South Africa
Skills available for South Africa grade 2 maths curriculum
Objectives are in black and IXL maths skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.
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- National Curriculum Statement (CAPS) National Curriculum Statement (CAPS)
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2.1 Numbers, Operations and Relationships
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2 Number Concept Development: Count with whole numbers
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2.1.1 Count objects
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2.1.1.a Count concrete objects
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2.1.1.a.1 Estimate and count to at least 200 everyday objects reliably. Counting by grouping is encouraged.
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2.1.2 Count forwards and backwards
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2.1.2.a Count forwards and backwards in:
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2.1.2.a.1 1s from any number between 0 and 200
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2.1.2.a.2 10s from any multiple of 10 between 0 and 200
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2.1.2.a.3 5s from any multiple of 5 between 0 and 200
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2.1.2.a.4 2s from any multiple of 2 between 0 and 200
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2.1.2.a.5 3s from any multiple of 3 between 0 and 200
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2.1.2.a.6 4s from any multiple of 4 between 0 and 200
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2 Number Concept Development: Represent whole numbers
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2.1.3 Number symbols and number names
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2.1.3.a Recognise, identify and read number
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2.1.3.a.1 Recognise, identify and read number symbols 0 to 200
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2.1.3.a.2 Write number symbols 0 to 200
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2.1.3.a.3 Recognise, identify and read number names 0 to 100
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2.1.3.a.4 Write number names 0 to 100
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2 Number Concept Development: Describe, compare and order whole numbers
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2.1.4 Describe, compare and order numbers
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2.1.4.a Describe, compare and order numbers to 99
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2.1.4.a.1 Describe and compare whole numbers up to 99 using smaller than, greater than, more than, less than and equal to
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2.1.4.a.2 Describe and order whole numbers up to 99 from smallest to greatest, and greatest to smallest
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2.1.4.b Use ordinal numbers to show order, place or position
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2.1.4.b.1 Position objects in a line from first to twentieth or first to last e.g. first, second, third... twentieth
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2 Number Concept Development: Place value
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2.1.5 Place value
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2.1.5.a Recognise the place value of at least two-digit numbers to 99
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2.1.5.a.1 Decompose two-digit numbers up to 99 into multiples of 10 and ones/ units
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2.1.5.a.2 Identify and state the value of each digit
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2 Solve problems in context
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2.1.6 Problem-solving techniques
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2.1.6.a Use the following techniques when solving problems and explain solutions to problems:
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2.1.6.a.1 drawings or concrete apparatus e.g. counters
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2.1.6.a.2 building up and breaking down of numbers
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2.1.6.a.3 doubling and halving
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2.1.6.a.4 number lines
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2.1.7 Addition and subtraction
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2.1.7.a Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 99.
- Addition word problems - one digit (2-D.10)
- Write the addition sentence - one digit (2-D.12)
- Add three or more one-digit numbers - word problems (2-D.15)
- Subtraction word problems - up to 18 (2-E.10)
- Write the subtraction sentence - up to 18 (2-E.12)
- Addition word problems - up to two digits (2-F.9)
- Write the addition sentence - up to two digits (2-F.11)
- Add three or more numbers up to two digits - word problems (2-F.14)
- Subtraction word problems - up to two digits (2-G.9)
- Write the subtraction sentence - up to two digits (2-G.11)
- Addition and subtraction word problems - up to 20 (2-N.3)
- Addition and subtraction word problems - up to 100 (2-N.8)
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2.1.8 Repeated addition leading to multiplication
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2.1.8.a Solve word problems in context and explain own solution to problems using repeated addition and multiplication with answers up to 50.
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2.1.9 Grouping and sharing leading to division
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2.1.9.a Solves and explain solutions to practical problems that involve equal sharing and grouping up to 50 with answers that may include remainders.
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2.1.10 Sharing leading to fractions
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2.1.10.a Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary fractions.
