Grade 2 Mathematics

Content standard

1. circles, half circles, quarter circles and composite figures made up of squares, rectangles, triangles, circles, half circles, and quarter circles. 2. one step slides and flips of basic shapes and figures. 3. whole numbers up to 1000. 4. ordinal numbers up to 20th. 5. addition of numbers with sums up to 1000.

Performance standard

represent and describe circles, half circles and quarter circles. compose and decompose composite figures made up of squares, rectangles, triangles, circles, half circles, and quarter circles. describe and draw the effect of one-step slides or flips in basic shapes and figures. count, recognize, and represent, whole numbers up to 1000. use ordinal numbers up to 20th to describe position. perform addition of numbers with sums up to 1000.

Learning competencies (14)

• MATH-G2-Q1-01

  represent and describe circles, half circles and quarter circles.

  Measurement and Geometry

• MATH-G2-Q1-02

  compose and decompose composite figures made up of squares, rectangles, triangles, circles, half circles, and quarter circles, using cut-outs and square grids.

  Measurement and Geometry

• MATH-G2-Q1-03

  describe and draw the effect of one-direction multi-step slide (or translation) in basic shapes and figures.

  Measurement and Geometry

• MATH-G2-Q1-04

  count up to 1000.

  Number and Algebra

• MATH-G2-Q1-05

  read and write numerals up to 1000.

  Number and Algebra

• MATH-G2-Q1-06

  recognize and represent numbers up to 1000 using a variety of concrete and pictorial models, and numerals.

  Number and Algebra

• MATH-G2-Q1-07

  count by 2s, 5s, 10s, 20s, 50s, and 100s (not beyond 1000).

  Number and Algebra

• MATH-G2-Q1-08

  order numbers up to 1000 from smallest to largest, and vice versa.

  Number and Algebra

• MATH-G2-Q1-09

  describe the position of objects using ordinal numbers up to 20th.

  Number and Algebra

• MATH-G2-Q1-10

  determine

  • a. the place value of a digit in a 3-digit number,
  • b. the value of a digit, and
  • c. the digit of a number, given its place value.

  Number and Algebra

• MATH-G2-Q1-11

  illustrate addition of 2-digit and by 1-digit numbers as “counting up” on the number line.

  Number and Algebra

• MATH-G2-Q1-12

  add numbers with sums up to 1000 in expanded form.

  Number and Algebra

• MATH-G2-Q1-13

  add numbers with sums up to 1000, with or without regrouping.

  Number and Algebra

• MATH-G2-Q1-14

  illustrate and apply the following properties of addition using sums up to 1000:

  • a. the sum of zero and any number is equal to the number,
  • b. changing the order of the addends does not change the sum, and
  • c. changing the grouping of the addends does not change the sum.

  Number and Algebra

Content standard

1. the denominations and values of Philippine coins and bills up to ₱1000, and the addition of amounts of money with sums up to ₱1000. 2. measurement, comparison, and estimation of length and distance using appropriate tools and units. 3. subtraction of numbers where both numbers are less than 1000. 4. increasing patterns and decreasing patterns.

Performance standard

determine, and compare the value of, combinations of Philippine coins and bills up to ₱1000. perform addition of amounts of money with sums up to ₱1000. measure, compare, and estimate, length and distance using appropriate units. perform subtraction of numbers where both numbers are less than 1000. extend existing increasing patterns and decreasing patterns and create new increasing patterns and decreasing patterns.

Learning competencies (14)

• MATH-G2-Q2-01

  determine and write the value of a number of bills, or a number of coins, or a combination of bills and coins up to ₱1000 (centavo coins only, peso coins only, peso bills only, combined peso coins and peso bills).

  Number and Algebra

• MATH-G2-Q2-02

  compare the values of different denominations of peso coins and bills up to ₱1000.

  Number and Algebra

• MATH-G2-Q2-03

  solve problems involving addition with sums up to 1000, including problems involving money, with and without regrouping.

  Number and Algebra

• MATH-G2-Q2-04

  measure and compare lengths of objects, in meters (m) or centimeters (cm), and distance in meters, using appropriate measuring tools.

  Measurement and Geometry

• MATH-G2-Q2-05

  identify and use the appropriate unit (m or cm) to measure the length of an object and the distance between two locations.

  Measurement and Geometry

• MATH-G2-Q2-06

  estimate length using meters or centimeters, and distance using meters.

  Measurement and Geometry

• MATH-G2-Q2-07

  solve problems involving length and distance.

  Measurement and Geometry

• MATH-G2-Q2-08

  illustrate subtraction of 2-digit by 1-digit on the number line and as an inverse of addition.

  Number and Algebra

• MATH-G2-Q2-09

  subtract numbers where both numbers are less than 100 with regrouping:

  • a. 2-digit minus 1-digit numbers, and
  • b. 2-digit minus 2-digit numbers.

  Number and Algebra

• MATH-G2-Q2-10

  solve problems (given orally or in pictures) involving subtraction where both numbers are less than 100, with and without regrouping.

  Number and Algebra

• MATH-G2-Q2-11

  subtract numbers, where both numbers are less than 1000, with and without regrouping.

