Maths Grade2 Part 1 Pupil (2021)

Mathematics
Grade 2
Pupil's Book
Part 1
Professor Vassen NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation
THE MATHEMATICS PANEL
MAURITIUS INSTITUTE OF EDUCATION

Dr. R. NENDURADU - Panel Coordinator, Senior Lecturer
Mr S. PURDASSEEA - Review Coordinator, Lecturer
MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mr. J. DESCUBES - Primary Educator
Ms. T. CHEETAMUN - Primary Educator

Acknowledgements
VETTING TEAM
MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Ms T. NATHOO - School Inspector
Ms U. JUNGBADOOR - Deputy Head Master
Mr F. JOLICOEUR - Deputy Head Master
Mr Y. FOKEERBUX - School Inspector
Mr D. MOHANGOO - School Inspector
Mr K. OOCHIT - School Inspector
Mr R. BEEDASSY - School Inspector
Ms D. RUCHCHAN - School Inspector
Mr H. D. POTIÉ - Supervisor (The Arts)

Ms R. GUNGAPERSAND - Proof-reading, Lecturer, English Department
Illustration and layout
GRAPHIC DESIGNER
Mr Kunal SUMBHOO
REVIEW

Dr Rajeev NENDURADU - Coordinator, Senior Lecturer
ISBN :978-99949-40-13-4
© Mauritius Institute of Education (2021)
Foreword
MIE has produced a brand new collection of textbooks based on the National
Curriculum Framework for the Nine Year Continuous Basic Education as from 2016.
These textbooks have been written by a team of academic staff from MIE, supported
by experienced Educators, advised by Inspectors, mentors and Deputy Head Masters.
We have done our best to ensure that the textbooks enable children to undergo a
pleasant learning experience. We have taken care to align the textbooks with very
clearly defined learning outcomes and objectives set for the respective subjects as
outlined in the National Curriculum Framework, Grades 1 to 6. The textbooks provide
clear indications of the diverse skills that children should master at each stage.
We are also providing a set of teachers’ manuals where we have outlined the
appropriate techniques and pedagogical approaches so that children are helped
to make optimal use of the textbook and materials provided. Some of the textbooks
have been updated and changes effected after receiving feedback from educators.
We are thankful to all those who have provided us with constructive feedback, thereby
enabling us to make this curriculum development endeavour come to fruition. We are
also thankful to the artists who carried out the illustrations, and to our graphic artists
who have tried their best to create the right layout for the books. The authors and the
curriculum team, under the guidance of Professor Vassen Naëck, also deserve our
thanks.
We hope that you enjoy this material and wish you lots of success.
Dr O. Nath Varma
Director
Mauritius Institute of Education
i
Preface
The development of the Grade 2 Mathematics Workbook and the Teacher’s Book is in
line with the same philosophical principles of the New Curriculum Framework (Primary)
and also a continuation of the pedagogical approaches used in developing the
curriculum materials for Grade 1. The main aim is to enable pupils to better understand
as well as enjoy learning key concepts in Mathematics as they transit from Grade 1 to
Grade 2.
The mathematical concepts are presented in a sequential manner. Every fundamental

concept is introduced through a story or conversation and is connected to the real
life context. Links to interdisciplinary areas and life skills together with the use of ICT
are also emphasised. Activities are incorporated to help pupils’ understanding of
the mathematical concepts therein. Pupils’ work are presented in a child-friendly
and progressive manner. Continuous assessment is embedded within the materials
developed. Profiling is also incorporated to help educators monitor their pupils’ progress
for each unit.
Educators should act as facilitators in helping students grasp the key ideas and concepts
presented in the Pupil’s Workbook. They are also encouraged to make optimum use of
the ‘Note to Teacher’ in their book to foster conceptual understanding.
The Mathematics Panel sincerely hope that pupils will enjoy using the curriculum
materials presented to them and develop further interest in the study of Mathematics.
Dr R. Nenduradu
Coordinator, Mathematics Panel
ii
TABLE OF CONTENTS
Page
Shapes Shapes 1
Numbers Eleven to nineteen 20
Measure Length 41

