1a Asc Desc Skip 1dig Add 68pgs

Special edge | Numbers | Grade 2
33C
Reading statements - Ascending and descending
numbers
When writing 3 numbers in Ascending order, write the smallest one first,
middle number next and biggest number last
When climbing up the stairs which stair
I2
8 Will Raju climb first?
Will Raju climb next?
Will Raju reach last?
2 Numbers in Ascending order:
Ascending Order
2 8 2 I
Find the Ascending order of the numbers 28, 8, 3 52, I8,

The number that comes first is _____. The number that comes
last is ____
Write the numbers in the ascending order :
____ _____ ______ ______ ______
When writing 3 numbers in Descending order, write the biggest one first,
middle number next and smallest number last
When climbing down the stairs which stair
I2
8 Will Raju climb first?
Will Raju climb next?
Will Raju reach last?
2 Numbers in Ascending order:
Descending Order
2 8 2 I
Find the Descending order of the numbers 28, 8, 3 52, I8,

The number that comes first is _____. The number that comes
last is ____
Write the numbers in the ascending order :
____ _____ ______ ______ ______
Goal: Can identify and arrange Ascending and Descending order when data is given in statement form
© Sol’s ARC
34C
Ascending and descending numbers
Write the numbers in the ascending order and descending order

The teacher can provide number board 1 to 100 (Tool 14) if required
I2 I2
8 8
2 Ascending Order
2
Descending Order
I 2 8 2 2 8 2 I
Numbers Ascending Order Descending Order
6 2
8 28
0 3
6 88 2
3 55
0 2
Goal: Can identify and arrange Ascending and Descending order with single and double digits
© Sol’s ARC
23C
Greater, lesser than, Equal to
Count the objects and make > ( greater than, < lesser than or = equal to
symbols in the given block )
5 2
Goal: Can understand greater and lesser value by comparing Number value
© Sol’s ARC
24C
Greater, lesser than
Identify greater and lesser based on rules for double digit
Tens Ones Tens Ones
6 >
Rule 2: Tens Ones Tens Ones
The Two-digit number will always be
greater than the Single-digit number 2 >
If the Tens number value is same, then
compare the Ones value > 2
Tens Ones Tens Ones
6 0 2 6
Tens Ones Tens Ones
2
Tens Ones Tens Ones
2 8
Goal: Can identify greater and lesser based on rules for double digit numbers
© Sol’s ARC
23C
Greater, lesser than, Equal to
Count the objects and make > ( greater than, < lesser than or = equal to
symbols in the given block )
5 2
Goal: Can understand greater and lesser value by comparing Number value
© Sol’s ARC
26C
Greater than, lesser than
See the numbers and make greater than >, < lesser than in the given circle
Tens Ones Tens Ones
6 8
Tens Ones Tens Ones
5 2
Tens Ones Tens Ones
5 5
Tens Ones Tens Ones
2 2
Tens Ones Tens Ones
3 6 6 2
Tens Ones Tens Ones
Goal: Can identify greater or lesser in comparison to single and double digit numbers
© Sol’s ARC
27C
Greater than, lesser than
See the numbers and make greater than >, < lesser than in the given circle
23 32
32 32
8 8
65 56
8 8
55
0
Goal: Can perceive and identify correctly similar looking numbers
© Sol’s ARC
24C
Greater, lesser than
Identify greater and lesser based on rules for double digit
Tens Ones Tens Ones
6 >
The Two-digit number will always be
greater than the Single-digit number 2 >
If the Tens number value is same, then
compare the Ones value > 2
Tens Ones Tens Ones
6 0 2 6
Tens Ones Tens Ones
2
Tens Ones Tens Ones
2 8
Goal: Can identify greater and lesser based on rules for double digit numbers
© Sol’s ARC
29C
Reading statements - Greater and lesser and equal to
Tick on the correct statement

I5 = I5 32 > 23
I5 is greater than I5 32 is greater than 23
I5 is lesser than I5 32 is lesser than 23
I5 is equal to I5 32 is equal to 23
3 > 0 > I5 > I6 > > I8

