# Correlation of Nelson Mathematics 2 to The Ontario Curriculum Grades 1-8 Mathematics Revised 2005

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3 describe relationships between quantities by using whole-number addition and subtraction (e.g., If you ate 7 grapes and I ate 12 grapes, I can say that I ate 5 more grapes than you did, or you ate 5 fewer grapes than I did. ) represent and explain, through investigation using concrete materials and drawings, multiplication as the combining of equal groups (e.g., use counters to show that 3 groups of 2 is equal to and to 3 x 2) represent and explain, through investigation using concrete materials and drawings, division as the sharing of a quantity equally (e.g., I can share 12 carrot sticks equally among 4 friends by giving each person 3 carrot sticks. ) solve problems involving the addition and subtraction of two-digit numbers, with and without regrouping, using concrete materials (e.g., base ten materials, counters), studentgenerated algorithms, and standard algorithms add and subtract money amounts to 100, using a variety of tools (e.g., concrete materials, drawings) and strategies (e.g., counting on, estimating, representing using symbols) 1.6, 1.7, Chapter 1 Task, Chapter 4 Jump In, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, Chapter 4 Task, Chapter 4 Keep Going, Chapter 6 Keep Going, Chapter 7 Keep Going, 13.4, Chapter 13 Keep Going, 14.4 Weaving Math into Your Day, Chapter 9 Jump In, 9.1, 9.2, 9.3, 9.7, Chapter 9 Task, Chapter 9 Keep Going, Chapter 12, Chapter 14 Task, Chapter 14 Weaving Math into Your Day, Chapter 9 Jump In, 9.4, 9.5, 9.6, 9.7, Chapter 9 Task, Chapter 9 Keep Going, Chapter 14 Weaving Math into Your Day, 6.6, 6.7, 6.8, 6.9, 6.10, Chapter 6 Task, Chapter 6 Keep Going, Chapter 8 Jump In, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, Chapter 8 Task, Chapter 8 Keep Going, Chapter 12, 14.5, 14.6, Chapter 14 Task Weaving Math into Your Day, 4.6, Chapter 4 Keep Going, 6.10, Chapter 6 Keep Going, 8.9, Chapter 8 Keep Going, 10.7, Chapter 10 Task, Chapter 10 Keep Going, Chapter 14 Task Grade 2 3

5 construct tools for measuring time intervals in nonstandard units (e.g., a particular bottle of water takes about five seconds to empty) describe how changes in temperature affect everyday experiences (e.g., the choice of clothing to wear) use a standard thermometer to determine whether temperature is rising or falling (e.g., the temperature of water, air) Measurement Relationships describe, through investigation, the relationship between the size of a unit of area and the number of units needed to cover a surface compare and order a collection of objects by mass and/or capacity, using non-standard units (e.g. The coffee can holds more sand than the soup can, but the same amount as the small pail. ) determine, through investigation, the relationship between days and weeks and between months and years Chapter 10 Jump In, 10.3, 10.4, Chapter 10 Keep Going 3.4, Chapter 6, 13.1, 13.2, Chapter 13 Keep Going, Chapter 14 Weaving Math into Your Day, 13.2, Chapter 13 Keep Going, Chapter 14 Weaving Math into Your Day, Chapter 2 Making Connections, 7.8, 7.9, Chapter 7 Task, Chapter 7 Keep Going, Chapter 12 Task 11.8, Weaving Math into Your Day, 2.2, 3.4, 10.1, Chapter 10 Keep Going Grade 2 5

