CBSE Class 2 Maths Syllabus 2026-27

CBSE Class 2 Maths Syllabus 2026-27 follows the NCERT Joyful Mathematics textbook for early numeracy.

The syllabus builds counting, shapes, measurement, money, time and data skills through stories, games and activities.

CBSE Class 2 Maths Syllabus 2026-27 follows the NCERT textbook Joyful Mathematics. It focuses on counting, numbers up to 100, 2D and 3D shapes, lines, addition, subtraction, measurement, multiplication, division, time, money and data handling.

The Class 2 Maths syllabus uses stories, games, pictures, puzzles and hands-on activities. Parents and teachers can use it to check chapters, topics and learning skills. The focus is joyful learning, number sense, logical thinking and confidence with everyday maths.

Key Takeaways

  • Current Book: Class 2 Maths follows the NCERT textbook Joyful Mathematics.
  • Total Chapters: The textbook has 11 chapters.
  • Main Topics: The syllabus covers numbers, shapes, lines, operations, measurement, time, money and data.
  • Learning Method: Children learn through stories, activities, games, puzzles and hands-on tasks.

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CBSE Class 2 Maths Syllabus 2026-27 Overview

CBSE Class 2 Maths syllabus 2026-27 builds early numeracy through play-based and activity-based learning. Children connect maths with objects, pictures, games, stories and daily-life situations.

Particular Details
Board CBSE
Class 2
Subject Maths
Current NCERT Book Joyful Mathematics
Academic Year 2026-27
Learning Stage Foundational Stage
Main Areas Numbers, shapes, measurement, money, time and data handling
Learning Method Stories, activities, games, puzzles and hands-on tasks

CBSE Class 2 Maths Book Name

The current CBSE Class 2 Maths book is Joyful Mathematics, published by NCERT. The book uses activities, picture stories, games and simple problems to build maths understanding.

Older Class 2 Maths pages may mention chapters from the previous textbook. The current NCERT Class 2 Maths Joyful Mathematics book has a new chapter list for 2026-27.

CBSE Class 2 Maths Chapter-Wise Syllabus 2026-27

Class 2 Maths chapter-wise syllabus has 11 chapters. Each chapter teaches a maths idea through familiar places, objects, activities or stories.

Chapter No. Chapter Name Main Topic
1 A Day at the Beach Counting in groups
2 Shapes Around Us 3D shapes
3 Fun with Numbers Numbers 1 to 100
4 Shadow Story 2D shapes
5 Playing with Lines Orientations of a line
6 Decoration for Festival Addition and subtraction
7 Rani’s Gift Measurement
8 Grouping and Sharing Multiplication and division
9 Which Season is it? Measurement of time
10 Fun at the Fair Money
11 Data Handling Data handling

CBSE Class 2 Maths Topic-Wise Learning Map

Class 2 Maths topics help children move from concrete objects to pictures and simple reasoning. The topic map shows how each maths area connects with the textbook chapters.

Maths Area Chapters Linked What Children Learn
Counting and Numbers A Day at the Beach, Fun with Numbers Count objects, make groups, read and write numbers up to 100
Shapes Shapes Around Us, Shadow Story Identify 2D and 3D shapes in daily life
Lines Playing with Lines Understand standing, sleeping, slanting and curved lines
Addition and Subtraction Decoration for Festival Add and subtract using objects, pictures and simple situations
Multiplication and Division Grouping and Sharing Understand repeated addition and equal sharing
Measurement Rani’s Gift Compare length, weight and capacity
Time Which Season is it? Understand seasons, days, months and routines
Money Fun at the Fair Recognise money and simple buying situations
Data Data Handling Collect, organise and read simple data

Class 2 Maths Skills Covered in the Syllabus

Class 2 Maths learning outcomes focus on number sense, reasoning and everyday problem-solving. Children learn to observe, compare, count, group, measure and explain simple maths ideas.

  • Number sense: Counting, grouping, comparing and ordering numbers.
  • Place value: Tens and ones through numbers up to 100.
  • Shape recognition: 2D and 3D shapes from nearby objects.
  • Logical thinking: Patterns, puzzles, grouping and sorting.
  • Operations: Addition, subtraction, multiplication and division basics.
  • Measurement sense: Length, weight and capacity using familiar objects.
  • Time awareness: Seasons, days, months and routines.
  • Money sense: Notes, coins and simple buying situations.
  • Data skills: Counting responses and reading simple information.