3 is the greatest number I8 is greatest number
3 is the least number is lesser number
0 is equal to I5 is equal to I8
6 > 6 >5 = 0
6 is greatest number 0 is greater than
6 is the least number 0 is lesser than
6 is equal to 5 0 is equal to
Goal: Can identify the greatest and the least numbers when given in statement form
© Sol’s ARC
30C
Greater and lesser
Tick if true or r if false in the box given near each of the

statement. Correct the false statement
5 > I2 r 3 >
Correct
Answer 5 > I2 Correct
Answer
25 > > 0
Correct Correct
Answer Answer
> 6 = 6
Correct Correct
Answer Answer
8 > 8 6 = 6
Correct Correct
Answer Answer
Goal: Can agree or falsify a statement based on greater and lesser

© Sol’s ARC
31C
Greater and lesser
Compare the sum on and insert the sign <, > or = in the given box
5 + 5 = I0 > 6 + 3=
I + 6 = + 3=
3 + = 6 + =
+ 5= 6 + 8=
+ = 8 + 6 =
8 + I = + 0=
8 + 2= + =
2 + I = I + 2=
Goal: Can identify the greater and lesser when comparing sums
© Sol’s ARC
32C
Greater, lesser and equal to with place value
Count and write the total in tens and ones blocks .

Insert Greater than >, Lesser than < sign in the circle given between the
numbers
The teacher can provide place value board and cards (Tool 22)
tens ones tens ones
tens ones tens ones
tens ones tens ones
tens ones tens ones
tens ones tens ones
Goal: Can understand greater and lesser value by comparing Place value
© Sol’s ARC
19C
Skip Counting by 10’s
Fill out the missing numbers with skip counting of 10's
0 30 50
30 50 0
50 0 0
20 0 60
0 60 80
60 80 I00
Goal: Can skip count in 10's
© Sol’s ARC
20C
Skip Counting by 5’s
Help the baby peguin to find his mother by skip counting of 5's
5 0 5 20 25 5
30 8
6 5 0 35 36 66
6 8 50 6 86 5 8
55 6 3
32 5 8 60 65 0 5 80 2 2
88 33 85
22 3 0 23
52 8 2 8 5 2 63
62 5 00 3

© Sol’s ARC
21A
Skip Counting by 2's
Fill the missing blocks by skip counting of 2's
0 2 6 8 0 2 6 8 20 22 2 26 28 30 32 3 36 38 0 2 6 8 50
2
2 50
3
6
2

© Sol’s ARC
21C
Skip Counting by 2's
Fill the missing blocks by skip counting of 2's
2
2 50
3
6
2

© Sol’s ARC
22B
Skip Counting
Fill out the missing numbers with skip counting

The teacher can provide number line (Tool 24) if required
Count by Count by Count by

2's 5's I0's
2 5 0
0 20

© Sol’s ARC
22C
Skip Counting
Fill out the missing numbers with skip counting

The teacher can provide number line (Tool 24) if required
Count by Count by Count by

2's 5's I0's
2 5 0
0 20

© Sol’s ARC
Special edge | Addition | Grade 2
LB2
1C
Place value of numbers
T O
22 2 2
0
Place the numbers as per their place value.
Write the numbers below in the correct place value
T O T O
5 3
T O T O
8 II
T O T O
20
LB 2 - Goal: 1.1 Can represent numbers as Tens and Ones.
© Sol’s ARC
LB2
2C
Representing double digit addition sums
We can write two - digit addition sums in two ways - Horizontally or Vertically
T O
2
2 + I 2 = 36
+ I 2
3 6
Rewrite the following sums in the vertical forms or horizontal form
65 + 25 = 0 I I + I0 = 2I T O
I 5
T O T O
+ I
+ + 3 2
33 + 33 = 66 23 + 0= 3 T O
6 8
T O + 2 0
+
8 8
LB 2 - Goal: 1.2 Can represent double digit addition sums in both horizontal and vertical forms.
© Sol’s ARC
27C
Recapping numbers and values - 0 to 9
Count the objects and write the number
Goal: Can count given objects

