Subject: Grade 2 Math, Number Strand
Outcome: N2.1 – I can demonstrate understanding of whole numbers to 100.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
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 onedigit 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
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
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.
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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
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.
Approaching – 2
Proficiency – 3
Mastery – 4
I can independently identify and
I can decribe repeating patterns
describe repeating patterns
and justify why the descriptions
found in familiar situations. I can are those of repeating patterns. I
represent a pattern in an
can represent a pattern in more
alternate mode. I can
than one other mode. I can
independently extend a pattern
extend a pattern so that the core
so that the core appears twice
appears more than two times and
more. I can independently create I can explain the pattern of the
new patterns of three to five
core. I can create new patterns
elements with manipulatives,
and explain the pattern rule.
pictures, sounds and actions.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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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.
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
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
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 nonnumerical increasing patterns. I
can create increasing patterns
using a mode I am comfortable
using.
My work consistently meets
expectations.
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.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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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.
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.
Subject: Grade 2 Math, Patterns and Relations Strand
Outcome: P2.3 - I can demonstrate understanding of equality and inequality.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
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.
My work consistently meets
expectations.
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 nonequality 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.
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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
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can choose appropriate nonstandard 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 nonstandard units.
I can apply strategies to estimate
and measure lengths using nonstandard units.
I can order sets according to length
measurement.
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 defend the choice of nonstandard units I use to measure
lengths.
I can explain strategies to estimate
and measure lengths using nonstandard 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
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
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.
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.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Defend the choice of a non-standard unit for measuring a mass in a situation relevant to one’s self, family, or community.
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Estimate the mass of a personally relevant object using one’s own choice of standard unit.
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Identify a non-standard unit for measuring mass that would not be a good choice in a particular situation and explain the reasoning.
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Compare estimates of the mass of the same object determined using different standard units and provide the reasons for different
values being stated for the same measurements.
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Explain why the same non-standard unit should be used to determine mass measurements that are to be compared.
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Compare and order sets of related objects according to mass measurements and explain the reasoning.
Refer to the Saskatchewan Curriculum Guide Grade 2 Mathematics.
Subject: Grade 2 Math, Shape and Space Strand
Outcome: SS2.3 – I can describe, compare and construct 3-D objects.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can identify examples of 3-D
objects in my environment.
I can compare the attributes of 3-D
objects.
I can sort 3-D objects using
attributes.
I can describe the attributes of 3-D
objects.
I can construct 3-D objects
according to attributes.
With assistance I can sort and
compare the attributes of 3-D
objects.
With assistance I can construct 3-D
representations.
I can sort 3-D objects and explain
my sorting rule.
I can create and explain
representations of 3-D objects
according to the attributes.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Identify examples of cubes, spheres, cones, cylinders, and pyramids as found in the classroom, home, and community.
Sort a set of personally relevant 3-D objects and explain the sorting rule used.
Compare the attributes of cubes, spheres, cones, cylinders, and pyramids and generalize descriptions of each category of 3-D
objects.
Compare two 3-D objects of the same type and explain how the dimensions of the objects can be used to compare the objects.
Compare tow 3-D objects in different orientations.
Create and describe a concrete representation of a personally relevant 3-D object.
Sort 3-D objects according to two attributes and explain the sorting rule used.
Refer to the Saskatchewan Curriculum Guide Grade 2 Mathematics.
Subject: Grade 2 Math, Shape and Space Strand
Outcome: SS2.4 – I can describe, compare and construct 2-D shapes.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can identify 2-D shapes in my
environment.
I can compare the attributes of 2-D
shapes.
I can represent models of 2-D
shapes.
I can describe the attributes of 2-D
shapes from my environment.
I can sort 2-D shapes according to
two attributes.
I can create a model to represent a
2-D shape with given attributes.
I can explain how the dimensions of
the shapes can be used to compare
the shapes.
I can sort 2-D shapes according to
two attributes and explain the
sorting rule.