Activity-Based Learning in Class 2 Maths

Class 2 Maths activity-based learning helps children understand concepts through play, movement, pictures and objects. Joyful Mathematics uses oral maths talk, games, practice tasks and hands-on activities.

Children practise maths through:

  • Oral maths talk: Counting objects, comparing quantities and discussing pictures.
  • Maths games: Flash cards, dot games, path games and grouping games.
  • Hands-on tasks: Measuring objects, sorting shapes and using counters.
  • Drawing and colouring: Drawing shapes, colouring patterns and making number groups.
  • Story-based maths: Learning through beach, festival, fair, gift and daily-life examples.
  • Puzzles: Solving age-appropriate brain teasers and visual problems.
  • Project work: Using home, classroom or neighbourhood objects for simple tasks.

These activities help children see maths in daily life, not only in written sums.

How Parents Can Support Class 2 Maths Learning

Parents can support Class 2 Maths learning with short and practical activities at home. Everyday objects can make counting, shapes, measurement, money and time easier to understand.

Use these simple habits:

  • Count real objects: Ask the child to count toys, fruits, pencils or steps.
  • Spot shapes: Find cubes, spheres, circles, rectangles and triangles at home.
  • Use objects for addition: Add buttons, beans, crayons or blocks.
  • Practise subtraction naturally: Ask questions like “5 apples, 2 eaten, how many left?”
  • Compare measurements: Talk about longer, shorter, heavier and lighter objects.
  • Discuss time: Use morning, afternoon, evening, days and seasons in daily talk.
  • Play shop: Use pretend money for simple buying and selling.
  • Make small charts: Record favourite fruits, colours, games or toys.

This keeps Class 2 syllabus for Maths simple, regular and connected to real life.

Prescribed Book for CBSE Class 2 Maths

The prescribed book for CBSE Class 2 Maths is Joyful Mathematics by NCERT. It is designed for the Foundational Stage and uses a play-based, competency-based approach.

Students can use Joyful Mathematics Class 2 for numbers, shapes, addition, subtraction, measurement, time, money and data handling.

Useful Links for CBSE Class 2 Maths Syllabus

Category Article
Syllabus CBSE Class 2 Maths Syllabus
Syllabus CBSE Class 2 Syllabus
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NCERT Books NCERT Books for Class 2 Maths
Sample Papers CBSE Sample Papers for Class 2 Maths
Sample Papers CBSE Sample Papers for Class 2

MATHEMATICS CLASS I–V

General Points for Textbook Writers

  1. The following syllabus has been developed keeping the philosophy of the Yashpal Report and the National Focus Group for Teaching Learning Mathematics in view. Keeping in mind the reality of the number of hours that teaching actually takes place in the school, we have kept a thumb rule of 140 periods, of 30-40 minutes each, per year for Within this the number of periods allotted to each area is given in the syllabus. However, this is just to give an approximate idea of the weightage to be given to a particular topic by writers and others who are transacting the syllabus. This break- up of time should not be taken as an exact writ by teachers.
  2. We need to encourage the development of a culture of learning outside the classroom. If a topic is linked well with experiences, interesting exercises given then conceptual learning of math would continue beyond the 140
  3. The syllabus has been developed in five very natural streams flowing from Class I to Class V, which overlap very often, not only with each other but also with themes developed in other subjects that are being learnt
  4. While developing the study material, we expect the focus to be activities/exercises, built around children’s real-life experiences and from areas across the They need to be created in a manner that would meet more than one objective simultaneously, and cover more than one stream at the same time. Further, we must include extensions to activities as part of the main course material, and not as a supplement, for the learners who feel encouraged to do them. However, as for any activity or experience, the teachers would need to give enough leeway to children, or modify the activity, to suit their interests. In this context, it is important that children’s current local interests and enthusiasms be utilised to the maximum as opportunities for developing math concepts. Enough space, in various ways, must be given for this in the textbooks.
  5. Mathematics is about a certain way of thinking and reasoning. This should be reflected in the way the materials are written and other activities and exercises created. The teachers’ training should reflect this also. Particular stress must be given to allow the child to articulate her reasons behind doing an exercise in a certain way, for example, why she is continuing a pattern in a particular Such interactive learning will require the teacher to plan for more time to be given for certain concepts in the classroom, and the textbooks would need to allow for this.
  1. The Class I and II books would be workbooks with short notes for the teacher about suggestions for dealing with the particular topic. (In fact, such notes should probably be incorporated in all the primary books.) The Class I workbook and the other materials would be created with the view to consolidate the mathematical concepts and experiences that the child already has before she joins school, and to build on this
  2. The language used in the books for Classes III to V should be what the child would normally use and would
  3. The sequencing of the concepts should not be linear, but
  4. The book should not appear to be dry and should be attractive to children in various The points that may influence this include the language, the nature of descriptions and examples, inclusion or lack of illustrations, inclusion of comic strips or cartoons to illustrate a point, inclusion of stories and other interesting texts for children.
  5. While dealing with problems, the text books should have several situations with multiple correct Make the children aware that there can be several strategies for teaching a problem.
  6. The material regarding patterns should be created in a way that would allow the child to observe patterns to generalise them, and to develop her own
  7. The purpose is not that the children would learn known definitions and therefore never should we begin by definitions and explanations. Concepts and ideas generally should be arrived at from observing patterns, exploring them and then trying to define them in their own words. There should be no overt emphasis on remembering definitions in known standard forms in exactly the same
  8. Problem posing is an important part of doing Exercises that require children to
Class I Class II
 

