EASYTUTORGUIDE

Practical tutorials, tools, courses, digital skills, and business promotion.

Free Learning
Google Translate — English / فارسی / العربية
EasyTutorGuide LogoLearn, Build, & Grow

Chapter 60: Comprehensive Grade 2 Review and Mathematical Processes

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
Advertisement area — AdSense / Auto Ads

Chapter Overview

This chapter teaches Comprehensive Grade 2 Review and Mathematical Processes with simple explanations, visual thinking, worked examples, practice, and review.

60.1 Number sense review

Number sense review 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 20 to make a simple example about Number sense review.

  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 Number sense review.

Worked Example 2

Problem: Use 19 and 17 to make a simple example about Number sense review.

  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 Number sense review.

Worked Example 3

Problem: Use 13 and 5 to make a simple example about Number sense review.

  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 Number sense review.

Worked Example 4

Problem: Use 1 and 18 to make a simple example about Number sense review.

  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 Number sense review.

Worked Example 5

Problem: Use 1 and 9 to make a simple example about Number sense review.

  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 Number sense review.

Worked Example 6

Problem: Use 8 and 6 to make a simple example about Number sense review.

  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 Number sense review.

Worked Example 7

Problem: Use 4 and 20 to make a simple example about Number sense review.

  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 Number sense review.

Worked Example 8

Problem: Use 3 and 4 to make a simple example about Number sense review.

  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 Number sense review.

Worked Example 9

Problem: Use 3 and 20 to make a simple example about Number sense review.

  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 Number sense review.

Worked Example 10

Problem: Use 1 and 10 to make a simple example about Number sense review.

  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 Number sense review.

60.2 Place value review

Place value tells how much a digit is worth because of its position in a number. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: How many hundreds, tens, and ones are in 123?

  1. Read the hundreds digit.
  2. Read the tens digit.
  3. Read the ones digit.

Very beginner explanation: Position tells place value.

Answer: 1 hundred, 2 tens, 3 ones

Worked Example 2

Problem: How many hundreds, tens, and ones are in 157?

  1. Read the hundreds digit.
  2. Read the tens digit.
  3. Read the ones digit.

Very beginner explanation: Position tells place value.

Answer: 1 hundred, 5 tens, 7 ones

Worked Example 3

Problem: How many hundreds, tens, and ones are in 190?

  1. Read the hundreds digit.
  2. Read the tens digit.
  3. Read the ones digit.

Very beginner explanation: Position tells place value.

Answer: 1 hundred, 9 tens, 0 ones

Worked Example 4

Problem: How many hundreds, tens, and ones are in 127?

  1. Read the hundreds digit.
  2. Read the tens digit.
  3. Read the ones digit.

Very beginner explanation: Position tells place value.

Answer: 1 hundred, 2 tens, 7 ones

Worked Example 5

Problem: How many hundreds, tens, and ones are in 114?

  1. Read the hundreds digit.
  2. Read the tens digit.
  3. Read the ones digit.

Very beginner explanation: Position tells place value.

Answer: 1 hundred, 1 tens, 4 ones

Worked Example 6

Problem: How many hundreds, tens, and ones are in 102?

  1. Read the hundreds digit.
  2. Read the tens digit.
  3. Read the ones digit.

Very beginner explanation: Position tells place value.

Answer: 1 hundred, 0 tens, 2 ones

Worked Example 7

Problem: How many hundreds, tens, and ones are in 154?

  1. Read the hundreds digit.
  2. Read the tens digit.
  3. Read the ones digit.

Very beginner explanation: Position tells place value.

Answer: 1 hundred, 5 tens, 4 ones

Worked Example 8

Problem: How many hundreds, tens, and ones are in 167?

  1. Read the hundreds digit.
  2. Read the tens digit.
  3. Read the ones digit.

Very beginner explanation: Position tells place value.

Answer: 1 hundred, 6 tens, 7 ones

Worked Example 9

Problem: How many hundreds, tens, and ones are in 165?

  1. Read the hundreds digit.
  2. Read the tens digit.
  3. Read the ones digit.

Very beginner explanation: Position tells place value.

Answer: 1 hundred, 6 tens, 5 ones

Worked Example 10

Problem: How many hundreds, tens, and ones are in 191?