I can explain the representation of a
2-D shape I create.
With assistance I can identify and
describe 2-D shapes in my
environment.
With assistance I can compare the
attributes of 2-D shapes and sort the
shapes according to attributes.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Identify examples of triangles, rectangles, squares, and circles as found in personal experiences.
Compare the attributes of triangles, squares, rectangles, and circles and generalize descriptions of each category of 2-D shapes.
Critique the statement “A 2-D shape can either be a rectangle or a square, but not both.”
Compare two 2-D shapes of the same type and explain how the dimensions of the shapes can be used to compare the shapes.
Classify 2-D shapes arranged in different orientations according to the type and explain the impact of the orientation of
shape on its classification.
Create a model to represent a 2-D shape.
Sort regular and irregular 2-D shapes according to two attributes and explain the sorting rule used.
Refer to the Saskatchewan Curriculum Guide Grade 2 Mathematics.
Subject: Grade 2 Math, Shape and Space Strand
Outcome: SS2.5 – I can demonstrate understanding of the relationship between 2-D shapes and
3-D objects.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
With assistance I can identify the
faces of 3-D objects as 2-D shapes.
I can identify basic faces of 3-D
objects as 2-D shapes.
When I use 2-D shapes, I can
describe the faces of 3-D objects to
identify 3-D objects.
I can explain the similarities and
differences of 3-D objects using 2-D
shapes.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Analyze the differences between two pre-sorted sets of objects and/or pictures of shapes and explain how the objects and shapes
were sorted.
Analyze a set of objects and/or pictures of shapes to identify two common attributes of each member of the set.
Describe the faces of a personally relevant 3-D object by comparing the faces to 2-D shapes.
Analyze a set of descriptions of the 2-D faces of a 3-D object to identify the 3-D object.
Analyze and correct the statement “The tissue box is a rectangle.”
Refer to the Saskatchewan Curriculum Guide Grade 2 Mathematics.
Subject: Grade 2 Math, Statistics and Probability Strand
Outcome: SP2.1 – I can demonstrate understanding of concrete graphs and pictographs.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
With assistance I can collect data
from a question posed by my
teacher. With assistance I can
select a structure for collecting
data (tally marks, charts, lists,
etc.). With assistance I can
choose an appropriate way to
display the data I collect
(concrete graph or pictograph).
I can collect basic data from a
question posed by my teacher. I
can select an appropriate manner
for the collection of the data that
are gathered (I might use tally
marks, charts, lists, ect.). I can
select an appropriate way to
display the data (I might use a
concrete graph or a pictograph).
I can independently formulate a
question important to me. I can
independently pose questions to
my classmates, friends, family or
other people in my school. I can
independently collect the data in
an appropriate manner. I can use
the data to create a concrete
graph or pictograph.
I can explain how the data I
collect can be used to answer
questions I would ask of my
friends and family. I can create a
concrete graph or pictograph to
display collected data and make
and support conclusions based
on the graph. I can give a
presentation of how the
collection, organization, display
and analysis of data were done to
attain the solution of a problem.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
 Formulate a question relevant to one’s self, family, or community that can be answered by gathering information from people.
 Select and organizational structure, such as sets of concrete objects, tallies, checkmarks, charts, or lists for the collections of data that
are gathered.
 Pose questions related to gathered data and explain how the data can be used to answer those questions.
 Analyze concrete graphs to identify and define the common attributes of a concrete graph.
 Analyze pictographs to identify and define the common attributes of a pictograph.
 Create a concrete graph to display collected data and make and support conclusions based upon the graph.
 Create a pictograph (using one-to-one correspondence) to display collected data and make and support conclusions based on the
graph.
 Create and solve a problem for which data can be collected from individuals in the class, at home, in the school or within the
community and give a presentation of how the collection, organization, display, and analysis of data were done to attain a solution to
the problem.
Refer to the Saskatchewan Curriculum Guide Grade 2 Mathematics.