Geometry                                                   (10 hrs.)

SHAPES & SPATIAL UNDERSTANDING

•      Develops and uses vocabulary of spatial relationship (Top, Bottom, On, Under, Inside, Outside, Above, Below, Near, Far, Before, After)

SOLIDS AROUND US

•      Collects objects from the surroundings having different sizes and shapes like pebbles, boxes, balls, cones, pipes, etc.

•      Sorts, Classifies and describes the objects on the basis of shapes, and other observable properties.

•      Observes and describes the way shapes affect movements like rolling and sliding.

•      Sorts 2 – D shapes such as flat objects made of card etc.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Numbers                                                    (46 hrs.)

DEVELOPING A SENSE OF NUMBERNESS, COUNTING AND

OPERATIONS OF NUMBERS 1 – 9 AND ZERO

•      Observes object and makes collections of objects.

•      Arranges the collection of objects in order by

–         Matching and

–         One to one correspondence

  

Geometry                                                   (13 hrs.)

SHAPES & SPATIAL UNDERSTANDING

3-D and 2-D Shapes

•      Observes objects in the environment and gets a qualitative feel for their geometrical attributes.

•      Identifies the basic 3-D shapes such as cuboid, cylinder, cone, sphere by their names.

•      Traces the 2-D outlines of 3-D objects.

•      Observes and identifies these 2-D shapes.

•      Identifies 2-D shapes viz., rectangle, square, triangle, circle by their names.

•      Describes intuitively the properties of these 2-D shapes.

•      Identifies and makes straight lines by folding, straight edged objects, stretched strings and draws free hand and with a ruler.

•      Draws horizontal, vertical and slant lines (free hand).

•      Distinguishes between straight and curved lines.

•      Identifies objects by observing their shadows.

 

 

 

 

 

 

 

 

 

 

 

 

Numbers                                                    (46 hrs.)

•      Reads and writes numerals for numbers up to ninety- nine.

•      Expands a number with respect to place values.

•      Counts and regroups objects into tens and ones.

•      Uses the concept of place value in the comparison of numbers.

 

CLASS–WISE COURSE STRUCTURE

IN MATHEMATICS AT PRIMARY STAGE

Class III Class IV Class V
 

Geometry                        (16 hrs.) SHAPES & SPATIAL UNDERSTANDING

•      Creates shapes through paper folding, paper cutting.

•      Identifies 2-D shapes

•      Describes the various 2-D shapes by counting their sides, corners and diagonals.

•      Makes shapes on the dot-grid using straight lines and curves.

•      Creates shapes using tangram pieces.

•      Matches the properties of two 2-D shapes by observing their sides and corners (vertices).

•      Tiles a given region using a tile of a given shape.

•      Distinguishes between shapes that tile and that do not tile.

•      Intuitive idea of a map. Reads simple maps (not necessarily scaled)

•      Draws some 3D-objects.

 

 

 

 

 

 

 

Numbers                          (42 hrs.) NUMBER SEQUENCE UPTO 1000

•      Reads and writes 3-digit numbers.

•      Expands a number w.r.t. place values.

•      Counts in different ways – starting

from any number.

  

Geometry                       (16 hrs.) SHAPES & SPATIAL UNDERSTANDING

•      Draws a circle free hand and with compass.

•      Identifies centre, radius and diameter of a circle.

•      Uses Tangrams to create different shapes.

•      Tiles geometrical shapes: using one or two shapes.