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2.1.11 Money
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2.1.11.a Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5) and bank notes R10, R20, R50
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2.1.11.b Solve money problems involving totals and change to R99 and in cents up to 90c
- Count money - up to R1 (2-P.2)
- Count money - up to R10 (2-P.3)
- Equivalent amounts of money - up to R1 (2-P.4)
- Equivalent amounts of money - up to R10 (2-P.5)
- Exchanging coins (2-P.6)
- Comparing groups of coins (2-P.7)
- Add and subtract money - up to R1 (2-P.8)
- Add and subtract money - word problems - up to R1 (2-P.9)
- Add and subtract money - word problems - up to R10 (2-P.10)
- Which picture shows more - up to R1 (2-P.11)
- Which picture shows more - up to R10 (2-P.12)
- Least number of coins (2-P.13)
- Purchases - do you have enough money - up to R1 (2-P.14)
- Purchases - do you have enough money - up to R10 (2-P.15)
- How much more to make one rand? (2-P.16)
- Making change (2-P.17)
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2 Context-free calculations
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2.1.12 Techniques (methods or strategies)
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2.1.12.a Use the following techniques when performing calculations:
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2.1.12.a.1 drawings or concrete apparatus e.g. counters
- Review - writing addition sentences - sums to 10 (2-D.3)
- Addition with pictures - sums to 20 (2-D.6)
- Write addition sentences to describe pictures - sums to 20 (2-D.7)
- Review - writing subtraction sentences - up to 10 (2-E.3)
- Subtraction with pictures (2-E.6)
- Write subtraction sentences to describe pictures - up to 18 (2-E.7)
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2.1.12.a.2 building up and breaking down numbers
- Review - ways to make a number - sums to 10 (2-D.2)
- Review - ways to subtract - up to 10 (2-E.2)
- Add a two-digit and a one-digit number - with regrouping (2-F.3)
- Add two two-digit numbers - with regrouping (2-F.5)
- Ways to make a number using addition (2-F.8)
- Subtract a one-digit number from a two-digit number - with regrouping (2-G.3)
- Subtract two two-digit numbers - with regrouping (2-G.5)
- Ways to make a number using subtraction (2-G.8)
- Place value models - tens and units (2-L.1)
- Place value - tens and units (2-L.4)
- Regroup tens and units (2-L.7)
- Regroup tens and units - ways to make a number (2-L.8)
- Convert to/from a number - tens and units (2-L.9)
- Addition and subtraction - ways to make a number - up to 20 (2-N.2)
- Addition and subtraction - ways to make a number - up to 100 (2-N.7)
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2.1.12.a.3 doubling and halving
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2.1.12.a.4 number lines
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2.1.13 Addition and subtraction
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2.1.13.a Add to 99
- Add one-digit numbers (2-D.5)
- Add zero (2-D.9)
- Add three or more one-digit numbers (2-D.14)
- Add multiples of 10 (2-F.1)
- Add a two-digit and a one-digit number - without regrouping (2-F.2)
- Add a two-digit and a one-digit number - with regrouping (2-F.3)
- Add two two-digit numbers - without regrouping (2-F.4)
- Add two two-digit numbers - with regrouping (2-F.5)
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2.1.13.b Subtract from 99
- Subtract a one-digit number from a two-digit number up to 18 (2-E.5)
- Subtract zero/all (2-E.9)
- Subtract multiples of 10 (2-G.1)
- Subtract a one-digit number from a two-digit number - without regrouping (2-G.2)
- Subtract a one-digit number from a two-digit number - with regrouping (2-G.3)
- Subtract two two-digit numbers - without regrouping (2-G.4)
- Subtract two two-digit numbers - with regrouping (2-G.5)
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2.1.13.c Use appropriate symbols (+, -, =, __)
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2.1.13.d Practice number bonds to 20
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2.1.14 Repeated addition leading to multiplication
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2.1.14.a Multiply numbers 1 to 10 by 2, 5, 3, and 4 to a total of 50
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2.1.14.b Use appropriate symbols (+, x, =, __)
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2.1.15 Division
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2.1.16 Mental mathematics
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2.1.16.a Number concept: Range 99
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2.1.16.a.1 Order a given set of selected numbers
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2.1.16.a.2 Compare numbers up to 99 and say which is 1, 2, 3, 4, 5 and 10 more or less
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2.1.16.b Rapidly recall:
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2.1.16.b.1 Addition and subtraction facts to 20
