©T. Braybrook Gr. 2 Profile Question Bank

GRADE 2: REPRESENT NUMBERS (#1)

Objective assessed in this category: Represent and describe numbers to 100, concretely, pictorially and symbolically

a. What number is represented by these 10 frames?

a. 24 b. 22 c. 50 d. 42

b. Write the number word for 14.

c. Put an X on the coins needed to make 9 cents.

d. Write 5 equations or number sentences that equal 25.

e. Write the number word that equals four plus eight.

©T. Braybrook Gr. 2 Profile Question Bank

GRADE 2: PLACE VALUE (#2)

Objectives assessed in this category: Demonstrate if a number (up to 100) is even or odd

Describe order or relative position using ordinal numbers (up to tenth)

Compare and order numbers to 100

Illustrate, concretely and pictorially, the meaning of place value for numerals to 100

a. Write the number of tens and ones you see in this picture.

tens ones

b. Put an X on the fifth balloon.

c. All of these numbers are even except for one. Circle the number that is NOT

an even number.

6 8 2 7 4 0

d. Circle the blocks to show what the 6 means in 26.

e. Write the ordinal number word that the cherries are in.

©T. Braybrook Gr. 2 Profile Question Bank

GRADE 2: COUNTING (#3)

Objective assessed in this category: Say the number sequence from 0 to 100 by:

-2s, 5s and 10s, forward and backward, using starting points that are multiplies of

2, 5 and 10 respectively

-10s using starting points from 1 to 9

-2s starting from 1

a. Write the amount shown by these coins.

b. What am I counting by? 35, 40, 45, 50, 55

c. Keep counting. 78, 80, 82,

d. Keep counting by 10's. 50, 60,

e. What can you skip count by 5’s?

f. Circle and correct the mistake in this counting sequence.

86, 88, 90, 91, 94, 96, 98

g. How much money is this?

©T. Braybrook Gr. 2 Profile Question Bank

GRADE 2: ESTIMATION (#4)

Objective assessed in this category: Estimate quantities to 100 using referents

a.

Page A can hold about 100 stickers. Page B can hold about:

(circle answer)

100 stickers 30 stickers 10 stickers 200 stickers

b. TEACHER: Show the students what a group of 10 popsicle sticks look like. Be sure to tell

them there are 10. Then show them another handful of popsicle sticks containing no more than

100.

Estimate the number of popsicle sticks the teacher is holding.

c. TEACHER: Copy and enlarge the picture of the happy faces. Show this to the class for a

short period of time.

In the circle there are 10 happy faces. About how many groups of 10 happy faces

are there?

©T. Braybrook Gr. 2 Profile Question Bank

GRADE 2: ADD & SUBTRACT (#5)

Objectives assessed in this category: Demonstrate and explain the effect of adding zero to or subtracting zero from any

number

Demonstrate an understanding of addition (limited to 1 and 2-digit numerals) with

answers to 100 and the corresponding subtraction by:

-using personal strategies for adding and subtracting with and without the support

of manipulatives

-creating and solving problems that involve addition and subtraction

-explaining that the order in which numbers are added does not affect the sum

-explaining that the order in which numbers are subtracted may affect the

difference

Apply mental mathematics strategies, such as:

-using doubles

-making 10

-one more, one less

-two more, two less

-building on a known double

-addition for subtraction

to determine basic addition facts to 18 and related subtraction facts

a. Which fact is in the same family as 9 – 4?

a. 4 + 5 b. 9 + 4 c. 4 – 9 d. 5 + 9

b. Draw a picture that would go with these number sentences:

4 + 3 = 7 7 – 4 = 3

c. Write the fact family for these ten frames.

d. Write the “doubles take away 2” fact that could be used for 6 + 8.

©T. Braybrook Gr. 2 Profile Question Bank

GRADE 2: PATTERNS (#6)

Objectives assessed in this category: Demonstrate an understanding of repeating patterns (three to five elements) by:

-describing

-extending

-comparing

-creating

patterns using manipulatives, diagrams, sounds and actions

Demonstrate an understanding of increasing patterns by:

-describing

-reproducing

-extending

-creating

patterns using manipulatives, diagrams, sounds and actions (numbers to 100)

a. Create a repeating pattern.

b. Circle the group of 2 objects that

come next in this pattern.

c. Is this a repeating or increasing pattern? (Circle the correct bold word.)

1 5 2 6 1 5 2 6 1 5 2 6

d.

Draw the next 3 in this pattern.

