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Chapter 38: Coding: Repetition and Debugging

Learn Grade 2 mathematics with very-beginner explanations, original worked examples, practice, reasoning, and review.

Grade 2Very Beginner Friendly10 Examples Per Topic30 Q&APractice + Review
Estimated reading time0% read
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Chapter Overview

This chapter teaches Coding: Repetition and Debugging with simple explanations, visual thinking, worked examples, practice, and review.

38.1 Repeated instructions

Repeated instructions is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 15 and 11 to make a simple example about Repeated instructions.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeated instructions.

Worked Example 2

Problem: Use 16 and 13 to make a simple example about Repeated instructions.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeated instructions.

Worked Example 3

Problem: Use 19 and 19 to make a simple example about Repeated instructions.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeated instructions.

Worked Example 4

Problem: Use 6 and 7 to make a simple example about Repeated instructions.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeated instructions.

Worked Example 5

Problem: Use 7 and 9 to make a simple example about Repeated instructions.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeated instructions.

Worked Example 6

Problem: Use 16 and 19 to make a simple example about Repeated instructions.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeated instructions.

Worked Example 7

Problem: Use 16 and 11 to make a simple example about Repeated instructions.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeated instructions.

Worked Example 8

Problem: Use 1 and 15 to make a simple example about Repeated instructions.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeated instructions.

Worked Example 9

Problem: Use 12 and 5 to make a simple example about Repeated instructions.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeated instructions.

Worked Example 10

Problem: Use 20 and 1 to make a simple example about Repeated instructions.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeated instructions.

38.2 Simple loops

Coding uses exact step-by-step instructions to move objects, repeat actions, and solve problems. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: A command moves 4 squares and repeats 4 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 16

Worked Example 2

Problem: A command moves 5 squares and repeats 4 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 20

Worked Example 3

Problem: A command moves 2 squares and repeats 3 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 6

Worked Example 4

Problem: A command moves 4 squares and repeats 4 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 16

Worked Example 5

Problem: A command moves 2 squares and repeats 4 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 8

Worked Example 6

Problem: A command moves 5 squares and repeats 4 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 20

Worked Example 7

Problem: A command moves 2 squares and repeats 4 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 8

Worked Example 8

Problem: A command moves 4 squares and repeats 3 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 12

Worked Example 9

Problem: A command moves 5 squares and repeats 2 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 10

Worked Example 10

Problem: A command moves 3 squares and repeats 3 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 9

38.3 Repeating a move

A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 17 and 12 to make a simple example about Repeating a move.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a move.

Worked Example 2

Problem: Use 15 and 3 to make a simple example about Repeating a move.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a move.

Worked Example 3

Problem: Use 17 and 15 to make a simple example about Repeating a move.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a move.

Worked Example 4

Problem: Use 1 and 6 to make a simple example about Repeating a move.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a move.

Worked Example 5

Problem: Use 9 and 4 to make a simple example about Repeating a move.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a move.

Worked Example 6

Problem: Use 2 and 4 to make a simple example about Repeating a move.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a move.

Worked Example 7

Problem: Use 13 and 7 to make a simple example about Repeating a move.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a move.

Worked Example 8

Problem: Use 10 and 10 to make a simple example about Repeating a move.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a move.

Worked Example 9

Problem: Use 15 and 9 to make a simple example about Repeating a move.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a move.

Worked Example 10

Problem: Use 1 and 6 to make a simple example about Repeating a move.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a move.

38.4 Repeating a turn

A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 20 and 14 to make a simple example about Repeating a turn.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a turn.

Worked Example 2

Problem: Use 19 and 2 to make a simple example about Repeating a turn.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a turn.

Worked Example 3

Problem: Use 2 and 15 to make a simple example about Repeating a turn.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a turn.

Worked Example 4

Problem: Use 11 and 2 to make a simple example about Repeating a turn.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a turn.

Worked Example 5

Problem: Use 7 and 11 to make a simple example about Repeating a turn.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a turn.

Worked Example 6

Problem: Use 5 and 7 to make a simple example about Repeating a turn.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a turn.

Worked Example 7

Problem: Use 15 and 2 to make a simple example about Repeating a turn.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a turn.

Worked Example 8

Problem: Use 16 and 4 to make a simple example about Repeating a turn.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a turn.

Worked Example 9

Problem: Use 5 and 14 to make a simple example about Repeating a turn.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a turn.

Worked Example 10

Problem: Use 12 and 15 to make a simple example about Repeating a turn.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Repeating a turn.