  Number and Algebra

• MATH-G2-Q2-12

  solve 1- and 2-step problems involving subtraction where both numbers are less than 1000 (including problems involving money), with and without regrouping.

  Number and Algebra

• MATH-G2-Q2-13

  determine the next term/s in increasing or decreasing patterns, e.g., numbers, letters and rhythmic properties, visual elements in arts, and repetitions.

  Number and Algebra

• MATH-G2-Q2-14

  create increasing or decreasing patterns.

  Number and Algebra

Content standard

1. a pictograph with a scale for the representation of data. 2. multiplication and division of whole numbers using the 2, 3, 4, 5, and 10 multiplication tables. 3. odd and even numbers.

Performance standard

represent and interpret data in a pictograph with a scale. perform multiplication and division of whole numbers using the 2, 3, 4, 5, and 10 multiplication tables. distinguish even and odd numbers.

Learning competencies (12)

• MATH-G2-Q3-01

  present raw data, or data in tabular form, in a pictograph with a scale, or vice versa.

  Data and Probability

• MATH-G2-Q3-02

  interpret data in tabular form and in a pictograph with or without scale.

  Data and Probability

• MATH-G2-Q3-03

  count the number of concrete objects in a group by repeated addition and create equal groups, using language such as “5 groups of 3” and “5 threes”.

  Data and Probability

• MATH-G2-Q3-04

  illustrate and write multiplication as repeated addition, using a variety of concrete and pictorial models and numerals, and using

  • a. groups of equal quantities,
  • b. arrays,
  • c. counting by multiples, and
  • d. equal jumps on a number line.

  Data and Probability

• MATH-G2-Q3-05

  multiply numbers using the 2, 3, 4, 5, and 10 multiplication tables.

  Data and Probability

• MATH-G2-Q3-06

  solve multiplication problems using the 2, 3, 4, 5, and 10 multiplication tables, including problems involving money.

  Data and Probability

• MATH-G2-Q3-07

  illustrate division through equal distribution of a number of objects into several groups.

  Data and Probability

• MATH-G2-Q3-08

  illustrate and write division expressions using a variety of concrete and pictorial models and numerals, in modelling division as:

  • a. equal sharing or formation of equal groups of objects, and
  • b. repeated subtraction.

  Data and Probability

• MATH-G2-Q3-09

  divide numbers using the 2, 3 4, 5, and 10 multiplication tables.

  Data and Probability

• MATH-G2-Q3-10

  find the missing number in a number sentence involving multiplication or division by 2, 3, 4, 5, and 10.

  Data and Probability

• MATH-G2-Q3-11

  distinguish even and odd numbers using division by 2.

  Data and Probability

• MATH-G2-Q3-12

  solve division problems using the 2, 3, 4, 5, and 10 multiplication tables, including problems involving money.

  Data and Probability

Content standard

1. unit fractions and similar fractions with denominators 2, 3, 4, 5, 6, and 8. 2. duration of time, elapsed time, and telling and writing time in hours and minutes (using a.m. and p.m.). 3. straight and curved lines, and flat and curved surfaces. 4. the perimeter of triangles, squares, and rectangles.

Performance standard

represent, identify, and order unit fractions and similar fractions with denominators 2, 3, 4, 5, 6, and 8. identify and work with time measured in hours, half-hours, quarter hours, days, weeks, months, years. describe duration of time and elapsed time, and read and write time in hours and minutes. distinguish between straight and curved lines, and between flat and curved surfaces. find the perimeter of triangles, squares, and rectangles.

Learning competencies (13)

• MATH-G2-Q4-01

  represent and identify unit fractions with denominators 2, 3, 4, 5, 6, and 8.

  Number and Algebra

• MATH-G2-Q4-02

  read and write unit fractions in fraction notation.

  Number and Algebra

• MATH-G2-Q4-03

  order unit fractions from smallest to largest, and vice versa.

  Number and Algebra

• MATH-G2-Q4-04

  represent and identify similar fractions with denominators 2, 3, 4, 5, 6, and 8 using groups of objects, fraction charts, fraction tiles, and the number line.

  Number and Algebra

• MATH-G2-Q4-05

  read and write similar fractions in fraction notation.

  Number and Algebra

• MATH-G2-Q4-06

  order similar fractions from smallest to largest, and vice versa.

  Number and Algebra

• MATH-G2-Q4-07

  describe the duration of an event in terms of number of days and/or weeks using a calendar.

  Measurement and Geometry

• MATH-G2-Q4-08

  read and write time in hours and minutes, with a.m. and p.m., using an analog clock.

  Measurement and Geometry

• MATH-G2-Q4-09

  solve problems involving elapsed time (minutes in an hour, hours in a day, days in a week), including timetables.

  Measurement and Geometry

• MATH-G2-Q4-10

  identify and explain the difference between straight and curved lines, and flat and curved surfaces of 3-dimensional objects.

  Measurement and Geometry

• MATH-G2-Q4-11

  identify and measure the perimeter of a plane figure using appropriate tools.

  Measurement and Geometry

• MATH-G2-Q4-12

  find the perimeter of triangles, squares, and rectangles.

  Measurement and Geometry

• MATH-G2-Q4-13

  solve problems involving perimeter of triangles, squares, and rectangles.

  Measurement and Geometry