© Sol’s ARC
32C
Number Value 11 to 20
Count the objects by crossing out the counted object and write the
correct answer
Goal: Can count given objects

© Sol’s ARC
36C
Number sequence 11 to 20
Write the numbers in sequence from 11 to 20
20
Goal: Can sequence numbers in order

© Sol’s ARC
37C
Write the numbers in sequence

Hint : Choose the numbers from clues given below
6 0
3 5
Goal: Can sequence numbers in order

© Sol’s ARC
38C
Number seriation 1 to 30
Write the missing numbers from 1 to 30
20
2 30
Goal: Can re-arrange numbers in sequence - 1 to 30

© Sol’s ARC
39C
3 0
50

© Sol’s ARC
40C
Number Seriation 51 to 70
Fill in the blanks with the correct number
5 6
60 70
© Sol’s ARC
41C
Number Seriation 71 to 100
Fill in the blanks with the correct number
80 0 00
© Sol’s ARC
42A
Match the missing numbers in the blanks to seriate from 1 to 20
4 8
3
2
1
11 7 5
9
8 6
10
6 12
11 15
16
13
16 14
17
20 19
Goal: Can identify missing numbers to complete sequence - 1 to 20

18 14 © Sol’s ARC
42C
8
1 6
3 11
12
22 14
20 16
26
35 38
28
29 40
49 42
46

© Sol’s ARC
43C
Number formation pattern
Fill in the Blanks with the correct number for the bunny
2 1 22 28 29 34 35
23 32 20 30 63 36
38 39 47 48 58 59
40 37 50 49 60 95
65 66 76 77 89 90
76 67 78 87 9 1 98
Goal: Can identify missing numbers to complete sequence in random order

© Sol’s ARC
44A.1
Number seriation from 1 to 100
Fill in the Blanks with the correct number

The teacher can assist the student to write the answer if required
2 3 5 6 8 0
1 3 7 10
2 3 5 6 8 20
11 14 18 20
2 22 23 2 25 26 2 28 2 30
21 22 26 28 30

© Sol’s ARC
44A.2

3 32 33 3 35 36 3 38 3 0
31 34 3 9 40
2 3 5 6 8 50
41 43 45 50
5 52 53 5 55 56 5 58 5 60
51 55 58 60

© Sol’s ARC
44A.3

6 62 63 6 65 66 6 68 6 70
61 63 66 70
2 3 5 6 8 80
71 74 77 80
8 82 83 8 85 86 8 88 8 0
81 85 90
2 3 5 6 8 00
91 93 98 1 00

© Sol’s ARC
44C
1 7 10
11 14 20
21 26 30
31 34 40
41 45 50
51 58 60
61 66 70
71 77 80
81 85 90
91 93 1 00
© Sol’s ARC
45C
6
82 5
1 3 7 10
11 14 18
22 26 30
34 39
41 47
53 60
61 66
74 78
85
93 98 1 00
© Sol’s ARC
48C
Counting Ones
Count the blocks and write the answer as ones as shown
Ones: Ones:
Ones: Ones:
Ones: Ones:
Goal: Introduction to vocabulary of tens and ones

© Sol’s ARC
49C
Grouping & counting Tens and Ones
Count the blocks and write the answer as ones as shown
10 ones 1 ten
________ tens ________ ones ________ tens ________ ones
Goal: Understand value of tens and ones

© Sol’s ARC
50C
Let’s count
Count the objects and circle the correct answer
________ groups of ten
________ ones
=________
________ ones
=________
________ ones
=________
________ ones
=________
Goal: Understand value of tens and ones
© Sol’s ARC
51C
Number formation in tens and ones
Break up the numbers in tens and ones
2 = 0 + 2
25 = +
3 = +
5 = +
8 = +
6 = +
6 = +
2 = +
Goal: Can understand number formation by adding tens and ones

