Revised National Curriculum Statement Grades R-9 (Schools) - Grade Two

Learning Area: Mathematics

Learning Outcome 1:  Numbers, Operations and Relationships

The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.

Assessment standards

We know this when the learner:

• Counts to at least 100 everyday objects reliably.
• Counts forwards and backwards in:
  • ones from any number between 0 and 200;
  • tens from any multiple of 10 between 0 and 200;
  • fives from any multiple of 5 between 0 and 200;
  • twos from any multiple of 2 between 0 and 200.

• Knows and reads number symbols from 1 to at least 200 and writes number names from 1 to at least 100.
• Orders, describes and compares the following numbers:
  • whole numbers to at least 2-digit numbers;
  • common fractions including halves and quarters.

• Recognises the place value of digits in whole numbers to at least 2-digit numbers.
• Solves money problems involving totals and change in rands and cents.
• Solves and explains solutions to practical problems that involve equal sharing and grouping and that lead to solutions that also include unitary fractions (e.g. ¼).
• Can perform calculations, using appropriate symbols, to solve problems involving:
  • addition and subtraction of whole numbers with at least 2 digits;
  • multiplication of whole 1-digit by 1-digit numbers with solutions to at least 50;
  • estimation.

• Performs mental calculations involving:
  • addition and subtraction for numbers to at least 20;
  • multiplication of whole numbers with solutions to at least 20.

• Uses the following techniques:
  • building up and breaking down numbers;
  • doubling and halving;
  • using concrete apparatus (e.g. counters);
  • number-lines.

• Explains own solutions to problems.
• Checks the solution given to problems by peers.

Learning Outcome 2:  Patterns, Functions and Algebra

The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.

Assessment standards

We know this when the learner:

• Copies and extends simple patterns using physical objects and drawings.
• Copies and extends simple number sequences to at least 200.
• Creates own patterns.
• Describes observed patterns.
• Identifies, describes and copies geometric patterns in natural and cultural artefacts of different cultures and times.

Learning Outcome 3:  Space and Shape (Geometry)

The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.

Assessment standards

We know this when the learner:

• Recognises, identifies and names two-dimensional shapes and three-dimensional objects in the school environment and in pictures, including:
  • boxes (prisms) and balls (spheres) and cylinders;
  • triangles, squares and rectangles;
  • circles.

• Describes, sorts and compares two-dimensional shapes and three-dimensional objects in pictures and the environment according to:
  • size;
  • objects that roll or slide;
  • shapes that have straight or round edges.

• Observes and creates given two-dimensional shapes and three-dimensional objects using concrete materials (e.g. building blocks, construction sets and cut-out two-dimensional shapes).
• Recognises symmetry in two-dimensional shapes and three-dimensional objects.
• Recognises three-dimensional objects from different positions.
• Positions self within the classroom or three-dimensional objects in relation to each other.
• Describes positional relationships (alone and/or as a member of a group or team) between three-dimensional objects or self and a peer.

Learning Outcome 4:  Measurement

The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.

Assessment standards

We know this when the learner:

• Reads analogue and digital clock time in hours and minutes.
• Names in order the days of the week and the months of the year.
• Calculates elapsed time in:
  • hours and minutes using clocks;
  • days, weeks and months using calendars.

• Sequences events according to days, weeks, months and years.
• Identifies important dates on calendars including dates of:
  • religious festivals;
  • historical events.

• Estimates, measures, compares and orders three-dimensional objects using non-standard measures:
  • mass (e.g. bricks, sand bags);
  • capacity (e.g. spoons, cups);
  • length (e.g. hand spans, footsteps)

Learning Outcome 5:  Data Handling

The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.

Assessment standards

We know this when the learner:

• Collects data (alone and/or as a member of a group or team) in the classroom and school environment to answer questions posed by the teacher (e.g. ‘How many learners are there in each classroom?’).
• Sorts physical objects according to one attribute chosen by the teacher.
• Gives reasons for collections being grouped in particular ways.
• Draws pictures and constructs pictographs that have a 1-1 correspondence between own data and representations.
• Describes own or a peer’s collection of objects, explains how it was sorted, and answers questions about it.