I can reproduce increasing numerical patterns using alternate forms and explain the reasoning. I can analyze and explain an increasing numerical and non-numerical pattern and extend the pattern. I can create increasing patterns using different modes and explain the reasoning.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
- Identify and describe increasing patterns in familiar situations.
- Analyze a numerical increasing pattern for its pattern rule and extend the pattern.
- Analyze a non-numerical increasing pattern and extend the pattern.
- Reproduce an increasing numerical pattern using and alternate form.
- Reproduce a concrete or pictorial increasing pattern using numbers and explain the reasoning.
- Solve problems involving increasing patterns and explain the reasoning.
- Create an increasing pattern, represent the pattern in different modes and explain the pattern rule.
Refer to the Saskatchewan Curriculum Guide Grade 2 Mathematics.
Subject: Grade 2 Math, Patterns and Relations Strand
Outcome: P2.3 - I can demonstrate understanding of equality and inequality.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
With assistance I can compare two quantities of the same object by using a balance scale to determine if the quantites are equal. With assistance I can record equalities with an equal sign or I can record inequalities with a not equal sign. With assistance I can solve simple problems involving equality and inequality. / I can compare two quantites of the same object by using a balance scale to determine if the quantities are equal. I can record equalities with an equal sign or I can record inequalities with a not equal sign. I can solve simple problems involving equality and inequality. / I can independently compare two quantities of the same object by using a balance scale to determine if the quantites are equal or not. I can independently record equalities with an equal sign and I can record inequalities with a not equal sign. I can independently solve problems involving equality and inequality. / I can compare two quantities of the same object by using a balance scale to determine if the quantities are equal or not and I can analyze the impact of changing one of two equal sets and I can analyze the impact of making changes to both of two equal sets. I can create and record statements of equality and non-equality and model the statements to verify the relationship. I can solve and explain problems involving equality and inequality.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
- Compare two quantities of the same object by using a balance scale to determine if the quantities are equal or not.
- Construct two unequal sets using identical objects and verify orally and concretely that the sets are not equal.
- Analyze the impact of changing one of two equal sets upon the equality of the two sets.
- Analyze the impact of making changes to both of two equal sets upon the equality of the sets.
- Analyze and sort sets according to equality and explain the reasoning.
- Model two number expressions to determine if the expressions are equal or not equal and write a number sentence to show the relationship.
- Create statements of equality and non-equality and model the statements to verify the relationship.
Refer to the Saskatchewan Curriculum Guide Grade 2 Mathematics.
Subject: Grade 2 Math, Shape and Space Strand
Outcome: SS2.1 – I can demonstrate understanding of non-standard units for linear measurement.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
With assistance I can use strategies to estimate and measure lengths with non-standard units. With assistance I can compare and order sets according to length measurement. / I can choose appropriate non-standard units to measure various lengths.
I can use simple strategies to estimate and measure lengths using non-standard units.
I can compare lengths in a set. / I can describe the choice of non-standard units.
I can apply strategies to estimate and measure lengths using non-standard units.
I can order sets according to length measurement. / I can defend the choice of non-standard units I use to measure lengths.
I can explain strategies to estimate and measure lengths using non-standard units.
I can explain why the same length can be measured by different units and have different values.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
- Defend the choice of a non-standard unit for measuring a length in a situation relevant to one’s self, family, or community.
- Estimate a personally relevant length, including the distance around a space, using one’s own choice of standard unit.
- Compare estimates of the same length made by different units and provide the reasons for different values being stated for the measurements.
- Critique the statement “It is possible to get an exact length of measurement.”
- Devise and apply strategies for determining estimates for linear and non-linear lengths using non-standard units.
- Explain why overlapping or leaving gaps does not result in accurate measurements.
- Explain why the same non-standard units should be used to determine length measurements that are to be compared.
- Compare and order sets of related objects, possibly including people, according to a length measurement.
Refer to the Saskatchewan Curriculum Guide Grade 2 Mathematics.
Subject: Grade 2 Math, Shape and Space Strand
Outcome: SS2.2 – I can demonstrate understanding of non-standard units for measurement of mass.
Beginning – 1
I need help. / Approaching – 2
I have a basic understanding. / Proficiency – 3
My work consistently meets expectations. / Mastery – 4
I have a deeper understanding.
With assistance I can measure mass with non-standard units.
With assistance I can compare and order sets of objects according to mass measurement. / I can identify non-standard units to estimate and measure mass.
I can compare related objects according to mass measurement. / I can use appropriate non-standard units to estimate and measure mass in particular situations.
I can order sets of objects according to mass measurement. / I can explain which non-standard units would be most appropriate to use to estimate and measure mass in particular situations.
I can explain how sets of objects are ordered according to mass measurement.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.