38.5 Shortening repeated code

Shortening repeated code is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 6 and 18 to make a simple example about Shortening repeated code.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Shortening repeated code.

Worked Example 2

Problem: Use 13 and 15 to make a simple example about Shortening repeated code.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Shortening repeated code.

Worked Example 3

Problem: Use 20 and 3 to make a simple example about Shortening repeated code.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Shortening repeated code.

Worked Example 4

Problem: Use 6 and 16 to make a simple example about Shortening repeated code.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Shortening repeated code.

Worked Example 5

Problem: Use 4 and 6 to make a simple example about Shortening repeated code.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Shortening repeated code.

Worked Example 6

Problem: Use 1 and 11 to make a simple example about Shortening repeated code.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Shortening repeated code.

Worked Example 7

Problem: Use 16 and 13 to make a simple example about Shortening repeated code.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Shortening repeated code.

Worked Example 8

Problem: Use 3 and 6 to make a simple example about Shortening repeated code.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Shortening repeated code.

Worked Example 9

Problem: Use 10 and 11 to make a simple example about Shortening repeated code.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Shortening repeated code.

Worked Example 10

Problem: Use 2 and 7 to make a simple example about Shortening repeated code.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Shortening repeated code.

38.6 Finding a wrong step

Finding a wrong step is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 7 and 13 to make a simple example about Finding a wrong step.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding a wrong step.

Worked Example 2

Problem: Use 20 and 19 to make a simple example about Finding a wrong step.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding a wrong step.

Worked Example 3

Problem: Use 4 and 18 to make a simple example about Finding a wrong step.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding a wrong step.

Worked Example 4

Problem: Use 9 and 2 to make a simple example about Finding a wrong step.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding a wrong step.

Worked Example 5

Problem: Use 5 and 2 to make a simple example about Finding a wrong step.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding a wrong step.

Worked Example 6

Problem: Use 11 and 9 to make a simple example about Finding a wrong step.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding a wrong step.

Worked Example 7

Problem: Use 9 and 2 to make a simple example about Finding a wrong step.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding a wrong step.

Worked Example 8

Problem: Use 14 and 14 to make a simple example about Finding a wrong step.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding a wrong step.

Worked Example 9

Problem: Use 17 and 6 to make a simple example about Finding a wrong step.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding a wrong step.

Worked Example 10

Problem: Use 2 and 15 to make a simple example about Finding a wrong step.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Finding a wrong step.

38.7 Correcting a wrong direction

Correcting a wrong direction is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 10 and 13 to make a simple example about Correcting a wrong direction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong direction.

Worked Example 2

Problem: Use 3 and 8 to make a simple example about Correcting a wrong direction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong direction.

Worked Example 3

Problem: Use 10 and 13 to make a simple example about Correcting a wrong direction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong direction.

Worked Example 4

Problem: Use 3 and 7 to make a simple example about Correcting a wrong direction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong direction.

Worked Example 5

Problem: Use 5 and 5 to make a simple example about Correcting a wrong direction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong direction.

Worked Example 6

Problem: Use 1 and 9 to make a simple example about Correcting a wrong direction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong direction.

Worked Example 7

Problem: Use 9 and 13 to make a simple example about Correcting a wrong direction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong direction.

Worked Example 8

Problem: Use 5 and 17 to make a simple example about Correcting a wrong direction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong direction.

Worked Example 9

Problem: Use 4 and 9 to make a simple example about Correcting a wrong direction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong direction.

Worked Example 10

Problem: Use 3 and 3 to make a simple example about Correcting a wrong direction.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong direction.

38.8 Correcting a wrong repeat count

Correcting a wrong repeat count is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 9 and 15 to make a simple example about Correcting a wrong repeat count.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong repeat count.

Worked Example 2

Problem: Use 10 and 9 to make a simple example about Correcting a wrong repeat count.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong repeat count.

Worked Example 3

Problem: Use 12 and 6 to make a simple example about Correcting a wrong repeat count.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong repeat count.

Worked Example 4

Problem: Use 20 and 1 to make a simple example about Correcting a wrong repeat count.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong repeat count.

Worked Example 5

Problem: Use 2 and 15 to make a simple example about Correcting a wrong repeat count.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong repeat count.

Worked Example 6

Problem: Use 15 and 3 to make a simple example about Correcting a wrong repeat count.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong repeat count.