  1. Read the hundreds digit.
  2. Read the tens digit.
  3. Read the ones digit.

Very beginner explanation: Position tells place value.

Answer: 1 hundred, 9 tens, 1 ones

60.3 Counting and skip-counting review

Counting patterns organize numbers and help with addition, subtraction, and number relationships. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Continue 31, 33, 35, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 37, 39

Worked Example 2

Problem: Continue 34, 44, 54, ...

  1. The rule is add 10.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 64, 74

Worked Example 3

Problem: Continue 18, 20, 22, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 24, 26

Worked Example 4

Problem: Continue 18, 19, 20, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 21, 22

Worked Example 5

Problem: Continue 22, 24, 26, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 28, 30

Worked Example 6

Problem: Continue 19, 21, 23, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 25, 27

Worked Example 7

Problem: Continue 31, 32, 33, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 34, 35

Worked Example 8

Problem: Continue 32, 34, 36, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 38, 40

Worked Example 9

Problem: Continue 31, 33, 35, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 37, 39

Worked Example 10

Problem: Continue 2, 7, 12, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 17, 22

60.4 Fraction-sharing review

Fractions begin with fair sharing. Equal parts must be the same size, and equal parts can be joined to make a whole. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: 3 objects are shared equally among 3 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 1

Worked Example 2

Problem: 12 objects are shared equally among 4 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 3

Worked Example 3

Problem: 6 objects are shared equally among 3 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 2

Worked Example 4

Problem: 4 objects are shared equally among 4 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 1

Worked Example 5

Problem: 9 objects are shared equally among 3 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 3

Worked Example 6

Problem: 6 objects are shared equally among 3 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 2

Worked Example 7

Problem: 12 objects are shared equally among 3 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 4

Worked Example 8

Problem: 3 objects are shared equally among 3 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 1

Worked Example 9

Problem: 8 objects are shared equally among 4 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 2

Worked Example 10

Problem: 4 objects are shared equally among 2 people. How many does each person get?

  1. Make equal groups.
  2. Share until all objects are used.
  3. Check that every group is equal.

Very beginner explanation: Fair sharing creates equal groups.

Answer: 2

60.5 Addition review

Addition combines quantities. Counting on, making ten, drawings, and place value can help. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Find 2 + 28.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 30

Worked Example 2

Problem: Find 42 + 23.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 65

Worked Example 3

Problem: Find 27 + 36.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 63

Worked Example 4

Problem: Find 32 + 69.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 101

Worked Example 5

Problem: Find 42 + 54.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 96

Worked Example 6

Problem: Find 17 + 33.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 50

Worked Example 7

Problem: Find 45 + 46.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 91

Worked Example 8

Problem: Find 18 + 55.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 73

Worked Example 9

Problem: Find 48 + 49.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 97

Worked Example 10

Problem: Find 20 + 9.

  1. Start with the larger number.
  2. Add tens or make a ten if helpful.
  3. Add the remaining ones.

Very beginner explanation: Addition combines quantities.

Answer: 29

60.6 Subtraction review

Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Find 44 − 18.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 26

Worked Example 2

Problem: Find 87 − 55.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 32

Worked Example 3

Problem: Find 91 − 16.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 75

Worked Example 4

Problem: Find 119 − 58.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 61

Worked Example 5

Problem: Find 63 − 38.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 25

Worked Example 6

Problem: Find 27 − 13.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 14

Worked Example 7

Problem: Find 104 − 96.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 8

Worked Example 8

Problem: Find 58 − 29.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 29

Worked Example 9

Problem: Find 118 − 49.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 69

Worked Example 10

Problem: Find 45 − 29.

  1. Start with the larger number.
  2. Take away or count up.
  3. Check with addition.

Very beginner explanation: Subtraction finds what remains or the difference.

Answer: 16

60.7 Equal groups multiplication and division review

Early multiplication uses equal groups, arrays, skip counting, and repeated addition. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: There are 5 equal groups of 4. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 20

Worked Example 2

Problem: There are 3 equal groups of 3. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 9

Worked Example 3

Problem: There are 2 equal groups of 3. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 6

Worked Example 4

Problem: There are 4 equal groups of 4. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 16

Worked Example 5

Problem: There are 5 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 10

Worked Example 6

Problem: There are 5 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 10

Worked Example 7

Problem: There are 4 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 8

Worked Example 8

Problem: There are 4 equal groups of 2. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 8

Worked Example 9

Problem: There are 3 equal groups of 3. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 9

Worked Example 10

Problem: There are 3 equal groups of 3. How many objects altogether?

