SSES Enhanced Mathematics Curriculum

Grade 2

Content Content Standards Performance Standards Learning Competencies

Numbers and Number Sense
The learner demonstrates
understanding of the concepts
numbers
The learner is able to explore the
The learner…
concept of numbers and compare
these in various contexts.
 visualizes and identifies numbers from 101
through 1000.

 associates numbers with sets having 101 up

to 500 objects and give the number of
objects.

 associates numbers with sets having 501 up to 1000

objects and give the number of objects.

 counts and groups objects in ones, tens, and

hundreds.

 reads and writes numbers from 101 through

1000 in symbols and in words.

 counts numbers by 10s, 50s and 100s.

 gives the place value and value of each digit

in 3-4 digit number.

 writes three-digit numbers in expanded form.

 rounds numbers to the nearest tens and

hundreds

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 Content Content Standards
The learner demonstrates
understanding of the concepts of
the four operations of whole
numbers and zero properties of
addition and multiplication
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Performance Standards
The learner is able to …
 compute sums and solve addition
problems involving numbers up to
1000
Learning Competencies
 compares numbers using >, < and =.
 orders numbers up to 1000 from least to greatest
and vice versa
 visualizes and identifies the 1st through the 20th object
of a given set from a given point of reference.
 reads and writes ordinal numbers from 1st
through the 20th.
 identifies and uses the pattern of naming ordinal
numbers from 1st to the 20th.
 adds numbers with sums up to 1000 without
and with regrouping: 2 digit and 3-digit.
 adds numbers with sums up to 1000 without and with
regrouping: 3 digit and 3-digit.
 illustrates the following properties of addition in
computing for sums of up to 1000: zero/identity
property of addition, commutative property of addition,
associative property of addition.
 adds mentally 1- to 2-digit numbers with sums up
to 50.
 adds mentally 3-digit numbers by ones (up to 9).
 adds mentally 3-digit numbers by tens
(multiples of 10 up to 90).
 Content Content Standards Performance Standards
 compute differences and solve
substraction problems involving
numbers of up to 1000
 compute for sums and differences
and solve problems involving both
addition and subtraction of
numbers
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Learning Competencies
 adds mentally 3-digit numbers by hundreds
(multiples of 100 up to 900).
The learner …
 analyzes and solves word problems
involving addition of whole numbers
including money with sums up to 1000
without and with regrouping.
 subtracts 2- to 3-digit numbers with minuends up
to 999 without and with regrouping.
 subtracts mentally 1-digit numbers from 1 to 2-digit
numbers with minuends up to 50.
 subtracts mentally 3-digit by ones without
regrouping.
 subtracts mentally 3-digit by tens without
regrouping.
 subtracts mentally 3-digit by hundreds
without regrouping.
 analyzes and solves one-step word problems
involving subtraction of whole
numbers including money with minuends up
to1000 without and with regrouping.
 performs order of operations involving
addition and subtraction of small numbers.
 solves word problems involving addition and
subtraction of 2- to 3-digit numbers including money
using various procedures/strategies
 Content Content Standards Performance Standards Learning Competencies

 explore and illustrate concept of  Illustrates multiplication as repeated, arrays,

multiplication of whole numbers counting by multiplies and equal jumps to the
number line

 writes a related equation for each type of

multiplication repeated addition, array, counting
by multiplies and equal jumps on the number line

 illustrates the property of multiplication that any

number multiplied by one (1) is the same number

 illustrates the property of multiplication that zero

multiplied by any number is zero

 illustrates the commutative property of multiplication

 multiplies mentally 1-digit numbers with

products up 81 without regrouping

 multiplies 1- to 2-digit numbers by 1-digit

numbers with products up to 81without
regrouping

 compute products of numbers  constructs and fills up the multiplication

involving 2, 3, 4 5 and 10 and solve tables of 2, 3, 4, 5 and 10.
problems involving multiplication
of these numbers  multiplies mentally to fill up multiplication
tables of 2, 3, 4, 5 and 10.

 analyzes and solves two-step word problems

involving multiplication of whole numbers as
well as addition and subtraction including money.

 explore and model the concept of  models and describes division situations in

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 Content Content Standards
The learner demonstrates
understanding of the concepts of
fractions and unit of fractions,
fraction less than one (1), similar
fraction and money
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Performance Standards
division of whole numbers
 compute quotients of numbers
found in the multiplication tables
involving 2, 3, 4, 5 and 10 and
solve problems involving division
of these numbers
The learner is able to..
 visualize, model and represent
unit fractions, fractions less than
one (1) and similar fractions
Learning Competencies
which sets are separated into equal parts.
 represents division as equal sharing, repeated
subtraction, equal jumps on the number line, and
formation of equal groups of objects, inverse
multiplication
 writes a related equation for each type of situation:
equal sharing, repeated subtraction, equal jumps on
the number line, formation of equal groups of
objects, inverse multiplication
 divides numbers found in the multiplication
tables of 2, 3, 4, 5, and 10.
 divides mentally numbers found in the
multiplication tables of 2, 3, 4, 5 and 10.
 divides 1 – to – 2-digit numbers by 1-digit number
with dividends through 81
 analyzes and solves word problems involving
division
 visualizes and identifies unit fractions with
denominators 10 and below.
 reads and writes unit fractions.
 compares unit fractions using relation symbols.
 orders unit fractions
 visualizes and identifies other fractions less
than one with denominators 10 and below.
 visualizes and identifies similar fractions
 Content Content Standards Performance Standards Learning Competencies