6 Geometry and Spatial Sense: Grade 2 Section: Overall Expectations Nelson Mathematics 2 identify two-dimensional shapes and three-dimensional Weaving Math into Your Day, Chapter 1 Jump In, 1.2, figures and sort and classify them by their geometric 1.3, Chapter 2, Chapter 6 Making properties Connections, Chapter 7 Jump In, 7.1, 7.2, 7.3, 7.4, Chapter 7 Task, Chapter 7 Keep Going, Chapter 8, Chapter 11 Jump In, 11.1, 11.2, 11.3, 11.4, 11.5, 11.6, Chapter 11 Task, Chapter 11 Keep Going, Chapter 12 Jump In, Chapter 12, Chapter 14 compose and decompose two-dimensional shapes and three-dimensional figures describe and represent the relative locations of objects, and represent objects on a map Section: Geometric Properties distinguish between the attributes of an object that are geometric properties (e.g., number of sides, number of faces) and the attributes that are not geometric properties (e.g., colour, size, texture), using a variety of tools (e.g., attribute blocks, geometric solids, connecting cubes) identify and describe various polygons (i.e., triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort and classify them by their geometric properties (i.e., number of sides or number of vertices), using concrete materials and pictorial representations (e.g., I put all the figures with five or more vertices in one group, and all the figures with fewer than five vertices in another group. ) identify and describe various three-dimensional figures (i.e., cubes, prisms, pyramids) and sort and classify them by their geometric properties (i.e., number and shape of faces), using concrete materials (e.g., I separated the figures that have square faces from the ones that don t. ) create models and skeletons of prisms and pyramids, using concrete materials (e.g., cardboard; straws and modelling clay), and describe their geometric properties (i.e., number and shape of faces, number of edges) locate the line of symmetry in a two-dimensional shape (e.g., by paper folding; by using a Mira) Section: Geometric Relationships compose and describe pictures, designs, and patterns by combining two-dimensional shapes (e.g. I made a picture of a flower from one hexagon and six equilateral triangles. ) compose and decompose two-dimensional shapes Weaving Math into Your Day, Chapter 11 Jump In, 11.1, 11.2, 11.3, 11.4, 11.5, Chapter 11 Task, Chapter 11 Keep Going Weaving Math into Your Day, Chapter 6 Making Connections, Chapter 7 Keep Going, Chapter 8 Making Connections Weaving Math into Your Day, Chapter 1 Jump In, 1.2, 1.3, Chapter 7 Jump In, 7.1, 7.2, 7.4, Chapter 7 Task, Chapter 7 Keep Going, Chapter 11 Jump In, 11.1, 11.2, 11.5, Chapter 11 Task, Chapter 11 Keep Going, Chapter 14 Weaving Math into Your Day, Chapter 1 Jump In, Chapter 6, Chapter 11 Jump In, 11.1, 11.2, 11.3, 11.4, 11.5, 11.6, Chapter 11 Task, Chapter 11 Keep Going, Chapter 12 Making Connections, Chapter Chapter 2, Chapter 7 Jump In, 7.3, 7.4, Chapter 7 Keep Going, Chapter 8 Making Connections, Chapter 12 Jump In, 12.1, Chapter 12 Chapter 7 Jump In, 7.1, Chapter 7 Keep Going, Chapter 12 Chapter 7 Keep Going Grade 2 6

7 cover an outline puzzle with two-dimensional shapes in more than one way build a structure using three-dimensional figures, and describe the two-dimensional shapes and threedimensional figures in the structure (e.g. I used a box that looks like a triangular prism to build the roof of my house. ) create a three dimensional structure from concrete materials and describe the different three dimensional figures that it contains Section: Location and Movement describe the relative locations (e.g., beside, two steps to the right of) and the movements of objects on a map (e.g. The path shows that he walked around the desk, down the aisle, and over to the window. ) draw simple maps of familiar settings, and describe the relative locations of objects on the maps create and describe symmetrical designs using a variety of tools (e.g., pattern blocks, tangrams, paper and pencil) Chapter 7 Jump In, Chapter 12 Chapter 11 Jump In, 11.3, 11.4, 11.6, Chapter 11 Task, Chapter 11 Keep Going Chapter 11 Jump In, 11.3, Chapter 11 Keep Going, Chapter 14 Weaving Math into Your Day, Chapter 6 Making Connections, Chapter 7 Keep Going, Chapter 8 Making Connections 7.3, 7.4 Grade 2 7