  1. Add the same group size repeatedly.

Very beginner explanation: Equal groups are an early multiplication idea.

Answer: 9

60.8 Pattern and algebra review

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: Continue 10, 11, 12, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 13, 14

Worked Example 2

Problem: Continue 29, 34, 39, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 44, 49

Worked Example 3

Problem: Continue 25, 35, 45, ...

  1. The rule is add 10.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 55, 65

Worked Example 4

Problem: Continue 2, 7, 12, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 17, 22

Worked Example 5

Problem: Continue 18, 20, 22, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 24, 26

Worked Example 6

Problem: Continue 21, 26, 31, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 36, 41

Worked Example 7

Problem: Continue 12, 17, 22, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 27, 32

Worked Example 8

Problem: Continue 1, 3, 5, ...

  1. The rule is add 2.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 7, 9

Worked Example 9

Problem: Continue 9, 10, 11, ...

  1. The rule is add 1.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 12, 13

Worked Example 10

Problem: Continue 16, 21, 26, ...

  1. The rule is add 5.
  2. Use the same rule again.

Very beginner explanation: Counting patterns use a consistent step.

Answer: 31, 36

60.9 Coding and modelling review

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 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

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 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

Worked Example 5

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 6

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 7

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 8

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 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 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

60.10 Data and probability review

Data are collected to answer questions. Tables and graphs help organize and compare results. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Four categories have counts [5, 1, 5, 5]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 5

Worked Example 2

Problem: Four categories have counts [7, 10, 8, 5]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 10

Worked Example 3

Problem: Four categories have counts [1, 10, 1, 1]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 10

Worked Example 4

Problem: Four categories have counts [10, 8, 2, 7]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 10

Worked Example 5

Problem: Four categories have counts [7, 10, 3, 3]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 10

Worked Example 6

Problem: Four categories have counts [10, 4, 5, 1]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 10

Worked Example 7

Problem: Four categories have counts [6, 1, 7, 2]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 7

Worked Example 8

Problem: Four categories have counts [4, 5, 10, 1]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 10

Worked Example 9

Problem: Four categories have counts [6, 3, 6, 10]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 10

Worked Example 10

Problem: Four categories have counts [3, 5, 2, 8]. What is the greatest count?

  1. Read all counts.
  2. Choose the largest.

Very beginner explanation: Data displays help compare categories.

Answer: 8

60.11 Spatial sense and measurement review

Spatial sense and measurement review 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 13 and 17 to make a simple example about Spatial sense and measurement review.

  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 Spatial sense and measurement review.

Worked Example 2

Problem: Use 16 and 6 to make a simple example about Spatial sense and measurement review.

  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 Spatial sense and measurement review.

Worked Example 3

Problem: Use 6 and 20 to make a simple example about Spatial sense and measurement review.

  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 Spatial sense and measurement review.

Worked Example 4

Problem: Use 17 and 11 to make a simple example about Spatial sense and measurement review.

  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 Spatial sense and measurement review.

Worked Example 5

Problem: Use 16 and 15 to make a simple example about Spatial sense and measurement review.

  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 Spatial sense and measurement review.

Worked Example 6

Problem: Use 1 and 3 to make a simple example about Spatial sense and measurement review.

  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 Spatial sense and measurement review.

Worked Example 7

Problem: Use 2 and 10 to make a simple example about Spatial sense and measurement review.

  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 Spatial sense and measurement review.

Worked Example 8

Problem: Use 2 and 14 to make a simple example about Spatial sense and measurement review.

  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 Spatial sense and measurement review.

Worked Example 9

Problem: Use 15 and 14 to make a simple example about Spatial sense and measurement review.

  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 Spatial sense and measurement review.

Worked Example 10

Problem: Use 2 and 20 to make a simple example about Spatial sense and measurement review.

  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 Spatial sense and measurement review.

60.12 Money and problem-solving review

Money amounts can be represented in different ways. Different combinations of coins and bills can have the same value. Use objects, drawings, number lines, tables, or number sentences when useful.

