Part 1Unit 01Session A
Bonds to ten
See ten as two parts and learn every partner pair.
Grade 2 home learning
Small lessons.
Strong foundations.
A calm mathematics programme built around understanding. Short sessions, clear parent guidance, and no pressure to rush.
24 units60 sessions20 min each
Learning pathway
See the whole journey.
Open only what you need.
Choose a part, then open any units you want to see. They stay open until you close them. Work through each unit's sessions in order, leave at least one day between them, and repeat whenever understanding is still developing.
Part 1 of 6
Number foundations
Build meaning before procedures.
Weekly rhythm
Teach one session at a time and in order, pausing at least a day between them. Repeat any session with new numbers if the move-on check is not yet secure.
Open the 2-minute warm-up cardSession A
CoreBonds to ten
Goal
See ten as two parts and learn every partner pair.
What you do
Use ten frames, part-whole bars, and the rainbow of ten.
Move on when
The student gives the partner of any number to 10 without counting up.
Ontario Grade 2
B2.2
Session B
CoreThree story shapes
Goal
Find a missing whole, missing part, or missing start.
What you do
Draw the same part-whole box for six different stories.
Move on when
The student decides what is missing without relying on keywords.
Ontario Grade 2
B2.1, B2.4
Extra practice, round 1
Six more stories, for a student who guessed at keywords instead of reasoning from the box.
Extra practice, round 2
Seven more stories with the household's own names, weighted further toward the missing-start type.
Session C
CoreDoubles and near doubles
Goal
Use a known double to reach the pair beside it.
What you do
Build equal rows, learn the doubles to 10, then add or take away one.
Move on when
The student names the double before giving the answer.
Ontario Grade 2
B2.2
Session D
CoreCross the ten
Goal
Add past ten by making the ten first.
What you do
Move counters into a ten frame, then read the answer as ten and some ones.
What you need
About 20 small identical things: dried beans, nickels, buttons, or pasta. No objects? Draw dots in the squares and rub them out as they move.
Move on when
The student says the total, not the leftover.
Ontario Grade 2
B2.2, B2.3
Extra practice, round 1
A short second pass on 9 + 7, 8 + 5, 8 + 8, and nearby facts, choosing make ten or a known double.
Extra practice, round 2
A hands-on rekenrek lab for seeing groups of 5 and 10, building numbers to 20, and solving addition facts without counting every bead.
Parent guide
Keep each lesson
small and successful.
Twenty minutes is enough on most days. Finish earlier when the student reaches a natural success, and return another day if frustration starts to rise.
01What to keep nearby
- About 20 small identical things to count with: dried beans, pasta, buttons, or a jar of nickels
- Sticks or straws and a few elastic bands, for bundling tens
- Scrap paper for drawing, folding, and cutting into strips
- None of the above is required. Pencil dots you can rub out do the same job
- Questions such as “show me how you know”
- One digit per square for written work
02When to pause
- The same misunderstanding keeps returning
- Guessing replaces explaining
- Frustration begins to rise
- The concrete model no longer makes sense
03What to remember
- Finger counting can be a useful temporary strategy
- Wrong answers reveal where to teach
- Extensions are optional, not tests
- Confidence and understanding come before speed
For French immersion
Same idea, two names.
If she learns this in French at school, the concept is not the problem, the word is. Keep the vocabulary card on the table and say each term in both languages once as it comes up.
Ontario alignment
Every Grade 2 expectation has a session, and extensions are labelled as extensions.
Core sessions carry the specific expectation codes they cover, across all six strands of the Ontario 2020 mathematics curriculum: Number, Algebra including coding, Data, Spatial Sense including geometry and measurement, and Financial Literacy. Two-digit halving, making change, and clock reading sit beyond the Grade 2 expectations and are marked as extensions. Social-emotional learning and mathematical modelling run through the parent guide and the review sessions rather than through single lessons. This is a home programme that follows the curriculum, not a replacement for the school year.