Numbers Twenty to one hundred 60
Measure Mass 87

iii
Learning Objectives
At the end of Grade 2 (Part 1), the child should be able to
• identify and colour shapes – circle, rectangle, triangle and square
• sort shapes and objects according to two attributes
• count numbers up to 100
• read and write numerals up to 100
• read and write number names up to 100
• compare numbers up to 100
• order numbers up to 100
• compare lengths of two objects
• estimate length of an object using arbitrary units
• measure length of an object using arbitrary units
• compare mass of two objects
• estimate the mass of an object using arbitrary units
• measure the mass of an object using arbitrary units
iv
Shapes
Back to school
On their way back to school, Tom and Anna were playing a game on 'shapes'.
"Look at the road signs Anna. What shapes do you see?” says Tom.
school
P
Look at the
road signs
school
Look at this
picture.
1 Observe carefully and discuss the picture.
2 What are the different shapes that you can

see in the picture?
1
Do you remember?
circle rectangle
triangle
Activity: Road Signs

P square
P
school P 1 Look at these road
signs.
P
2 With the help of your
teacher, identify and
name more shapes
school that you can find in

the class.
l
2
Shapes
Let's work out
P
1. I match the shapes with the road signs.
P
school
school P
P
school
Match each
shape to the
school
correct picture.
3
You can use shapes
of different sizes to
Look at this! create a figure.
You can create a

rabbit, a cat and a
duck.
Activity: The Tangram

I cut and paste the shapes on the following page to create a figure.
4
Shapes
Cut the shapes to create your own figure.
Cut your shapes

to create a
figure.
5
6
Shapes
Let's work out
2. (a) I tick ( ) the small blue squares.
(b) I colour the small rectangle red and the big triangle(s) green.
7
Tom and Anna are looking at the birds.
“Look at these birds!” says Anna.
The red bird

is smaller
than the pink
bird.
The yellow bird
is bigger than
the blue bird.
1 Observe the
Observe carefully and discuss the picture.
birds
carefully.
2 What are Tom and Anna talking about?
8
Shapes
Let's work out
3. (a) I tick ( ) the smaller dog.
(b) I circle ( ) the bigger apple.
(c) I colour the bigger triangle blue.
(d) I colour the smaller rectangle red.
9
Let's work out
4. Draw a path to join the three "triangles" .
Start here!
Let’s look
for the
right path!
End
IT Corner
Open Microsoft paint with the help of your teacher.
Use the 'tool box' to draw some shapes.
Draw
Use the 'fill' tool to colour your shapes.
10
Shapes
Activity: Carroll diagram
The Carroll diagram

Let’s learn
about the
Carroll diagram.
I put cars No cars

here. here.
11
Let's work out Cut the
shapes on
page 15.
5. (a) I complete the Carroll diagram.
I cut and paste.
12
Shapes
Cut the
shapes on
page 15.
5. (b) I complete the Caroll diagram.
I cut and paste.
Small
Small
13
14
Shapes
Cut the shapes for 5(a).
Cut the shapes for 5(b).
15
16
Shapes
Continuous Assessment
1. Complete with the correct name for each shape.
(a) (b)
rectangle
triangle
(c) (d) circle
square
2. Tick the smaller circles.
17
3. I colour the bigger rectangle red and the smaller triangle green.
4. Draw the shapes to complete the Carroll diagram.
big
big
18
Shapes
Profiling
Good Satisfactory Needs Improvement