© Sol’s ARC
52C
Let’s break them up !
Write the tens and ones in each number
20 = 2 tens and 0 units
2 = tens and units
5 = tens and units
8 = tens and units
0 = tens and units
80 = tens and units
= tens and units
50 = tens and units
= tens and units
60 = tens and units
Goal: Understand zero as a place holder

© Sol’s ARC
LB1
1C
How many are there?
Count and write the correct numeral
2
Count and write the correct number of items given.
LB 1 - Goal: 1.1 Can count items together.
© Sol’s ARC
LB2
1C
Count together
We can count together
1 and 1 is equal to 2
Count and write the correct numeral below the items to be added and
the total
and is equal to
and is equal to
LB 2 - Goal: 1.1 Can understand the concept of addition, as counting together.
© Sol’s ARC
LB2
2C
Count Together
Count together. Then identify the greatest number.
1 + 2 = 3
Solve the following sums.
+ =
+ =
+ =
LB 2 - Goal: 1.2 Can understand the value of objects increase when counted together.
© Sol’s ARC
LB2
3C
Addition Words
Add the following.
Find the Total.
How many altogether?
What is the sum of?
LB 2 - Goal: 2.1 Can understand the vocabulary used for Addition
© Sol’s ARC
LB2
5C
Addition Sign
2 3 5 8
2 + 3 = 5 + = 8
Addition sign is shown as +
Equal sign is shown as
=
Put the Addition sign + and the Equal sign = in the correct places.
I + I 2 6 I
2 = + 8
5 I 6 I 2 = 3
6 2 = 8 3 2 5
3 + 3 6 0 I 0
LB 2 - Goal: 2.3 Can identify and use the addition symbol appropriately.
© Sol’s ARC
LB3
5C.1
Addition on fingers
, I0, II,
I2, I3
8 + 5 = ? 8 + 5 = I3
Greater number on your mind.

Smaller number on your finger.
Count forward as you close your finger.
Use your fingers to count and write the total in the blank
LB 3 - Goal: 4.1 Can do single digit addition on fingers using counting ahead method
© Sol’s ARC
LB3
5C.2
Addition on fingers
Use your fingers to count and write the total in the blank
7 + 4 = 6 + 3 =
5 + 2 = 8 + 4 =
7 + 5 = 3 + 1 =
LB 3 - Goal: 4.1 Can do single digit addition on fingers using counting ahead method
© Sol’s ARC
LB3
6C
Addition rule 1
Rule: If we add one ( I ) to any number, it gives the next number

+I
I 2 3 5 6 8 I0
2
+ I 2 + I =3
3
Add and find the total
I 5 I 2
+ I + I + + I
8 0 3 I
+ I + I + I +6
+ I = I + I0 =
+ I = I + II =
LB 3 - Goal: 5.1 Can understand the rule that adding 1 to any number will give its next number
© Sol’s ARC
LB3
7C
Addition rule 2
Rule: If we add zero (0) to any number it gives the same number
0
+ 3
3
Complete the sum as given.
0 5 2 8
+3 +0 + 0 +0 +0
0 I 6 3
+ +0 +0 + 0 +0
Use the Dot line method or number line
LB 3 - Goal: 5.2 Can understand the rule that adding 0 to any number wil give the same number
© Sol’s ARC
LB3
8C
Addition rule 3
Rule: If we change the position of the numbers to be added, the sum of