•      Chooses a tile among a given number of tiles that can tile a given region both intuitively and experimentally.

•      Explores intuitively the area and perimeter of simple shapes.

•      Makes 4-faced, 5-faced and 6- faced cubes from given nets especially designed for the same.

•      Explores intuitively the reflections through inkblots, paper cutting and paper folding.

•      Reads and draws 3-D objects, making use of the familiarity with the conventions used in this.

•      Draws intuitively the plan, elevation and side view of simple objects.

 

Numbers                         (40 hrs.) NUMBERS AND OPERATIONS

•      Writes multiplication facts.

•      Writes tables upto 10 × 10.

•      Multiplies two and three digit numbers using lattice algorithm and the standard (column) algorithm.

  

Geometry                      (16 hrs.) SHAPES & SPATIAL UNDERSTANDING

•      Gets the feel of perspective while drawing a 3-D object in 2-D.

•      Gets the feel of an angle through observation and paper folding.

•      Identifies right angles in the environment.

•      Classifies angles into right, acute and obtuse angles.

•      Represents right angle, acute angle and obtuse angle by drawing and tracing.

•      Explores intuitively rotations and reflections of familiar 2-D shapes.

•      Explores intuitively symmetry in familiar 3-D shapes.

•      Makes the shapes of cubes, cylinders and cones using nets especially designed for this purpose.

 

 

 

 

 

 

 

 

Numbers                        (40 hrs.) NUMBERS AND OPERATIONS

•      Finds place value in numbers beyond 1000.

•      Appreciates the role of place value in addition, subtraction and

multiplication algorithms.

 

Classes at the

Elementary Level

Class I Class II
 

•      Counts the number of objects in a collection.

•      Makes collection of objects corresponding to a specific number.

•      Recognises and speaks numbers from 1 to 9.

•      Uses numbers from 1 to 9 in counting and comparison. (Real objects and repeated events like clapping to be used for counting)

•      Reads and writes numerals from 1 to 9.

•      Adds and subtracts using real objects and pictures.

•      Adds and subtracts the numbers using symbols ‘+’ and ‘-’.

•      Approaches zero through the subtraction pattern (such as 3 – 1 = 2, 3 – 2 = 1, 3 – 3 = 0).

NUMBERS FROM (10 – 20)

•      Forms Number sequence from 10 to 20.

•      Counts objects using these numbers.

•      Groups objects into a group of 10s and single objects.

•      Develops the vocabulary of group of ‘tens’ and ‘ones’.

•      Shows the group of tens and ones by drawing.

•      Counts the number of tens and ones in a given number.

•      Writes the numerals for eleven to nineteen.

•      Writes numerals for ten and twenty.

•      Compares numbers upto 20.

ADDITION AND SUBTRACTION (UPTO 20)

•      Adds and subtracts numbers upto 20.

NUMBERS FROM 21 – 99

•      Writes numerals for Twenty-one to Ninety nine.· Groups objects into tens and ones.

•      Draws representation for groups of ten and ones.

•      Groups a number orally into tens and ones.

  

•      Counts in various ways:

–         Starting from any number.

–         Group counting etc.

•      Arranges numbers upto hundred in ascending and descending order.

•      Forms the greatest and the smallest two digit numbers with and without repetition of given digits.

•      Indicates and identifies the position of an object in a line.

ADDITION AND SUBTRACTION

•      Adds and subtracts two digit numbers by drawing representations of tens and ones without and with regrouping.

•      Adds zero to a number and subtracts zero from a number.

•      Observes the commutative property of addition through patterns.

•      Solves addition, subtraction problems presented through pictures and verbal description.

•      Describes orally the situations that correspond to the given addition and subtraction facts.

•      Estimates the result of addition and subtraction and compares the result with another given number.

PREPARATION FOR MULTIPLICATION AND DIVISION

•      Discussion of situations involving repeated addition and situations involving equal sharing.

•      Activities of making equal groups.

 
Class III Class IV Class V
 

•      Compares numbers.

•      Forms greatest and smallest numbers using given digits.

ADDITION AND SUBTRACTION

•      Adds and subtracts numbers by writing them vertically in the following two cases:

–         without regrouping.

–         with regrouping.

•      Uses the place value in standard algorithm of addition and subtraction.

•      Solves addition and subtraction problems in different situations presented through pictures and stories.

•      Frames problems for addition and subtraction facts.

•      Estimates the sum of, and difference between, two given numbers.

MULTIPLICATION

•      Explains the meaning of multiplication (as repeated addition).

