Samoa Year 2 Mathematics Curriculum

This information is derived from the Samoa Ministry of Education, Sports and Culture's Primary School Curriculum document.

Number and Operations

• Whole Numbers: Students learn to count forwards to at least 150 and backwards by threes, fives, and tens from any starting point. They count forwards and backwards by tens, on and off the decade. They recognize, read, partition, regroup, order, and represent two- and three-digit numbers up to at least 150 using place value. Students also read and use ordinal numbers to at least "thirty-first" and count, sort, and order Samoan coins using face value.
• Addition and Subtraction: Students model addition and subtraction involving one- and two-digit numbers using concrete materials. They illustrate addition and subtraction using various mental strategies and informal recording methods. They represent and record number sentences using drawings, numerals, symbols, and words.
• Multiplication and Division: Students develop fluency with multiplication and division facts through rhythmic and skip counting by ones, twos, threes, fives, and tens. They model multiplication using arrays, equal groups, and repeated addition, and represent division using sharing, arrays, and repeated subtraction. They record their work using drawings, numerals, symbols, and words.
• Fractions and Decimals: Students construct, explain, and interpret halves and quarters of whole objects, sets, and collections. They represent half as 1/2 and quarter as 1/4. Money concepts are also covered within this substrand.
• Chance: Students recognize, describe, and order the element of chance in everyday events using words such as impossible, possible, might, certain, and unlikely.

Patterns and Algebra

• Students generate, represent, and extend a variety of number patterns, including simple growing patterns, and provide missing elements. They analyze and describe change in growing patterns and use tables to record or extend patterns. They also record equivalent number relationships using the equals sign and model and extend quantitative relationships involving addition and subtraction facts up to 50. They make generalizations about number relationships.

Data Analysis

• Students design investigations, collect, and record data using tallies. They organize and represent data using tables, picture graphs, bar graphs, and column graphs. Picture graphs use one object, symbol, or picture to represent one data value. Students read, make connections between, and interpret data presented in various formats.

Measurement

• Length: Students estimate and measure length and distance using uniform informal units (e.g., pencils, footprints, hand spans) and formal units (meters, centimeters, yards, and feet). They identify and justify the need for formal units and develop real-life benchmarks for one meter and one yard. They record measurements using number and type of units.
• Area: Students estimate area using uniform informal units and informally measure by counting units. They compare and order areas by cutting and covering. They record measurements using number and type of informal units.
• Volume and Capacity: Students develop common referents for volume and capacity using informal units. They measure, compare, and order capacities and volumes. They record measurements using number and type of informal units.
• Mass: Students use an equal arm balance and uniform informal units to estimate and measure mass. They measure, compare, and order masses of objects and estimate differences in mass. They record measurements using number and type of informal units.
• Time: Students use repeated informal units and methods to measure and compare the duration of events. They state and order the seasons of the year and use a calendar to identify the day, date, and order the months. They tell time on the hour and half-hour on digital and analog clocks.

Space and Geometry

• Three-Dimensional Space: Students sort, describe, and represent 3D objects, including cones, cubes, cylinders, spheres, and prisms, and recognize them in pictures and the environment. They understand, identify, and recognize that 3D objects appear different from different views.
• Two-Dimensional Space: Students rearrange, label, compare, describe, build models of, and draw hexagons, rhombuses, and trapeziums presented in different orientations. They use slides and turns to create tessellating designs. They understand, recognize, and describe corners as angles. They recognize and describe 2D shapes using terms like "sides" and "corners." They identify and name parallel, vertical, and horizontal lines.
• Position: Students use models and drawings to represent the position of objects. They use everyday language, including "left" and "right," to describe positions and give and follow simple directions.

Working Mathematically

• Interpreting &/or Posing Questions: Students interpret and/or pose questions when investigating mathematical situations and their mathematical experiences using Year 2 content.
• Strategically Thinking & Representing: Students use objects, diagrams, imagery, and technology to examine, analyze, and represent their interpretations of mathematical problems.
• Reasoning & Justifying: Students integrate mathematical ideas, make connections, and generalize existing knowledge and understanding to justify their conjectures and answers.
• Reflecting & Evaluating: Students reflect on their conjectures, use concrete materials and/or pictorial representations to explain results, and evaluate conclusions.
• Communicating Mathematically: Students describe mathematical situations and methods using everyday language, some mathematical language, actions, materials, diagrams, and symbols.