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2.1.16.b.2 Add or subtract multiples of 10 from 0 to 100
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2.1.16.c Calculation strategies
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2.1.16.c.1 Use calculation strategies to add and subtract efficiently:
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2.1.16.c.1.1 Put the larger number first in order to count on or count back
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2.1.16.c.1.2 Number line
- Add one-digit numbers (2-D.5)
- Subtract a one-digit number from a two-digit number up to 18 (2-E.5)
- Subtract zero/all (2-E.9)
- Add a two-digit and a one-digit number - without regrouping (2-F.2)
- Add a two-digit and a one-digit number - with regrouping (2-F.3)
- Add two two-digit numbers - without regrouping (2-F.4)
- Add two two-digit numbers - with regrouping (2-F.5)
- Subtract a one-digit number from a two-digit number - without regrouping (2-G.2)
- Subtract a one-digit number from a two-digit number - with regrouping (2-G.3)
- Subtract two two-digit numbers - without regrouping (2-G.4)
- Subtract two two-digit numbers - with regrouping (2-G.5)
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2.1.16.c.1.3 Doubling and halving
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2.1.16.c.1.4 Building up and breaking down
- Review - ways to make a number - sums to 10 (2-D.2)
- Review - ways to subtract - up to 10 (2-E.2)
- Add a two-digit and a one-digit number - with regrouping (2-F.3)
- Add two two-digit numbers - with regrouping (2-F.5)
- Ways to make a number using addition (2-F.8)
- Subtract a one-digit number from a two-digit number - with regrouping (2-G.3)
- Subtract two two-digit numbers - with regrouping (2-G.5)
- Ways to make a number using subtraction (2-G.8)
- Place value models - tens and units (2-L.1)
- Place value - tens and units (2-L.4)
- Regroup tens and units (2-L.7)
- Regroup tens and units - ways to make a number (2-L.8)
- Convert to/from a number - tens and units (2-L.9)
- Addition and subtraction - ways to make a number - up to 20 (2-N.2)
- Addition and subtraction - ways to make a number - up to 100 (2-N.7)
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2.1.16.c.1.5 Use the relationship between addition and subtraction.
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2.1.17 Fractions
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2.1.17.a Use and name unitary fractions in familiar contexts including halves, quarters, thirds and fifths
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2.1.17.b Recognise fractions in diagrammatic form
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2.1.17.c Write fractions as 1 half
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2.2 Patterns, Functions and Algebra
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2.2.1 Geometric patterns
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2.2.1.a Copy and extend and describe
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2.2.1.a.a Copy, extend and describe in words
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2.2.1.a.a.1 simple patterns made with physical objects
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2.2.1.a.a.2 complex patterns made with drawings of lines, shapes or objects
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2.2.1.b Create and describe own patterns
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2.2.1.b.a with physical objects
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2.2.1.b.b by drawing lines, shapes or objects
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2.2.1.c Patterns around us
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2.2.1.c.a Identify, describe in words and copy geometric patterns
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2.2.1.c.a.1 in nature
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2.2.1.c.a.2 from modern everyday life
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2.2.1.c.a.3 from our cultural heritage
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2.2.2 Number patterns
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2.2.2.a Copy, extend and describe
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2.2.2.a.a Copy, extend and describe simple number sequences to at least 200
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2.2.2.b Create and describe own patterns
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2.3 Space and shape (Geometry)
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2.3.1 Position, orientation and views
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2.3.1.a Language of position
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2.3.1.a.a Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to.
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2.3.1.b Position and views
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2.3.1.b.a Recognise and match different views of the same everyday object.