Identify and
colour shapes:
circle, triangle,
square and
rectangle
Identification of
big shapes
Identification of
small shapes
Differentiate
between big and
small shapes
Sorting objects
according to 2
attributes
Teacher's Remarks
19
Eleven to nineteen
Dev and Rita are planning for a birthday party.
Today is
1 Count the number 2
of candles on the
our cousin’s cake.
birthday.
1… 2… 3… 4… 5… 6…
We’ll have 7… 8… 9… 10... But
fun! How old there are too many
will he be? candles. I can only
count up to 10.
3 4
I will help you.
Thank you.
1 Observe carefully and discuss the pictures.
2 How many candles do you have on the birthday cake?
3 How many balloons do you see in the last picture?
20
Numbers
Dev and Rita are going to bake another cake for their cousin. They need ten
eggs.
2 How many eggs are there in the tray?
3 How many more eggs do we need to get ten eggs to bake the cake?
Let's use
ten-frame. We
place bottle tops
on it to represent
the number of
eggs needed to
bake a cake.
21
Activity: Let’s make 10
With the help of your teacher, use your

ten-frame to find the different ways you
can make 10.
Let's work out
1. Draw the missing number of bottle tops and write the correct numeral.
(a) (b)
5 and make 10 2 and make 10
(c) (d)
3 and make 10 4 and make 10
22
Numbers
Look at this picture.
You have 7 eggs in
Tip: Link between numbers the tray and you need
3 more eggs to fill it.
10
and
7 3
7 and 3 10
Let's work out

2. Complete with the correct numeral.
(a) 7
and
4 ___
(b)
___
and
6 2
(c)
___
and
6 4
23
Look at
Tip: Let's count from this picture
eleven to nineteen carefully.
There are
eleven eggs.
10 eggs 1 egg
10 and 1
11 is 1 more than 10
11 is 1 ten and 1 unit
1 and 10 make 11
one ten and one unit 1 more
0 1 2 3 4 5 6 7 8 9 10 11
Try these
Draw the correct number of bottle tops.

1 ten and 6 units
1 ten and 4 units
24
Numbers
Let's work out
3. Complete.
Number of groups of ten = 1
Number of units = 3
Total number of = 13
bottle tops
Number of groups of ten = ___
Number of units = ___
Total number of = ___

bottle tops

bottle tops

bottle tops
25
Mina and Tara are trying to learn new numbers. They are using straws and
plastic cups to create a 'Number House'.
tens units
Activity: Number House
Create your own

number house with
the help of your
teacher.
You will need:

tens units plastic cups, straws,
glue, marker, elastic
bands and a piece of
1 3 cardboard.
26
Numbers
Let's work out
4. Complete with the correct numerals.
(a)
1 ten 4 units
tens
tens units
14
___
tens units
10
___ ___
(b)
1 ten 8 units
tens
tens units
___
tens units
___ ___
27
and
There are
eleven
10 candles 1 candle candles.
11
tens
units
11 is 1 ten and 1 unit
1 and 10 make 11
1 ten 1 unit
and There are

twelve
mangoes.
10 mangoes 2 mangoes
12
tens
tens units
12 is 1 ten and 2 units
2 and 10 make 12
1 ten 2 units
28
Numbers
Let's work out
5. Write the correct numeral in the box.

(a)
(b)
6. Write the correct numeral in the space provided.
(a) 11 is ____ ten and ____ unit.
(b) ____ is 1 ten and 2 units.
(c) 11 is ____ more than 10.
(d) 12 is ____ more than 10.
7. Draw the correct number of items.
eleven twelve
29
Now, let’s learn about the funny ‘teen’ numbers.
and
There are
thirteen
10 bananas 3 bananas bananas.
13
tens
tens units
3 and 10 make 13
1 ten 3 units
and There are

fourteen
bottles.
10 bottles 4 bottles
14
tens
tens units
4 and 10 make 14
1 ten 4 units
30
Numbers
and
There are
fifteen
10 balloons 5 balloons balloons.
15
tens
tens units
5 and 10 make 15
1 ten 5 units
and There are

sixteen
pencils.
10 pencils 6 pencils
16
tens
tens units
6 and 10 make 16
1 ten 6 units
31
and There are
seventeen
10 books 7 books books.
17
tens units
10 and 7 make 17
1 ten 7 units
and There are

eighteen
10 mugs 8 mugs mugs.
18
tens
tens units
10 and 8 make 18
1 ten 8 units
32
Numbers
and There are

nineteen
10 apples 9 apples apples.
19
tens
tens units
10 and 9 make 19
Let's work out
8. Complete the ten-frames.
(a)
14
(b)
18
(c)
16
33
9. Write the correct numeral and its number name.
(a)
1 ten and 7 units =