Worked Example 7

Problem: Use 19 and 2 to make a simple example about Correcting a wrong repeat count.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong repeat count.

Worked Example 8

Problem: Use 18 and 6 to make a simple example about Correcting a wrong repeat count.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong repeat count.

Worked Example 9

Problem: Use 7 and 18 to make a simple example about Correcting a wrong repeat count.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong repeat count.

Worked Example 10

Problem: Use 17 and 9 to make a simple example about Correcting a wrong repeat count.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Correcting a wrong repeat count.

38.9 Tracing code by hand

Tracing code by hand is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 19 and 11 to make a simple example about Tracing code by hand.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Tracing code by hand.

Worked Example 2

Problem: Use 18 and 14 to make a simple example about Tracing code by hand.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Tracing code by hand.

Worked Example 3

Problem: Use 2 and 12 to make a simple example about Tracing code by hand.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Tracing code by hand.

Worked Example 4

Problem: Use 5 and 4 to make a simple example about Tracing code by hand.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Tracing code by hand.

Worked Example 5

Problem: Use 2 and 16 to make a simple example about Tracing code by hand.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Tracing code by hand.

Worked Example 6

Problem: Use 15 and 13 to make a simple example about Tracing code by hand.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Tracing code by hand.

Worked Example 7

Problem: Use 10 and 7 to make a simple example about Tracing code by hand.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Tracing code by hand.

Worked Example 8

Problem: Use 7 and 13 to make a simple example about Tracing code by hand.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Tracing code by hand.

Worked Example 9

Problem: Use 15 and 6 to make a simple example about Tracing code by hand.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Tracing code by hand.

Worked Example 10

Problem: Use 10 and 10 to make a simple example about Tracing code by hand.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Tracing code by hand.

38.10 Testing an algorithm

Coding uses exact step-by-step instructions to move objects, repeat actions, and solve problems. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: A command moves 3 squares and repeats 2 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 6

Worked Example 2

Problem: A command moves 2 squares and repeats 4 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 8

Worked Example 3

Problem: A command moves 2 squares and repeats 3 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 6

Worked Example 4

Problem: A command moves 2 squares and repeats 4 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 8

Worked Example 5

Problem: A command moves 5 squares and repeats 2 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 10

Worked Example 6

Problem: A command moves 2 squares and repeats 4 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 8

Worked Example 7

Problem: A command moves 5 squares and repeats 3 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 15

Worked Example 8

Problem: A command moves 5 squares and repeats 4 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 20

Worked Example 9

Problem: A command moves 2 squares and repeats 3 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 6

Worked Example 10

Problem: A command moves 5 squares and repeats 2 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 10

38.11 Changing code to reach a new destination

Changing code to reach a new destination is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Use 3 and 10 to make a simple example about Changing code to reach a new destination.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Changing code to reach a new destination.

Worked Example 2

Problem: Use 18 and 10 to make a simple example about Changing code to reach a new destination.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Changing code to reach a new destination.

Worked Example 3

Problem: Use 5 and 9 to make a simple example about Changing code to reach a new destination.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Changing code to reach a new destination.

Worked Example 4

Problem: Use 15 and 2 to make a simple example about Changing code to reach a new destination.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Changing code to reach a new destination.

Worked Example 5

Problem: Use 4 and 16 to make a simple example about Changing code to reach a new destination.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Changing code to reach a new destination.

Worked Example 6

Problem: Use 9 and 3 to make a simple example about Changing code to reach a new destination.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Changing code to reach a new destination.

Worked Example 7

Problem: Use 20 and 17 to make a simple example about Changing code to reach a new destination.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Changing code to reach a new destination.

Worked Example 8

Problem: Use 14 and 11 to make a simple example about Changing code to reach a new destination.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Changing code to reach a new destination.

Worked Example 9

Problem: Use 17 and 11 to make a simple example about Changing code to reach a new destination.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Changing code to reach a new destination.

Worked Example 10

Problem: Use 9 and 8 to make a simple example about Changing code to reach a new destination.

  1. Recall the topic meaning.
  2. Use objects, a drawing, or a number sentence.
  3. Check that the example matches the idea.

Very beginner explanation: Simple models make Grade 2 ideas easier to understand.

Answer: A correct Grade 2 example of Changing code to reach a new destination.