©T. Braybrook Gr. 2 Profile Question Bank

GRADE 2: EQUALITIES (#7)

Objectives assessed in this category: Demonstrate and explain the meaning of equality and inequality by using manipulatives and

diagrams (0 to 100)

Record equalities and inequalities symbolically using the equal symbol or the not equal

symbol

a. What symbol do we use to mean “not equal”?

a. + b. - c. = d. ≠

b. What 5 different names or equations for 9.

c. What does the = sign mean?

a. the same as b. not the same as

c. do something with the numbers d. all of the above

d. Draw a balance scale that shows “not equal”.

e. 7 = 4 + 3 Draw a balance scale to show what this equation means.

f. Write the equation that is shown on this balance scale.

g. Circle the names or equations for 13.

10+3 5+5+3 7+5+3 10+5-2 3+3+3+3 13-0 20-10+3

©T. Braybrook Gr. 2 Profile Question Bank

GRADE 2: MEASUREMENT (#8)

Objectives assessed in this category: Relate the size of a unit of measure to the number of units (limited to non-standard

units) used to measure length and mass (weight)

Compare and order objects by length, height, distance around and mass (weight) using

non-standard units, and make statements of comparison

Measure length to the nearest non-standard unit by:

-using multiple copies of a unit

-using a single copy of a unit (iteration process)

Demonstrate that changing the orientation of an object does not alter the measurements

of its attributes

a. About how many squares tall is the screwdriver?

b. Would it be better to measure the length of the chalkboard with paper clips or

chalkboard erasers? Why?

c. Which is taller-- the teacher's desk or the back table?

d.

What object could A be? What object could B be?

©T. Braybrook Gr. 2 Profile Question Bank

GRADE 2: GEOMETRY (#9)

Objectives assessed in this category: Sort 2-D shapes and 3-D objects using two attributes, and explain the sorting rule

Describe, compare and construct 3-D objects, including:

-cubes

-spheres

-cones

-cylinders

-pyramids

Describe, compare and construct 2-D shapes, including:

-triangles

-squares

-rectangles

-circles

Identify 2-D shapes as parts of 3-D objects in the environment

a. What is the name of this shape?

Triangle Circle Square

b. Tell 1 thing that is different about these 2 shapes.

c. Put an X on all of the squares.

d. Draw a rectangle.

©T. Braybrook Gr. 2 Profile Question Bank

GRADE 2: CALENDAR (#10)

Objective assessed in this category: Relate the number of days to a week and the number of months to a year in a problem-

solving context

a. What day comes after Thursday?

b. How many months in a year?

c. What day of the week do we usually start school each week?

d. What is the 8th month?

e. What day comes before Sunday?

f. How many Mondays are in this month?

g. What is the third day of the week?

h. Write the months of the year in order using abbreviations.

©T. Braybrook Gr. 2 Profile Question Bank

GRADE 2: GRAPHING (#11)

Objective assessed in this category: Gather and record data about self and others to answer questions

Construct and interpret concrete graphs and pictographs to solve problems

a. Write 2 survey questions you could use to gather information about your

classmates.

b. Which type of weather happened the most in August?

c. How many people take the bus to school?

d. Who has the least number of hockey cards?

©T. Braybrook Gr. 2 Profile Question Bank

GRADE 2: PROBLEM SOLVING (#12)

NOTE: The Western and Northern Canadian Protocol Common Curriculum Framework for K-9

Mathematics lists “Problem Solving” as one of the “critical components that students must encounter in a mathematics program in order to achieve the goals of mathematics education and encourage lifelong learning in mathematics.” (Crown in Right of the Government of Alberta, British

Columbia, Manitoba, Northwest Territories, Nunavut Territory, Saskatchewan and Yukon Territory, 2006, p. 6) The questions in this section are not linked to specific outcomes. These questions are designed

to allow students the chance to demonstrate their ability to reason and justify their

mathematical thinking and as such, most have more than one way to come up with an answer and

cover multiple objectives in one question.

a. There are 3 children. How many fingers? Picture and answer.

b. It was show and share day in 2A. Susan brought a toy. Use the clues to find

out what she brought and circle it.

Susan brought a stuffed animal.

It has a short tail.

It has long ears.

c. At Jack's birthday party there were 4 boys. Each boy got 2 balloons. How

many balloons were there? Picture and answer.

d. I have 6 rabbits on my farm. I put 2 rabbits in each cage. How many cages do

I have? Picture and answer

e. Gummi Bears cost 2 cents each. You want to buy five. How much will it cost?

Show your thinking.