___
tens
tens units seventeen
(b)
1 ten and 3 units =

___
tens
tens units
(c)
1 ten and 9 units = ___

tens
tens units
(d)
1 ten and 5 units = ___

tens
tens units
34
Numbers
Let's review.
11 eleven
12 twelve
13 thirteen
14 fourteen
15 fifteen
16 sixteen
17 seventeen
18 eighteen
19 nineteen
35
IT Corner
Open Microsoft Office Word.

Write the numeral 11 to 19 and the number names.
1 ten and 1 unit 11 eleven

…………………………… …. …….
1 ten and 9 units 19 nineteen
Print your work
1. Complete the following.
(a) (b)
18 15
10 ___ ___ ___
(c) (d)
___ 19
10 6 ___ ___
36
Numbers
2. Match the numeral to the correct number name.
15 seventeen
11 twelve
17 eleven
13 eighteen
19 thirteen
12 nineteen
14 sixteen
18 fourteen
16 fifteen
37
3. Complete the number line.
10 11 12 13 14 16 17
4. Join the dots to complete the drawing.
1 2
19 3
18 4
1 2
17 5 6
16 19 3
18 4
15 7 5
14 17 68
16
15 7 8
14
13 12 11 10 9
13 12 11 10 9
38
Numbers
11 eleven
12 ..............................
13 thirteen
14 ..............................
........ fifteen
16 ..............................
17 seventeen
18 ..............................
........ nineteen
39
Profiling

Make groups of
objects-11 to 19
objects
Read and write
numerals 11 to 19
Representation
of the numbers
11 to 19 in a
ten-frame
Read and write
number names –
eleven to
nineteen
Make links
between numbers
Ordering of the
numerals 1 to 19
Representation
of numbers 11 to
19 in a number
house
Teacher's Remarks
40
Measure
Length
Nicole and Dan are measuring the
distance from one wall to the opposite
wall using their pace.
I got 12. I got 14.

Why is it not
the same?
2 What is Nicole using to measure the distance?
3 Why did they not get the same amount?
41
fathom
pace
cubit
We can also use
different parts of
the body to measure handspan
the lengths of
different objects.
digit
2 Which parts of the body can be used to

measure the lengths of different objects?
42
Measure
Activity: Measure your foot
Cut out this page.
Trace your right
foot. Colour the
number of squares
to measure it.
8
7
6
5
4
3
2
1
Place your
foot here
43
44
Measure
Activity: Measure your hand
Cut out this page.
Trace your hand.
Colour the number
of squares to
measure it.
8
7
6
5
4
3
2
1
Place your
hand here
45
46
Measure
Let's work out
Count the number
1. (a) of handspans. You
will know how long
each object is.
The shelf is ______ long.
(b)
The board is ______ long.
(c)
The table is ______ long.
47
Let's work out
Count the number
of feet. You will
2. (a) know how long each
object is.
The table is ______ long.
(b)
The cupboard is ______ long.
(c)
The rope is ______ long.
48
Measure
You can also

use different
objects to find
the length of an
item/object.
Paper clips
With the help of your