•      Identifies the sign of multiplication.

•      Constructs the multiplication tables of 2, 3, 4, 5 and 10

•      Uses multiplication facts in situations.

•      Multiplies two digit numbers using standard algorithm and Lattice multiplication algorithm.

DIVISION

•      Explains the meaning of division from context of equal grouping and sharing.

•      Relates division with multiplication.

•      Completes division facts:

–         by grouping

–         by using multiplication tables.

  

•      Divides a given number by another number in various ways such as:

–         by drawing dots.

–         by grouping.

–         by using multiplication facts.

–         by repeated subtraction.

•      Applies the four operations to life situations.

•      Frames word problems.

•      Estimates sums, differences and products of given numbers.

  

•      Uses informal and standard division algorithms.

•      Explains the meaning of factors and multiples.
Class I Class II
 

MENTAL ARITHMETIC

•      Adds two single digit numbers mentally.

  

MENTAL ARITHMETIC

•      Adds and subtracts single digit numbers mentally.

•      Adds and subtracts multiples of ten mentally.
 
Money                                                          (3 hrs.)

•      Identifies common currency notes and coins.

•      Puts together small amounts of money.

 Money                                                          (3 hrs.)

•      Identifies currency – notes and coins.

•      Puts together amounts of money not exceeding Rs 50/-.

•      Adds and subtracts small amounts of money mentally.

•      Transacts an amount using 3-4 notes.
 

 

 

Measurement                                             (13 hrs.)

LENGTH

•      Distinguishes between near, far, thin, thick, longer/taller, shorter, high, low.

•      Seriates objects by comparing their length.

  

 

 

Measurement                                              (13 hrs.)

LENGTH

•      Measures lengths & distances along short & long paths using uniform (non-standard) units, extends to longer lengths.
Class III Class IV Class V
 

MENTAL ARITHMETIC

•      Adds and subtracts single digit numbers and two digit numbers mentally.

•      Doubles two digit numbers mentally (result not exceeding two digits).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Money                               (5 hrs.)

•      Converts Rupee. to Paise using play money.

•      Adds and subtracts amounts using column addition, and subtraction without regrouping.

•      Makes rate charts and bills.

 

 

 

 

 

 

Measurement                   (21 hrs.) LENGTH

•      Appreciates the need for a standard unit.

•      Measures length using appropriate

  

MENTAL ARITHMETIC

•      Adds and subtracts multiples of 10 and 100, mentally.

•      Completes multiplication facts by adding partial products, mentally (e.g. 7 × 6 = 5 × 6 + 2 × 6).

FRACTIONAL NUMBERS

•      Identifies half, one fourth and three- fourths of a whole.

1 , 1 , 3

•      Identifies the symbols, 2 4 4 .

1    1

•      Explains the meaning of 2 , 4

3

and 4 .

2

•      Appreciates equivalence of 4 and

1              2    3   4

2 ; and of 2 , 3 , 4 and 1.

 

Money                              (5 hrs.)

MONEY

•      Converts Rupees to Paise.

•      Adds and subtracts amounts using column addition and subtraction with regrouping.

•      Uses operations to find totals, change, multiple costs and unit cost.

•      Estimates roughly the totals and total cost.

 

Measurement                 (21 hrs.) LENGTH

•      Relates metre with centimetre;

•      Converts metre into centimetres and vice versa.

  

MENTAL ARITHMETIC

•      Estimates sums, differences, products and quotients and verifies using approximation.

FRACTIONAL NUMBERS

•      Finds the fractional part of a collection.

•      Compares fractions.

•      Identifies equivalent fractions.

•      Estimates the degree of closeness of a fraction to known fractions

1    1   3

( 2 , 4 , 4 etc.)

•      Uses decimal fractions in the context of units of length and money.

•      Expresses a given fraction in decimal notation and vice versa.

 

Money                              (5 hrs.)

•      Applies the four operations in solving problems involving money.

 

 

 

 

 

 

 

 

 

Measurement                 (26 hrs.) LENGTH

•      Determines area and perimeter of simple geometrical figures.

•      Applies the four operations in
Class I Class II
 

•      Measures short lengths in terms of non-uniform units (in the context of games e.g. ‘Gilli Danda’ and ‘marble- games’).

•      Estimates distance and length, and verifies using non- uniform units (e.g. hand span etc.)

WEIGHT

•      Compares between heavy and light objects.

Time

•      Distinguishes between events occurring in time using terms -earlier and later.

