Full Grade 2 test

A pair has two passengers. If the number of passengers is even, everyone can be put into pairs with no remainder.

Look at the last digit: 0, 2, 4, 6 or 8 means even. In that case, the answer to making pairs with no remainder is “Yes”.

Add the ones. If there are at least ten, exchange ten ones for one ten. Include this extra ten when adding the tens.

Follow the outline and count each straight side once.

One hour lasts 60 minutes: 1 h = 60 min.

Half an hour is 30 minutes, so two halves make a whole hour.

Each box contains the same number of pencils. Multiply the number of pencils in one box by the number of boxes.

You can also add the amount in one box as many times as there are boxes. Use the numbers in the text; the illustration does not show the exact amount.

Reflection preserves size. Corresponding points are equally far from the axis.

Count the rows and the counters in one row. Add one to the number of rows, then multiply by the counters per row.

Test each proposed input using both the condition and its corresponding action.

Add the ones digits. Subtract ten from their sum: these are the ones left after exchanging ten ones for a ten. The question asks for the ones digit, not the full sum.

Think about whether the gifted money stayed with the same two children. Did their total amount change, or only how much each child has?

The perimeter is the sum of all the side lengths. Opposite sides of a rectangle have equal lengths.

Add the length and width, then multiply the sum by 2. For example, sides of 5 and 3 give a perimeter of 5 + 3 + 5 + 3 = 16.

Use the side lengths stated in the question or labelled in the drawing.

Find the missing addend by subtracting the known addend from the total. Or count up to the next ten and then to the total; add the two jumps.

Count all the equal parts. Half means that there are as many shaded parts as unshaded parts.

An odd number of children leaves one child without a partner. An even number leaves none.

A last digit of 1, 3, 5, 7 or 9 means odd. Read the question carefully: it asks whether one child will be left without a pair.

Find the increase at each step by subtracting the first number from the second. Check that the same step works for the other pairs.

Add this step to the last number shown. For example, 120, 140, 160 increases by 20 each time.

Find the missing subtrahend by subtracting the remainder from the starting number. Check by adding it to the remainder: you should get the starting number.

The perimeter is the sum of all the side lengths. Opposite sides of a rectangle have equal lengths.

Add the length and width, then multiply the sum by 2. For example, sides of 5 and 3 give a perimeter of 5 + 3 + 5 + 3 = 16.

Use the side lengths stated in the question or labelled in the drawing.

A vertex is where two sides meet. Count the vertices in each figure.

First check whether the operation is addition or multiplication.

• Even + even = even.
• Odd + odd = even.
• Even + odd = odd.
• A product is even if at least one of its factors is even.
• Odd × odd = odd.

You can check with small numbers, such as 2 and 3.

If there are not enough ones in the first number, exchange one of its tens for ten ones. Subtract the ones, then the tens. Remember that the first number now has one fewer ten.

Frequency means the number of occurrences or choices, not price, duration or rank.

To find the total number of apples, add the amounts collected by both children.

Read the numbers in the text. The apple picture is only an illustration and does not show the exact amount.