teacher, find other objects Building blocks
you can use to measure.
Let's work out
(a)
(c)
The pen is long.
(b)
The mug is long.
The brush is long.
49
In the classroom, Sam and Arvin are comparing
their new rulers and pencils.
I have a longer
ruler and a
shorter pencil.
I have a long
ruler and a
short pencil.
Sam Arvin
Look at this
picture.
2 Who has a longer ruler?
3 Who has a shorter pencil?
50
Measure
Do you remember?
A long ruler
A longer ruler
A short pencil
A shorter pencil
Activity
With the help of your teacher, identify some objects in the environment
and compare their lengths.
Then, compare the lengths of the objects.
A B
For example, which branch is longer?
51
Let's work out
4. (a) I tick ( ) the longer bread.
(b) I colour the longer stick.
(c) I draw a longer ruler.
52
Measure
5. (a) I circle ( ) the shorter paper clip.
(b) I colour the shorter carrot.
(c) I tick ( ) the shorter stick.
53
Can you take
me to the
pond?
Note to Teacher
There are two paths leading to the pond.
Ask children to colour the longer one.
54
Measure
Hello, I'm Devi. I'm Lisa.

I am tall. I am taller
than you.
2 Who is taller?
Let's work out
6. Draw a taller boy.
55
Let's work out
7. (a) Tick the shorter tree. (b) Tick the taller lamp.
8. (a) Tick the taller giraffe. (b) Tick the shorter child.
9. Draw and colour a

shorter ladder.
56
Measure
1. (a) I draw a shorter rubber.
(b) I tick ( ) the longer fork.
(c) I colour the taller tree green.
57
2. How long is it?
(a) (b)
The eraser is ______ long. The highlighter is ______ long.
(c) (d)
The bottle is ______ long. The spoon is ______ long.
58
Measure
Profiling

Comparison of
lengths of two
objects
Use of terms
- Long/longer
- Short/shorter
- Tall/taller
Estimation
of lengths of
objects using
arbitrary units
Measurement
of lengths of
objects using
arbitrary units
Teacher's Remarks
59
Twenty to one hundred
Ali and Farah are happy as their father’s birthday is coming.
1 2
Father’s
birthday is He is going to
coming. be fifty.
Yes, we will Fifty? I know

have a party.
fifteen but what
is fifty?
3 4
I will explain.
Thank you.
2 What numeral do you see on the cake?
3 Let’s count from twenty to the numeral on the cake.
60
Numbers
Activity: Making 11 to 19
With the help of your teacher, use your

ten-frame and your bottle tops to make the
numbers 11 to 19.
Write the number names.
15
17
18
Which number is one more than 19?

Activity: Let’s make macaroni bracelets
With the help of

your teacher, create
two bracelets with
macaroni.
Materials: Macaroni,
string.
Thread the macaroni
to create your
bracelets and
decorate it.
61
There are
twenty
marbles.
20
tens
tens units
two tens and 0 unit
10 and 10 make 20
Let's work out

1. Colour the group with twenty items.
62
Numbers
Tip: Which (whole) number do we have after twenty?
There are
twenty one
plates.
tens units
21
2 tens 1 unit
21
20 1
21 is 2 tens and 1 unit

21 is 20 and 1
20 21 22 23 24 25 26 27 28 29
63
Let's work out
(a) (b) (c)

34 47 25
30 ___ ___ 7 20 ___
(a) 23 is 2 tens and ______ units.
(b) 44 is _____ tens and 4 units.
(c) 32 is _____ more than 30.
(d) 28 is _____ tens and 8 units.
30 32 34 35 38 40
64
Numbers
5. Complete the number chart.
Let’s count
the number
of gifts
Start
1 2 3
7 9 10 13 14
15 18 20 21
25 26 27 30
31 33 37
39 42 44
47
65
Let's work out
10 20 30 40 50
40 42 44 47 49 50
7. Count the number of sticks and write the correct numeral.
(a)
tens units
(b)
tens units
66
Numbers
Tip: Counting up by ten
Sarah and Tania are skipping. After ten skips, Sarah shouts "ten", then
after another ten skips, she shouts "twenty". A third time, she skips ten
times, she shouts "thirty" and continues till "fifty".
Ten…twenty…
thirty..forty…
fifty. I will show you.
How can she

count like this?
1 ten tens units

10
Tip
2 tens tens units
20
A bundle of ten straws:
3 tens tens units

30
Now we will represent a
4 tens tens
40 bundle of ten red straws
units
by a big blue straw.
5 tens tens units

50
67
Let's work out
8. Match the numeral to the correct picture.
10
20
30
40
50
68
Numbers
Tip: Let's learn some number names
After counting up by tens, Tania wants to know the number names.