•      Gets the qualitative feel of long & short duration, of school days v/s holidays.

•      Narrates the sequence of events in a day.

  

WEIGHT

•      Compares two or more objects by their weight.

•      Appreciates the need for a simple balance.

•      Compares weights of given objects using simple balance.

CAPACITY (VOLUME)

•      Compares and orders containers in terms of internal volume(capacity).

•      Orders given containers as per their capacities on the basis of perception & verifies by pouring out etc.

TIME

•      Gets familiar with the days of the week and months of the year.

•      Gets a feel for sequence of seasons (varying locally).

•      Sequences the events occurring over longer periods in terms of dates/days.
Class III Class IV Class V
 

standard units of length by choosing between centimetres. and metres.

•      Estimates the length of given object in standard units and verifies by measuring.

•      Uses a ruler

•      Relates centimetre. and metre.

WEIGHT

•      Weighs objects using non standard Units.

•      Appreciates the conservation of weight.

VOLUME

•      Measures and compares the capacity of different containers in terms of non-standard units.

•      Appreciates the conservation of volume.

TIME

•      Reads a calendar to find a particular day and date.

•      Reads the time correct to the hour.

•      Sequences      the      events chronologically.

  

•      Solves problems involving length and distances.

•      Estimates length of an object and distance between two given locations.

WEIGHT

•      Weighs objects using a balance and standard units.

•      Determines sums and differences of weights.

•      Estimates the weight of an object and verifies using a balance.

VOLUME

•      Measures volumes of given liquid using containers marked with standard units.

•      Determines sums and differences of volumes.

•      Estimates the volume of a liquid contained in a vessel and verifies by measuring.

TIME

•      Computes the number of weeks in a year.

•      Correlates the number of days in a year with the number of days in each month.

•      Justifies the reason for the need of a leap year.

•      Reads clock time to the nearest hours and minutes.

•      Expresses time, using the terms, ‘a.m.’ and ‘p.m.’

•      Estimates the duration of familiar events.

•      Finds approximate time elapsed

  

solving problems involving length, weight and volume.

•      Relates commonly used larger and smaller units of length, weight and volume and converts one to the other.

•      Applies simple fractions to quantities.

•      Converts fractional larger unit into complete smaller units.

•      Appreciates volume of a solid body: intuitively and also by informal measurement.

•      Uses addition and subtraction in finding time intervals in simple cases.

 
Class I Class II
 

 

 

 

 

 

 

Data Handling                                             (6 hrs.)

•      Collects, represents and interprets simple data such as measuring the arm length or circumference of the head using a paper strip.

 

 

 

 

 

 

Patterns                                                     (10 hrs. )

•      Describes sequences of simple patterns found in shapes in the surroundings and in numbers, e.g. stamping activity using fingers and thumb.

•      Completes a given sequence of simple patterns found in shapes in the surroundings and in numbers.

  

 

 

 

 

 

 

Data Handling                                             (6 hrs.)

•      Collects data through measurement.

•      Represents the data followed by discussion (e.g. heights of children).

•      Collects and presents the data on birthdays.

•      Draws inferences from the data at the appropriate level.

 

 

 

 

Patterns                                                      (10 hrs.)

•      Observes and extends patterns in sequence of shapes and numbers.

•      Searches for patterns in different ways of splitting a number.

•      Creates block patterns by stamping thumbprints, leaf prints, vegetable prints, etc.

•      Creates patterns of regular shapes by stamping.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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CBSE Class 2 Syllabus

CBSE Class 2 Hindi Syllabus

CBSE Class 2 English Syllabus

FAQs (Frequently Asked Questions)

A child can practise numbers up to 100 by counting objects, reading number charts and making groups.

Parents can use buttons, beads, pencils or toys. Number practice becomes easier when children touch, move and arrange objects.

The easiest way is to connect shapes with real objects.

A ball can show a sphere, a box can show a cube, and a plate can show a circle. Children understand shapes faster when they see them around the house.

  • Parents can use small objects such as beans, crayons or blocks.

    For addition, join two groups and count the total. For subtraction, remove a few objects and count what remains.

Yes. Class 2 Maths includes money and time through simple daily-life examples.

Children learn about buying situations, seasons, days, months and routines. These ideas are taught through stories and activities.

No. Class 2 Maths uses activities, games, stories, puzzles, drawings and oral discussions.

Written sums are one part of learning. The main focus is understanding numbers, shapes, measurement and simple problem-solving.