the numbers remain the same
2 6
+ 6 + 2
8 8
Add the following to find the total
5 4 8 1
+4 +5 +1 +8
5 3 4 2
+3 +5 +2 +4
9 0 7 2
+0 +9 +2 +7
LB 3 - Goal: 5.3 Can understand the rule that the position of the numbers to be added can be interchanged
© Sol’s ARC
LB3
9C.1
Addition Tables
Add these as given
I +I = 2 2+ I =
I +2= 2+ 2 =
I +3= 2+ 3 =
I + = 2+ =
I +5= 2+5 =
I +6= 2+ 6 =
I + = 2+ =
I +8= 2+ 8 =
I + = 2 + = II
Use Number Line or Addition Table Chart if needed
LB 3 - Goal: 6.1 Can add using Addition tables
© Sol’s ARC
LB3
9C.2
Addition Tables
Add these as given
3 + I = + I = 5
3 + 2 = + 2 =
3 + 3 = + 3 =
3 + = + =
3 + 5 = + 5 =
3 + 6 = + 6 =
3 + = + =
3 + 8 = + 8 =
3 + = I2 + =
© Sol’s ARC
LB3
9C.3
Addition Tables
Add these as given
5+ I = 6 6+ I =
5+2= 6+2=
5+3 = 6+3=
5+ = 6+ =
5+5 = 6+5 =
5+6 = 6+6 =
5+ = 6+ =
5+8 = 6+8=
5+ = 6+ =
© Sol’s ARC
LB3
9C.4
Addition Tables
Add these as given
+ I = 8 + I =
+ 2 = 8 + 2 =
+ 3 = 8 + 3 =
+ = 8 + =
+ 5 = 8 + 5 =
+ 6 = 8 + 6 =
+ = 8 + =
+ 8 = 8 + 8 =
+ = 8 + =
© Sol’s ARC
LB3
9C.5
Addition Tables
Add these as given
+ =
+8=
+ =
+ 6=
+ 5=
+ =
+ 3=
+ 2=
+ I =
© Sol’s ARC
LB3
11C.1
Adding more numbers together
Solve the sum Vertically Add the first two (8+2=10) remember
the answer
8
OR
+2
+4 8 + 2 + 4 = 14
14
Now add first answer (10) to the next
Solve the sum Horizontally number
8 + 2 + 4 = 14 10 + 4 = 14
Add the numbers vertically as well as horizontally and write the answer
8
+3
8+3+4=
+4
LB 3 - Goal: 7.2 Can add more than two single digit numbers
© Sol’s ARC
LB3
11C.2
Adding more numbers together
4
+ 1 OR 4 + 1 + 2 = 7
+2
7
We can add more than two single digit numbers
together both vertically as well as horizontally
Add the numbers and write the total
6+I+ 2= 2 +2+ 2 =
3 +3+ I = +0+ =
I
+5 +2
+0 +I
LB 3 - Goal: 7.2 Can add more than two single digit numbers
© Sol’s ARC
LB3
12C.1
Addition with Combinations
5 2 3
6 +I +3 +2 +3
By using different number combinations,

we can get the same total
Write the sums that add upto the same total as the one on the bag.
TOTAL
8 +
LB 3 - Goal: 8.1 Can understand that one can use many combinations of numbers to get the same total.
© Sol’s ARC
LB3
12C.2
Addition with Combinations
Circle the sums that add up to the same as the one on the bag.
TOTAL
LB 3 - Goal: 8.1 Can understand that one can use many combinations of numbers to get the same total.
© Sol’s ARC
LB3
13C
Addition practice
Add
2+3 = I + I =
+0 = 3+2 =
I +0 = 6+3 =
7 4
+2 +3
+0 +2
5 6
+2 +0
+2 +2
LB 3 - Goal: 9.1 Can add to find the total.
© Sol’s ARC
LB3
14C.1
Express in addition form
By seeing the picture given, we can identify what it says.
2 3
Tick ( ) the correct sum for the picture given
+ +
I + I 5 + 5
2 +3 5 + 6
3 + I + 5
+ Write the correct sum for the picture
+
3 + I
3 + 3
2 + 3
LB 3 - Goal: 9.2 Can interpret and express a given statement or representation in an addition form
© Sol’s ARC
LB3
14C.2
Express in addition form
Tick ( ) the correct sum for the picture given
+ +
3 +2 4 + 3
3 +3 5 + 5
5 +2 + 0
Write the correct sum for the picture