“I will write them in my copybook,” says Sarah.
Look here,
thirty, forty Oh that’s how
and fifty. we write forty!
Thank you.
20
10
t e n
10
t w e nty
20
t h ir ty
30 Look at
this picture
or ty
40 f
carefully.
50 fifty
69
Let's work out
9. Write the correct numeral to complete the number line.
10 20 40
10. Write the number names correctly.
(a) (b)
10 t n e 20 w n t e t y
(c) (d)
30 h i t r y t 40 r f t o y
(e)
50 i f f t y
11. Tick the numerals with their number names ending with “ty”.
70
Numbers
Let’s count up by two
12.(a) Help Tania to count the number of socks in two's.
2 6 10
Now you will learn

skip counting in
two's and five's.
(b) Complete the number line.
22 26 28 30 34
Let’s count up by five
13. Write the correct numerals in the hands.
5 10 20
25 35 40
71
Let's work out
14. I write the correct numeral.
(a)
21 30
(b)
31 40
(c)
41 50
72
Numbers
Activity: Using Number House
Using number
5 tens = 50 (fifty) house to show:
60, 70, 80 and 90.
6 tens = 60 (sixty)
7 tens = 70 (seventy)
8 tens = 80 (eighty) tens units
9 tens = 90 (ninety) 5 0
(fifty)
Let's work out
15. Count the number of building blocks and write the correct numeral.
(a) (b)
(c) (d)
73
Activity: Using Number House
61
tens units
6 tens and 1 unit Let's count.
63
tens units
6 tens and 3 units
Let's work out

16. Complete the caterpillars using the correct numerals.
(a)
58 (b)
53 56
51
63 66
61
(c)
74
70 78
(d)
84
87 (e)
81
92 96
74 99
Numbers
17. Count the number of building blocks and complete.
(a) (b)
tens units tens units
___ and ___ ___ and ___
(c) (d)
tens units tens units
___ and ___ ___ and ___
IT Corner
Open Microsoft Excel.

1 2 3 4 5 6 7 8 9 10
91 92 93 94 95 96 97 98 99 100
Construct a chart with numerals 1 to 99.

Print your work.
75
Jenny and Pooja are playing with building blocks.
Jenny, I have 6
building blocks in my
tower.
6 is one more than 5.
Pooja, my tower
has 5 building
blocks.
5 is one less
than 6.
One less
9
5 One more 6
Try these
18. Fill in the two sets with red and blue dots.
One less
76 One more
Numbers
19. Complete.
1 2 3 4 5 6 7 8 9 10
A number one more than 4 is ________
A number one less than 10 is ________
A number one more than 10 is ________
A number two more than 6 is ________

A number two less than 5 is ________
20. I write the missing numerals.
One less One more
21 22 26
20 15
19 13
10 18
77
Activity: Making my number strips

teacher, cut out your
number strips.
Materials: pair of
scissors, paper strips
Listen to your teacher to

learn the number names
while using your number
strips.
Try these
21. Count the number of strips and complete the following.