38.12 Explaining a debugging change

Coding uses exact step-by-step instructions to move objects, repeat actions, and solve problems. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: A command moves 4 squares and repeats 2 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 8

Worked Example 2

Problem: A command moves 3 squares and repeats 2 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 6

Worked Example 3

Problem: A command moves 5 squares and repeats 3 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 15

Worked Example 4

Problem: A command moves 4 squares and repeats 2 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 8

Worked Example 5

Problem: A command moves 5 squares and repeats 2 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 10

Worked Example 6

Problem: A command moves 3 squares and repeats 2 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 6

Worked Example 7

Problem: A command moves 4 squares and repeats 4 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 16

Worked Example 8

Problem: A command moves 2 squares and repeats 3 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 6

Worked Example 9

Problem: A command moves 2 squares and repeats 2 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 4

Worked Example 10

Problem: A command moves 3 squares and repeats 3 times. How many squares altogether?

  1. Repeat the move.
  2. Add the equal moves.

Very beginner explanation: Repeating instructions is a simple loop.

Answer: 9

30 Review Questions and Answers

Q1. What should a Grade 2 learner understand about Repeated instructions?

Answer: Repeated instructions is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q2. What should a Grade 2 learner understand about Simple loops?

Answer: Coding uses exact step-by-step instructions to move objects, repeat actions, and solve problems.

Q3. What should a Grade 2 learner understand about Repeating a move?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q4. What should a Grade 2 learner understand about Repeating a turn?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q5. What should a Grade 2 learner understand about Shortening repeated code?

Answer: Shortening repeated code is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q6. What should a Grade 2 learner understand about Finding a wrong step?

Answer: Finding a wrong step is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q7. What should a Grade 2 learner understand about Correcting a wrong direction?

Answer: Correcting a wrong direction is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q8. What should a Grade 2 learner understand about Correcting a wrong repeat count?

Answer: Correcting a wrong repeat count is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q9. What should a Grade 2 learner understand about Tracing code by hand?

Answer: Tracing code by hand is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q10. What should a Grade 2 learner understand about Testing an algorithm?

Answer: Coding uses exact step-by-step instructions to move objects, repeat actions, and solve problems.

Q11. What should a Grade 2 learner understand about Changing code to reach a new destination?

Answer: Changing code to reach a new destination is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q12. What should a Grade 2 learner understand about Explaining a debugging change?

Answer: Coding uses exact step-by-step instructions to move objects, repeat actions, and solve problems.

Q13. What should a Grade 2 learner understand about Repeated instructions?

Answer: Repeated instructions is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q14. What should a Grade 2 learner understand about Simple loops?

Answer: Coding uses exact step-by-step instructions to move objects, repeat actions, and solve problems.

Q15. What should a Grade 2 learner understand about Repeating a move?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q16. What should a Grade 2 learner understand about Repeating a turn?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q17. What should a Grade 2 learner understand about Shortening repeated code?

Answer: Shortening repeated code is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q18. What should a Grade 2 learner understand about Finding a wrong step?

Answer: Finding a wrong step is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q19. What should a Grade 2 learner understand about Correcting a wrong direction?

Answer: Correcting a wrong direction is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q20. What should a Grade 2 learner understand about Correcting a wrong repeat count?

Answer: Correcting a wrong repeat count is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q21. What should a Grade 2 learner understand about Tracing code by hand?

Answer: Tracing code by hand is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q22. What should a Grade 2 learner understand about Testing an algorithm?

Answer: Coding uses exact step-by-step instructions to move objects, repeat actions, and solve problems.

Q23. What should a Grade 2 learner understand about Changing code to reach a new destination?

Answer: Changing code to reach a new destination is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q24. What should a Grade 2 learner understand about Explaining a debugging change?

Answer: Coding uses exact step-by-step instructions to move objects, repeat actions, and solve problems.

Q25. What should a Grade 2 learner understand about Repeated instructions?

Answer: Repeated instructions is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q26. What should a Grade 2 learner understand about Simple loops?

Answer: Coding uses exact step-by-step instructions to move objects, repeat actions, and solve problems.

Q27. What should a Grade 2 learner understand about Repeating a move?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q28. What should a Grade 2 learner understand about Repeating a turn?

Answer: A pattern follows a rule. Repeating patterns repeat a core; growing patterns change in a predictable way.

Q29. What should a Grade 2 learner understand about Shortening repeated code?

Answer: Shortening repeated code is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.

Q30. What should a Grade 2 learner understand about Finding a wrong step?

Answer: Finding a wrong step is a Grade 2 math idea best learned with simple numbers, objects, drawings, and clear words.