Number — Grade 2

• 2, 5 and 10 times tables

  Litnumia skill: 2, 5 and 10 times tables

  Saskatchewan follows WNCP-style outcomes: personal strategies and mental mathematics first; the standard algorithm is one strategy among several. Multiplication and division start from equal groups and arrays.

• Arrays and repeated addition

  Litnumia skill: Arrays and repeated addition

  Saskatchewan follows WNCP-style outcomes: personal strategies and mental mathematics first; the standard algorithm is one strategy among several. Multiplication and division start from equal groups and arrays.

• Compare and order numbers to 100

  Litnumia skill: Compare and order numbers to 100

  Saskatchewan follows WNCP-style outcomes: personal strategies and mental mathematics first; the standard algorithm is one strategy among several. Number work is developed with concrete and pictorial representations before symbols.

• Count small amounts of money

  Litnumia skill: Count small amounts of money

  Saskatchewan follows WNCP-style outcomes: personal strategies and mental mathematics first; the standard algorithm is one strategy among several. Money work uses Canadian coins and bills in practical contexts.

• Division as sharing and grouping

  Litnumia skill: Division as sharing and grouping

  Saskatchewan follows WNCP-style outcomes: personal strategies and mental mathematics first; the standard algorithm is one strategy among several. Multiplication and division start from equal groups and arrays.

• Doubles and halves to 20

  Litnumia skill: Doubles and halves to 20

  Saskatchewan follows WNCP-style outcomes: personal strategies and mental mathematics first; the standard algorithm is one strategy among several. Addition and subtraction grow out of place-value reasoning and student strategies.

• Fact families and inverse operations

  Litnumia skill: Fact families and inverse operations

  Saskatchewan follows WNCP-style outcomes: personal strategies and mental mathematics first; the standard algorithm is one strategy among several. Addition and subtraction grow out of place-value reasoning and student strategies.

• Fractions of a set

  Litnumia skill: Fractions of a set

  Saskatchewan follows WNCP-style outcomes: personal strategies and mental mathematics first; the standard algorithm is one strategy among several. Fractions are built with regions, sets and number lines before operations.

• Mental addition and subtraction of two-digit numbers

  Litnumia skill: Mental addition and subtraction of two-digit numbers

  Saskatchewan follows WNCP-style outcomes: personal strategies and mental mathematics first; the standard algorithm is one strategy among several. Addition and subtraction grow out of place-value reasoning and student strategies.

• Place value: tens and ones

  Litnumia skill: Place value: tens and ones

  Saskatchewan follows WNCP-style outcomes: personal strategies and mental mathematics first; the standard algorithm is one strategy among several. Number work is developed with concrete and pictorial representations before symbols.

• Position numbers on a number line to 100

  Litnumia skill: Position numbers on a number line to 100

  Saskatchewan follows WNCP-style outcomes: personal strategies and mental mathematics first; the standard algorithm is one strategy among several. Number work is developed with concrete and pictorial representations before symbols.

• Recognise and name unit fractions

  Litnumia skill: Recognise and name unit fractions

  Saskatchewan follows WNCP-style outcomes: personal strategies and mental mathematics first; the standard algorithm is one strategy among several. Fractions are built with regions, sets and number lines before operations.