+
+
5 + 5
5 + 6
+ 5
Write the correct sum for the picture Write the correct sum for the picture
+ +
LB 3 - Goal: 9.2 Can interpret and express a given statement or representation in an addition form
© Sol’s ARC
LB4
1C.1
Addition is used everyday
Team A 3 Players
Team B 2 Players
Total Players
A B
A
3+2 = 5
A
B
Read the statements given. Write and complete the sums.
Total Pencils
+ =
3 pencils 5 pencils
Total Balloons
+ =
1 balloon 6 balloons
If the child cannot write then the teacher can ask orally and ﬁll the blank.
LB 4 - Goal: 1.1 Can use addition in real life situations.
© Sol’s ARC
LB4
1C.2
Addition is used everyday
Read the statements given. Write and complete the sums.
How many balls are there

alltogether?
+ + =
3 balls 6 balls 3 balls
JANUARY FEBRUARY MARCH How many Sundays are

there in all?
4 Sundays 3 Sundays 5 Sundays + + =
How many people are

there alltogether?
+ =
3 people 3 people
If the child cannot write then the teacher can ask orally and ﬁll the blank.
LB 4 - Goal: 1.1 Can use addition in real life situations.
© Sol’s ARC
LB4
2C.1
Addition in Daily Life
Add the coins and find the total.
= 7
2 + 5
=
1 + 2
=
5 + 1
=
2 + 2 + 5
LB 4 - Goal: 1.2 Can add money.
© Sol’s ARC
LB4
2C.2
Add the notes and find the total.
= 6
5 + 1
=
2 + 2 + 5
=
5 + 2 + 1
=
2 + 1 + 2 + 1
© Sol’s ARC
LB4
2C.3
Add the notes and coins to find the total.
= 9
5 + 2 + 1 + 1
=
2 + 2 + 2 + 2
=
1 + 2 + 5 + 1
=
1 + 1 + 5 + 2
© Sol’s ARC

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Special edge | Numbers | Grade 2

Find the Ascending order of the numbers 28, 8, 3 52, I8,

Write the numbers in the ascending order :

____ _____ ______ ______ ______

Find the Descending order of the numbers 28, 8, 3 52, I8,

Write the numbers in the ascending order :

____ _____ ______ ______ ______

Write the numbers in the ascending order and descending order

Identify greater and lesser based on rules for double digit

Tens Ones Tens Ones

Tens Ones Tens Ones

Tens Ones Tens Ones

Identify greater and lesser based on rules for double digit

Tens Ones Tens Ones

Tens Ones Tens Ones

Tick on the correct statement

I5 is lesser than I5 32 is lesser than 23

3 > 0 > I5 > I6 > > I8

3 is the least number is lesser number

6 is the least number 0 is lesser than

Tick if true or r if false in the box given near each of the

Goal: Can agree or falsify a statement based on greater and lesser

Count and write the total in tens and ones blocks .

tens ones tens ones

tens ones tens ones

tens ones tens ones

tens ones tens ones

tens ones tens ones

Fill out the missing numbers with skip counting of 10's

Goal: Can skip count in 5's

Fill the missing blocks by skip counting of 2's

Goal: Can skip count in 2's

Fill the missing blocks by skip counting of 2's

Goal: Can skip count in 2's

Fill out the missing numbers with skip counting

Count by Count by Count by

Goal: Can skip count in 2's

Fill out the missing numbers with skip counting

Count by Count by Count by

Goal: Can skip count in 2's

Write the numbers below in the correct place value

LB 2 - Goal: 1.1 Can represent numbers as Tens and Ones.

Count the objects and write the number

Goal: Can count given objects

Goal: Can count given objects

Write the numbers in sequence from 11 to 20

Goal: Can sequence numbers in order

Write the numbers in sequence

Goal: Can sequence numbers in order

Write the missing numbers from 1 to 30

Goal: Can re-arrange numbers in sequence - 1 to 30

Write the missing numbers from 31 to 50

Goal: Can re-arrange numbers in sequence - 31 to 50

Fill in the blanks with the correct number

Fill in the blanks with the correct number

Match the missing numbers in the blanks to seriate from 1 to 20

Goal: Can identify missing numbers to complete sequence - 1 to 20

Write the missing numbers from 1 to 50

Goal: Can identify missing numbers to complete sequence - 1 to 50

__ _ ____

__ _ ____

tens ones tens ones

tens ones tens ones

tens ones tens ones