(a) tens units
(b) tens units
22. I write the correct numeral.
(a) eighty ___________ (b) forty nine ___________
(c) fifty eight ___________ (d) seventy one ___________
(e) twenty seven ___________ (f) ninety nine ___________
78
Numbers
One hundred
Can you count

how many bundles
are there?
If 10 units make
1 ten then what
make will ten tens make?
and
make one hundred
This is one
hundred and
it comes after 99.
1 more
99 100
79
Let's work out
23. Look for the numeral '100' and put a tick next to it.
24. Look for the word 'hundred' and group it.
h r h u n d r e d
i u u r t a w z e
h u n d r e d n r
u y d d t q f j d
n s r d r g t e n
i l e o q e j p u
t b d c x a d u h
80
Numbers
Numerals 1 - 100 Let's complete.
2 5 7 9
11 13 16 18 20
22 25 28
32 34 36 39 40
41 42 45 47 48
52 56 58 60
61 63 65 69
72 75 78 79
82 84 87 90
91 93 96 98
81
IT Corner
Open Ms Word.
Create a table as follow:
Tens Units Number Names
6 4 sixty four
3 2 thirty two
7 8 seventy eight
4 1 forty one
2 6 twenty six
1 0 ten
From a number bag take out a number. Ask pupils which number
it is and complete the table by writing the numeral and its name.
1. Complete.
(a) (b)
37 49
___ ___ ___ ___
___tens ___units ___tens ___units
82
Numbers
(c) (d)
___ ___
50 6 80 5
___tens ___units ___tens ___units
50 52 53 56 57 60
3. Write the numeral that is one less than the given number.
(a) (b)
80 54
4. Write the numeral that is one more than the given number.
(a) (b)
37 99
83
5. Match the numeral to its number name.
32 Fifty five
55 Thirty two
63 Eighty seven
87 Sixty three
6. Complete the drawing.
84
Numbers
7. Complete the table.
Tens Units Numeral Number name
5 8 58 fifty eight
2 9
15
8 4
ninety
7 6
41
sixty seven
10 one hundred
85
Profiling
Count up to 100
Read and write

numerals
0 to 100
Read and write
number names up
to 100
Compare numbers
(more than or
less than)
Ordering number
up to 100
Skip counting in
two's, five's and
ten's
Teacher's Remarks
86
Measure
Mass
Jim accompanies his mother to the market. He wants to know how heavy the
vegetables are.
1 Yes, there are some 2

which are heavy and
Mum there others which are light.
are so many
vegetables out
there. How will I know
which one is heavy
or which one is
light?
For example, a
3 Look at this. 4
The pumpkin is
carrot is lighter
heavier than the
than the cabbage.
cucumber.
2 Which vegetables are lighter?
3 Which vegetables are heavier?
4 Do you know how we measure mass?

87
Activity: I construct my scale
With the help of your teacher, construct a scale.
Materials: Plastic hanger, 2 plastic plates, string.
Make holes around the plastic plates so

that the string can pass through.
A scale allows you
to compare two
Tie the two plates at the ends of the objects to know
hanger like in the picture. which one is heavier or
which one is lighter.
Now, you have your scale and you can

compare the mass of objects.
Within your group, compare different

objects and record your findings on a
sheet of paper.
88
Measure
An example is given
to show how the scale
can be used. The
result is recorded in
the table below.
My table of comparison
Objects to Estimations Using scale

compare
Heavier Lighter Heavier Lighter
Pencil/
Eraser
With the help of

your teacher, fill
in your table.
An example has been
done for you.
89
Let's work out
1. Circle ( ) the object that will move the scale down.
(a) Circle the

heavier object.
(b)
(c)
90
Measure
Let's work out
2. (a) Tick the heavier item. (b) Tick the heavier vehicle.
3. (a) Circle the lighter object. (b) Circle the lighter fruit.
4. (a) Colour the heavier book. (b) Colour the lighter animal.
91
Tip: Heavier / Lighter
The basket
ball is heavier The tennis
than the tennis ball is lighter
ball. than the
basket ball.
Let's work out
5. (a) Tick the heavier bag.
(b) Tick the lighter fish.
92
Measure
6. I write heavier or lighter in the space provided.
(a)
The watermelon is __________
than the lemon.
The lemon is _______________

than the watermelon.
(b)
The book is _______________
than the pencil.
The pencil is _______________

than the book.
(c)
The bananas are ____________
than the mangoes.
The mangoes are ____________