(using group of objects and number line).

 reads and writes similar fractions.

 compares similar fractions using relation

symbols.

 orders similar fractions.

 apply number concepts on problem  reads and writes money with value through P500.00
situation involving money in symbols and in words

 compares values of the different denominations

of coins and paper bills through P500 using the
relation symbols

 counts and tells the value of a set of bills or

a set of coins through 500 in peso ( coins
only, bills only and coins and bills).

 counts and tells the value of a set of bills or

a set of coins through 500 in centavo (coins).

 counts and tells the value of a set of bills or

a set of coins through 500 in combinations of
pesos and centavos (Peso and centavo coins only,
bills and centavo coins, coins and bills).

 solves real-life problems involving money through

P500.00
Geometry The learner demonstrates The learner is able to.. The learner …
understadning of 2-D and 3-D
shapes  model and represent 2-D and 3-D  visualizes, identifies, classifies and
objects describes half-circles and quarter circles.

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 Content Content Standards
The learner demonstrates
understanding of primary and
secondary directions
Patterns and Algebra The learner demonstrates
understanding of patterns and
mathematical sentences
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Performance Standards
 explore the concept of symmetry
 visualize, model and represent
tessellations
 explore the concept of lines, curves
and surface on 3-Dimensional
objects
The learner is able to locate directions
using compass
The learner is able to create
patterns using numbers, colors,
shapes, size and orientation
Learning Competencies
 forms/constructs squares, rectangles, triangle,
circles, half-circles and quarter circles using
cut-outs and square grids.
 predicts the results of putting together 2-D
shapes and taking apart three-dimensional
shapes
 identifies shapes/figures that show symmetry in a line.
 creates figures that show symmetry in a line
 recognizes shapes that can tessellate.
 tessellates a surface using triangles and
squares.
 identifies straight lines and curves, flat and
curved surfaces in a 3-dimenional object.
 explains the differences between straight
lines and curves, flat surfaces and
curved surfaces.
 names the four primary/secondary directions
 tells the location/position of places/objects using
a point of reference and compass
 identifies and explains simple repeating patterns.
 determines the next term (figure/number) in
a given sequence and give a reason.
 finds and completes patterns according to one or two
of the following attributes: shape, size, color,
orientation
 Content Content Standards Performance Standards Learning Competencies

 creates patterns using shapes, size, color,

orientation and number

* investigates number relationships

Measurement The learner demonstrates The learner is able to tell time,  compares the digital clock and analog clock (
understanding of the and use standard units in
concepts of time, length, measuring length, weight and  tells and writes the time in minutes including
weight and capacity. capacity (volume) a.m. and p.m. using analog and digital clocks.

 finds the duration of time elapsed using

calendar, analog and digital clocks.

 solves word problems involving time

 identifies and compares the standard unit of length,

centimetre and metre and write their abbreviations :
cm and m

 estimates and measures lengths of objects using

appropriate measuring tools and unit of length

 determines accuracy in measuring length

 compares and orders objects according to length

 solves word problems involving length

 identifies and compares the standard units of mass:

gram and kilogram and writes their abbreviations: g
and kg

 estimates and measures mass of objects using

appropriate measuring tools and unit of mass

 determines accuracy in measuring mass/weight

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 Content Content Standards
The learner demonstrates
understanding of the
concepts of area
Statistics and Probability The learner demonstrates
understanding of key
concepts of pictographs,
outcomes and chances in
games.
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Performance Standards
The learner is able to explore
and illustrate the concept of area
The learner is able to collect,
organize, represent, interpret,
analyze data and make
conjectures/predictions
Learning Competencies
 compares and orders objects according to mass
 solves word problems involving mass/weight
 identifies and compares two standard unit of volume:
millilitre and litre and writes their abbreviations: ml
and l
 estimates and measures volume of objects using
appropriate measuring tools and unit of volume
 determines accuracy in measuring volume
 compares and orders objects according to volume
 solves word problems involving volume
 illustrates area as a measure of how much surface is
covered or occupied by plane figure.
 shows the area of a given figure using any shape
i.e. number of square tiles needed.
 estimates and finds the area of a given figure using
any shape i.e. number of square tiles needed.
 solve word problems involving area
 formulates questions about their surroundings
 collects/gathers and organizes data using tables and
pictures
 makes/constructs pictographs with scale to represent
the data
 Content Content Standards Performance Standards Learning Competencies

 reads and interprets pictograph

 makes a guess on whether an event is less likely,

more likely, equally likely or unlikely to happen based
on facts.

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