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Grade 2

Mathematics

Curriculum Overview

Throughout this grade, in order to promote a positive identity as a math learner, to foster well-being and the ability to learn, build resilience, and thrive, students will apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with the expectations in the other five strands of the mathematics curriculum.

Students practise critical and creative thinking. For example, in financial literacy, as students are learning to break down different denominations of money and select different tools and strategies such as making lists of different money combinations, drawing pictures of different groupings and using manipulatives to break down amounts in different ways.

The expectations in the mathematics curriculum are organized into six distinct but related strands:

  • Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes
  • Number
  • Algebra
  • Data
  • Spatial Sense
  • Financial Literacy

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Vocabulary

Review this list of vocabulary associated with the curriculum. Practice spelling, research definitions, and find these vocabulary words when engaging with the TVO resources or completing learning activities.

Students should understand and be able to apply these words in context.

  • Number
  • Algebra
  • Data
  • Spatial Sense
  • Financial Literacy 

200 

addition 

fractions 

number 

sharing  

solving 

subtraction 

algebra 

code 

equal 

equivalent  

extend 

mathematical modelling 

patterns 

real-life situations 

repeating 

shapes 

sequence 

Carroll diagrams 

collect 

data 

display 

likelihood of events 

informed decisions 

interpret 

organize  

Venn diagrams  

clocks 

hour 

length 

maps 

measure 

minute 

rulers 

second 

spatial sense 

symmetry 

time 

visualize 

$100 

bills 

combinations 

coins 

financial literacy 

loonies 

money 

toonies 

value 

Resources for Learning

Chosen by TVO educators, these resources support the curriculum outlined above. Review the below list of options along with the activities. Then, read, watch, listen or play to build understanding and knowledge.

Complete the suggested activities using these resources and other TVO resources.

Suggested Activities

Complete these activities to consolidate learning across all curriculum strands.

  • Create your own definitions for 20 of the words in the vocabulary list.
  • Measure items around your home with a family member using a non-standard object (like your shoe). Ask another person in your home to do the same measurements. Compare your answers. Now measure your height using your shoe as a unit of measurement. Do you both get the same answer?
  • Describe an activity you can do that will take 1 hour (60 minutes). Now select an activity that will take 1 minute (60 seconds). What activity can you do in 1 second?
  • How many coins do you need to total $2.15? Draw the coins that you would need. Draw the solution in 2 different ways.
  • Record the number of animals you see outside each day and record your answers in a tally chart.
  • Collect 100 items (cards, marbles). Create as many different groups as possible (e.g., two groups of fifty or ten groups of ten).
  • Through investigation, describe the probability that an event will occur, (e.g., getting heads or tails when tossing a coin). Use mathematical language to describe your investigation, for example, getting a heads or tails when tossing a coin is certain, getting a head is possible, getting a tail is possible. If tossing 2 coins, getting two heads is possible, getting two tails is possible, getting one head and one tail is possible, getting heads or tails is certain, etc.

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