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2.3.1.c Position and directions
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2.3.1.c.a Follow directions to move around the classroom
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2.3.2 3-D objects
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2.3.2.a Range of objects
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2.3.2.a.a Recognise and name 3-D objects in the classroom and in pictures
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2.3.2.a.a.1 ball shapes (spheres)
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2.3.2.a.a.2 box shapes (prisms)
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2.3.2.a.a.3 cylinders
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2.3.2.b Features of objects
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2.3.2.b.a Describe, sort and compare 3-D objects in terms of:
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2.3.2.b.a.1 size
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2.3.2.b.a.2 objects that roll
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2.3.2.b.a.3 objects that slide
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2.3.2.c Focused activities
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2.3.2.c.a Observe and build given 3-D objects using concrete materials such as cut-out 2-D shapes, building blocks, recycling material, construction kits, other 3-D geometric objects
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2.3.3 2-D shapes
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2.3.3.a Range of shapes
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2.3.3.a.a Recognise and name 2-D shapes
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2.3.3.a.a.1 circles
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2.3.3.a.a.2 triangles
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2.3.3.a.a.3 squares
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2.3.3.a.a.4 rectangles
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2.3.3.b Features of shapes
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2.3.3.b.a Describe, sort and compare 2-D shapes in terms of:
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2.3.3.b.a.1 size
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2.3.3.b.a.2 shape
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2.3.3.b.a.3 straight sides
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2.3.3.b.a.4 round sides
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2.3.4 Symmetry
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2.3.4.a Symmetry
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2.3.4.a.a Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes
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2.4 Measurement
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2.4.1 Time
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2.4.1.a Telling the time
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2.4.1.a.a Name and sequence days of week and months of year
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2.4.1.a.b Place birthdays, religious festivals, public holidays, historical events, school events on a calendar
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2.4.1.a.c Tell 12-hour time in hours, half hours and quarter hours
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2.4.1.b Calculate length of time and passing of time
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2.4.1.b.a Use calendars to calculate and describe lengths of time in:
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2.4.1.b.a.1 days,
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2.4.1.b.a.2 weeks
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2.4.1.b.b Use clocks to calculate length of time in:
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2.4.1.b.b.1 hours
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2.4.1.b.b.2 half hours
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2.4.2 Length
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2.4.2.a Informal measuring
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2.4.2.a.a Estimate, measure, compare, order and record length using nonstandard measures e.g. hand spans, paces, pencil lengths, counters
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2.4.2.a.b Describe the length of objects by counting and stating the length in informal units
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2.4.2.b Introducing formal measuring
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2.4.2.b.a Estimate, measure, compare order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length
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2.4.3 Mass
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2.4.3.a Informal measuring
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2.4.3.a.a Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks.
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2.4.3.a.b Describe the mass of objects by counting and stating the mass in informal units
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2.4.3.a.c Use language to talk about comparison e.g. light, heavy, lighter, heavier
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2.4.3.b Introducing formal measuring
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2.4.3.b.a Compare, order and record the mass of commercially packaged objects which have their mass stated only in kilograms e.g. 2 kilograms of rice and 1 kilogram of flour
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2.4.3.b.b Measure own mass in kilograms using a bathroom scale
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2.4.4 Capacity/ Volume
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2.4.4.a Informal measuring
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2.4.4.a.a Estimate, measure, compare, order and record the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups
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2.4.4.a.b Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups
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2.4.4.b Introducing formal measuring
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2.4.4.b.a Estimate, measure, compare, order and record the capacity of objects by measuring in litres
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2.4.4.b.b Compare, order and record the capacity of commercially packaged objects whose capacity is stated in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint
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2.4.5 Perimeter and Area
2.5 Data Handling
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2.5.1 Collect and sort objects
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2.5.2 Represent sorted collection of objects
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2.5.3 Discuss and report on sorted collection of objects
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2.5.4 Collect and organise data
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2.5.4.a Collect and organise data
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2.5.4.a.a Collect data about the class or school to answer questions posed by the teacher
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2.5.5 Represent data
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2.5.5.a Represent data
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2.5.5.a.a Represent data in pictograph
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2.5.5.a.b Limited to pictographs with one-to-one correspondence
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2.5.6 Analyse and Interpret data
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2.5.6.a Analyse and interpret data
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2.5.6.a.a Answer questions about data in pictograph
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2.5.6.a.a.1 limited to pictographs with one-to-one correspondence
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