than the bananas.
93
At home, Raj has a scale. He asks his mum if he can
try an experiment. He puts the vegetables on the
scale.
The pumpkin
balances four
aubergines.
Activity: Let’s make the scale balance

teacher, try Raj's
experiment. Find
different objects
and use marbles as an
arbitrary unit.
You will need:

different items (e.g.
pencil, eraser, pencil
case…), marbles or
any other similar
object.
94
Measure
Let's work out
(a) _____ balance _____ (b) _____ balance _____
(c) _____ balances _____ (d) _____ balance _____
(e) _____ balances _____ (f) _____ balances _____
95
Let's work out
8. (a) How many blocks does each fruit balance?
The balances _____ The balances _____
(b) Draw the lighter fruit. Draw the heavier fruit.
(c) Draw the and the in the lids of the scale.
96
Measure
9. (a) Complete the following.
The balances _____ The balances _____
(b) Draw the lighter vehicle. Draw the heavier vehicle.
(c) Draw the and the in the lids of the scale.
97
1. Tick the boy who is carrying the heavier box.
2. Draw the and the in the appropriate lids.
The balances 5 The balances 9
98
Measure
3. Write the correct word.
(a)
The truck is ______________ than the car.
(b)
The mug is ______________ than the jug.
(c)
The tuna is ______________ than the goldfish.
99
Profiling

Comparison of
masses of two
objects
Use of terms
heavier and
lighter
Estimation
of masses of
objects using
arbitrary units
Measurement
of mass using
arbitrary units
Teacher's Remarks
100
Annex

Maths Grade2 Part 1 Pupil (2021)

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Mathematics

THE MATHEMATICS PANEL

MAURITIUS INSTITUTE OF EDUCATION

MAURITIUS INSTITUTE OF EDUCATION

Illustration and layout

MAURITIUS INSTITUTE OF EDUCATION

The mathematical concepts are presented in a sequential manner. Every fundamental

Numbers Eleven to nineteen 20

At the end of Grade 2 (Part 1), the child should be able to

• identify and colour shapes – circle, rectangle, triangle and square

• sort shapes and objects according to two attributes

• count numbers up to 100

• read and write numerals up to 100

• read and write number names up to 100

• compare numbers up to 100

• order numbers up to 100

• compare lengths of two objects

• estimate length of an object using arbitrary units

• measure length of an object using arbitrary units

• compare mass of two objects

• estimate the mass of an object using arbitrary units

• measure the mass of an object using arbitrary units

1 Observe carefully and discuss the picture.

2 What are the different shapes that you can

Activity: Road Signs

school that you can find in

Look at this! create a figure.

You can create a

Activity: The Tangram

Cut the shapes to create your own figure.

Cut your shapes

2. (a) I tick ( ) the small blue squares.

The red bird

3. (a) I tick ( ) the smaller dog.

(b) I circle ( ) the bigger apple.

(c) I colour the bigger triangle blue.

(d) I colour the smaller rectangle red.

Open Microsoft paint with the help of your teacher.

Use the 'tool box' to draw some shapes.

Use the 'fill' tool to colour your shapes.

The Carroll diagram

I put cars No cars

Cut the shapes for 5(b).

1. Complete with the correct name for each shape.

(c) (d) circle

2. Tick the smaller circles.

4. Draw the shapes to complete the Carroll diagram.

Good Satisfactory Needs Improvement

1 Observe carefully and discuss the pictures.

2 How many candles do you have on the birthday cake?

3 How many balloons do you see in the last picture?

1 Observe carefully and discuss the picture.

2 How many eggs are there in the tray?

With the help of your teacher, use your

Let's work out

5 and make 10 2 and make 10

3 and make 10 4 and make 10

Let's work out

Draw the correct number of bottle tops.

1 ten and 4 units

Number of groups of ten = ___

Number of units = ___

Total number of = ___

Number of groups of ten = ___

(a) 11 is ten and unit.

10 _ _ ___