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MY CHILD IN SCHOOL

MY CHILD IN SCHOOL – Informed Parent, Involved Parent

Grade 2 math includes four areas, or “strands”.

In the **Number** strand children

- count forward and backward from 0 to 100 by 2s, 5s and 10s;
- show that a number is even or odd;
- use objects, pictures and numbers to show, describe and compare numbers to 100;
- show the meaning of place value for numbers up to 100;
- add and subtract numbers to 100;
- add and subtract numbers to 18 using mental math strategies;
- recall facts to 10, doubles to 9 + 9, and related subtraction facts.

In the **Patterns and Relationships** strand, children recognize and create repeating and increasing patterns.

In the **Shape and Space** strand, children

- estimate, measure and compare measurements;
- sort, describe, compare and build 2-D shapes and 3-D objects.

In the **Statistics and Probability** strand, children use graphs to show and make sense of information.

In order to achieve lifelong learning in mathematics, children:

- communicate what they are thinking and learning;
- connect math to everyday situations and other subjects;
- estimate and use mental math strategies;
- learn through problem solving;
- reason and explain their thinking;
- use technology to enhance their learning;
- use visual images (think in pictures) to describe their thinking.

To find out more about what your child is learning, we encourage you to talk to the teacher. You may also find helpful information on the Curriculum Essentials posters, which are interactive PDFs designed for teachers that provide an overview of the knowledge, processes, and skills for this subject area.

Grade 2 Mathematics Curriculum Essentials posters ( 455 KB)

The first page gives an overview of what your child will be learning, grouped into learning targets (concepts) so that the curriculum is easier to understand. The number codes correspond to the curriculum learning outcomes. The arrow at the top of the page highlights the mathematical processes, which are described in more detail on the third page. These are the ways through which mathematical concepts are taught. The second page offers a more detailed description of the expectations related to each concept and the categories found on the provincial report cards regarding assessment.

You may also wish to refer to the Grades K-8 Mathematics - Manitoba Curriculum Framework of Outcomes.

Your child’s teacher will assess students on the four math strands. Your child’s progress will be measured in three categories, shown on your child’s report card:

- knowledge and understanding
- mental math and estimation
- problem solving

The teacher will report on your child’s progress three times a year. The information from each report helps you to support your child’s learning. You can use it to talk with your child and your child’s teacher about results, strengths, challenges and what your child will be doing next.

**Helping Your Child Learn Math: A Parent’s Guide**

This guide offers suggestions of hands-on activities that promote problem solving, communication, and links to daily life to help develop your child's math skills and understanding.

**Early Years Mathematics Activities and Games**

These games and activities, presented in MS Word and Adobe PDF files, can be used at home.

**Numeracy At Home Newsletters**

Each newsletter offers a variety of interesting and challenging activities to support student thinking and learning of mathematics.

**Glossary**

**Here are some questions that are often asked about mathematics: **

If you have a question that isn't answered here, you can ask your child's teacher or use the comment form on the left of the page.

## What has changed in the new curriculum? |

## How can I stay informed about the revised mathematics program? |

## Will my child learn basic addition, subtraction and multiplication? |

## What do you mean by mental math and estimation? |

## What are mental math strategies? |

## How can I help my child with mental math and estimation? |

## What is meant by personal strategies? |

## What is meant by problem solving? |