9 Section: Expressions and Equality demonstrate an understanding of the concept of equality by partitioning whole numbers to 18 in a variety of ways, using concrete materials (e.g., starting with 9 tiles and adding 6 more tiles gives the same result as starting with 10 tiles and adding 5 more tiles) represent, through investigation with concrete materials and pictures, two number expressions that are equal, using the equal sign (e.g. I can break a train of 10 cubes into 4 cubes and 6 cubes. I can also break 10 cubes into 7 cubes and 3 cubes. This means = ) determine the missing number in equations involving addition and subtraction to 18, using a variety of tools and strategies (e.g., modelling with concrete materials, using guess and check with and without the aid of a calculator) identify, through investigation, and use the commutative property of addition (e.g., create a train of 10 cubes by joining 4 red cubes to 6 blue cubes, or by joining 6 blue cubes to 4 red cubes) to facilitate computation with whole numbers (e.g., I know that = Adding becomes easier because that gives = 18. ) identify, through investigation, the properties of zero in addition and subtraction (i.e., when you add zero to a number, the number does not change; when you subtract zero from a number, the number does not change). 4.9, Chapter 4 Keep Going 1.5, 1.6, Chapter 4 Jump In, 4.3, 4.4, 4.5, 4.7, 4.8, 4.9, Chapter 4 Task, Chapter 4 Keep Going, 6.7, 6.8, 6.9, Chapter 6 Keep Going, 8.1, 9.6, Chapter 9 Task 4.8, Chapter 4 Keep Going, 8.4, 8.5, Chapter 8 Keep Going 4.4 Grade 2 9

11 pose and answer questions about class-generated data in concrete graphs, pictographs, line plots, simple bar graphs, and tally charts (e.g., Which is the least favourite season?) distinguish between numbers that represent data values (e.g. I have 4 people in my family. ) and numbers that represent the frequency of an event (e.g. There are 10 children in my class who have 4 people in their family. ) demonstrate an understanding of data displayed in a graph (e.g., by telling a story, by drawing a picture), by comparing different parts of the data and by making statements about the data as a whole (e.g. I looked at the graph that shows how many students were absent each month. More students were away in January than in September. ) Section: Probability describe probability as a measure of the likelihood that an event will occur, using mathematical language (i.e., impossible, unlikely, less likely, equally likely, more likely, certain) (e.g. If I take a new shoe out of a box without looking, it s equally likely that I will pick the left shoe or the right shoe. ) describe the probability that an event will occur (e.g., getting heads when tossing a coin, landing on red when spinning a spinner), through investigation with simple games and probability experiments and using mathematical language (e.g., I tossed 2 coins at the same time, to see how often I would get 2 heads. I found that getting a head and a tail was more likely than getting 2 heads. ) Weaving Math into Your Day, 3.6, Chapter 3 Task, Chapter 3 Keep Going, Chapter 6, 3.1, 3.2, 3.3, 3.5, 3.6, 3.7, 3.8, Chapter 3 Chapter Task, Chapter 3 Keep going Weaving Math into Your Day, Chapter 3 Jump In, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, Chapter 3 Task, Chapter 3 Keep Going, Chapter 4 Jump In, Chapter 8 Making Connections, 11.10, Chapter 12, Chapter 14 Chapter 2, 6.1, Chapter 13 Jump In, 13.2, 13.3, 13.4, 13.5, 13.6, Chapter 13 Task, Chapter 13 Keep Going, Chapter 14 Chapter 2 Keep Going, Chapter 2, Chapter 13 Jump In, 13.1, 13.2, 13.3, 13.4, 13.5, 13.6, Chapter 13 Task, Chapter 13 Keep Going Grade 2 11

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