10 Worked Examples with Answers

Worked Example 1

Problem: Make 75 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 75 cents

Worked Example 2

Problem: Make 75 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 75 cents

Worked Example 3

Problem: Make 50 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 50 cents

Worked Example 4

Problem: Make 50 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 50 cents

Worked Example 5

Problem: Make 75 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 75 cents

Worked Example 6

Problem: Make 100 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 100 cents

Worked Example 7

Problem: Make 100 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 100 cents

Worked Example 8

Problem: Make 25 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 25 cents

Worked Example 9

Problem: Make 25 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 25 cents

Worked Example 10

Problem: Make 50 cents using common coin values.

  1. Choose coin values.
  2. Add them to check the total.

Very beginner explanation: The same amount can be made in different ways.

Answer: Any correct combination totaling 50 cents

30 Review Questions and Answers

Q1. What should a Grade 2 learner understand about Number sense review?

Answer: Number sense review 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 Place value review?

Answer: Place value tells how much a digit is worth because of its position in a number.

Q3. What should a Grade 2 learner understand about Counting and skip-counting review?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.

Q4. What should a Grade 2 learner understand about Fraction-sharing review?

Answer: Fractions begin with fair sharing. Equal parts must be the same size, and equal parts can be joined to make a whole.

Q5. What should a Grade 2 learner understand about Addition review?

Answer: Addition combines quantities. Counting on, making ten, drawings, and place value can help.

Q6. What should a Grade 2 learner understand about Subtraction review?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q7. What should a Grade 2 learner understand about Equal groups multiplication and division review?

Answer: Early multiplication uses equal groups, arrays, skip counting, and repeated addition.

Q8. What should a Grade 2 learner understand about Pattern and algebra review?

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

Q9. What should a Grade 2 learner understand about Coding and modelling review?

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

Q10. What should a Grade 2 learner understand about Data and probability review?

Answer: Data are collected to answer questions. Tables and graphs help organize and compare results.

Q11. What should a Grade 2 learner understand about Spatial sense and measurement review?

Answer: Spatial sense and measurement review 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 Money and problem-solving review?

Answer: Money amounts can be represented in different ways. Different combinations of coins and bills can have the same value.

Q13. What should a Grade 2 learner understand about Number sense review?

Answer: Number sense review 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 Place value review?

Answer: Place value tells how much a digit is worth because of its position in a number.

Q15. What should a Grade 2 learner understand about Counting and skip-counting review?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.

Q16. What should a Grade 2 learner understand about Fraction-sharing review?

Answer: Fractions begin with fair sharing. Equal parts must be the same size, and equal parts can be joined to make a whole.

Q17. What should a Grade 2 learner understand about Addition review?

Answer: Addition combines quantities. Counting on, making ten, drawings, and place value can help.

Q18. What should a Grade 2 learner understand about Subtraction review?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.

Q19. What should a Grade 2 learner understand about Equal groups multiplication and division review?

Answer: Early multiplication uses equal groups, arrays, skip counting, and repeated addition.

Q20. What should a Grade 2 learner understand about Pattern and algebra review?

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

Q21. What should a Grade 2 learner understand about Coding and modelling review?

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

Q22. What should a Grade 2 learner understand about Data and probability review?

Answer: Data are collected to answer questions. Tables and graphs help organize and compare results.

Q23. What should a Grade 2 learner understand about Spatial sense and measurement review?

Answer: Spatial sense and measurement review 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 Money and problem-solving review?

Answer: Money amounts can be represented in different ways. Different combinations of coins and bills can have the same value.

Q25. What should a Grade 2 learner understand about Number sense review?

Answer: Number sense review 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 Place value review?

Answer: Place value tells how much a digit is worth because of its position in a number.

Q27. What should a Grade 2 learner understand about Counting and skip-counting review?

Answer: Counting patterns organize numbers and help with addition, subtraction, and number relationships.

Q28. What should a Grade 2 learner understand about Fraction-sharing review?

Answer: Fractions begin with fair sharing. Equal parts must be the same size, and equal parts can be joined to make a whole.

Q29. What should a Grade 2 learner understand about Addition review?

Answer: Addition combines quantities. Counting on, making ten, drawings, and place value can help.

Q30. What should a Grade 2 learner understand about Subtraction review?

Answer: Subtraction can mean taking away, finding a difference, or finding a missing part. Addition can check the answer.