BridgeHindi & the Indian syllabus

Grade 2 · Math

20 days written · 5 days a week, weekends off. Record the end-of-day check so tomorrow's plan reflects what actually happened.

Week 1 · 5 of 5 days written

Mon · Day 1 · 12 minThe table of 2not recorded

Start rote memorisation of the table of 2 — the first CBSE expectation US Grade 2 does not cover.

  1. 3 minWhy tables
    Show 2+2+2+2 = 8, then 2×4 = 8. They are the same thing. CBSE expects the answer instantly, not counted out — that is the difference from US maths.
  2. 6 minChant and write
    Say the table of 2 aloud together up to 2×10, three times. Then they write it out once.
  3. 3 minRandom fire
    You call '2 times 7'. They answer. Out of order, not down the list.
End-of-day check

You call ten random facts from the table of 2. They answer inside 3 seconds each.

8 of 10. Speed is the point — a correct answer that took counting does not count yet.

Tutor: Self-study. Ten minutes a day beats an hour on Saturday.

How did it go?

Tue · Day 2 · 12 minTable of 2, fasternot recorded

Turn yesterday's table from recall into reflex, and meet the table of 3.

  1. 3 minSpeed round
    Table of 2, random order, timed. Beat yesterday.
  2. 6 minTable of 3
    Chant to 3×10, three times. Then write it out once.
  3. 3 minMixed
    Alternate between the two tables so they cannot coast on a pattern.
End-of-day check

Ten random facts from the table of 2, then five from the table of 3.

9 of 10 on twos, 3 of 5 on threes. The threes are new — do not expect fluency yet.

How did it go?

Wed · Day 3 · 12 minThe table of 3not recorded

Consolidate the table of 3.

  1. 2 minWarm-up
    Table of 2, random, timed.
  2. 7 minChant and write
    Table of 3 aloud three times, then written twice.
  3. 3 minRandom fire
    Threes only, out of order.
End-of-day check

Ten random facts from the table of 3.

7 of 10. If under 5, tomorrow repeats today rather than mixing.

How did it go?

Thu · Day 4 · 12 minTwos and threes mixednot recorded

Hold both tables at once — the part that actually breaks under exam pressure.

  1. 2 minWarm-up
    Both tables chanted once each.
  2. 6 minMixed drill
    You call facts from either table at random. No warning which.
  3. 4 minWord problems
    Three simple problems: 3 baskets with 2 mangoes each, and so on. CBSE tests tables inside word problems, not bare.
End-of-day check

Fifteen mixed facts from either table, plus one word problem.

12 of 15 and the word problem correct.

How did it go?

Fri · Day 5 · 12 minWeek 1 testnot recorded

Find out what actually stuck before adding the table of 4 next week.

  1. 3 minBoth tables, cold
    Written out from memory, no chanting first.
  2. 6 minTimed test
    Twenty mixed facts. Time it. Record the time — you will compare it next Friday.
  3. 3 minMark together
    Go through the misses. Which fact, not just how many. Those are Monday's warm-up.
End-of-day check

Twenty mixed facts from tables 2 and 3, timed.

16 of 20 to move on to the table of 4. Under 12 means week 2 repeats week 1.

Tutor: Under 12 twice in a row is when a maths tutor stops being optional.

How did it go?

Week 2 · 5 of 5 days written

Mon · Day 6 · 12 minTable of 4, memorisednot recorded

Complete rote memorisation of the table of 4 — CBSE Class 2 expectation, building on tables of 2 and 3.

  1. 3 minReview
    Ask: 'What is 2×7?' and 'What is 3×6?' — they answer instantly. Then say: '4 is double 2, so 4×3 = 2×3 + 2×3 = 6+6=12'.
  2. 6 minChant and write
    Say the table of 4 aloud together up to 4×10, three times. Then they write it out once: 4×1=4, 4×2=8, 4×3=12, 4×4=16, 4×5=20, 4×6=24, 4×7=28, 4×8=32, 4×9=36, 4×10=40.
  3. 3 minRandom fire
    You call '4 times 9', '4 times 3', '4 times 7' — out of order. They answer instantly.
End-of-day check

You call ten random facts from the table of 4. They answer inside 3 seconds each.

8 of 10. Speed is the point — a correct answer that took counting does not count yet. Below 8, or any answer that needed counting: chant the table of 4 twice more today and re-test tomorrow before table of 5 starts.

Tutor: Self-study. Ten minutes a day beats an hour on Saturday.

How did it go?

Tue · Day 7 · 12 minTable of 4 speed, table of 5 intronot recorded

Automate recall of table of 4 and introduce table of 5 with rote memorisation.

  1. 3 minReview tables of 2 and 3
    Call five random facts from table of 2 and three from table of 3. They answer instantly.
  2. 6 minTable of 4 speed
    Chant table of 4 (4, 8, 12, 16, 20, 24, 28, 32, 36, 40) three times. Then write it out once.
  3. 3 minTable of 5 intro
    Show pattern: 5, 10, 15, 20… ends in 5 or 0. Chant to 5×10, once. They write it out once.
End-of-day check

Call five random facts from table of 4, then three from table of 5.

5 of 5 on table of 4, 2 of 3 on table of 5. Table of 5 is new — accept counting for now. Below 5 of 5 on table of 4: drop back to chanting it before table of 5 goes further. Below 2 of 3 on table of 5: chant it again tomorrow, no penalty.

How did it go?

Wed · Day 8 · 12 minTable of 5, memorised to 5×10not recorded

Memorise the table of 5 up to 5×10 by rote, building on fluency with tables of 2 and 3.

  1. 3 minReview tables of 2 and 3
    Call five random facts from table of 2 (e.g., 2×6, 2×9, 2×4, 2×8, 2×3) and three from table of 3 (e.g., 3×7, 3×5, 3×9). They answer instantly.
  2. 6 minChant and write table of 5
    Chant the table of 5 aloud together three times: 5×1=5, 5×2=10, 5×3=15, 5×4=20, 5×5=25, 5×6=30, 5×7=35, 5×8=40, 5×9=45, 5×10=50. Then they write the entire table once.
  3. 3 minRandom fire
    You call random facts from the table of 5 (e.g., 5×7, 5×3, 5×10, 5×2, 5×6). They answer without counting.
End-of-day check

Call ten random facts from the table of 5. They answer inside 3 seconds each.

8 of 10. Speed is required — counting on fingers or halving tens does not count yet. Below 8, or any answer reached by counting or by halving the tens: chant the table of 5 twice more and re-test before day 9.

Tutor: Self-study. Ten minutes a day beats an hour on Saturday.

How did it go?

Thu · Day 9 · 12 minTables of 4 and 5 mixednot recorded

Introduce tables of 4 and 5 through patterns, then mix with tables of 2 and 3 for speed and word problem fluency.

  1. 2 minReview tables of 2 and 3
    Call five random facts: 2×6, 3×4, 2×9, 3×7, 2×5. They answer instantly.
  2. 4 minTable of 4
    Show pattern: 2×2=4, so 4×1=4; 2×4=8, so 4×2=8; continue to 4×10=40. Chant aloud three times, then write once.
  3. 4 minTable of 5
    Show pattern: ends in 5 or 0. 5×1=5, 5×2=10, … up to 5×10=50. Chant aloud three times, then write once.
  4. 2 minWord problem
    One problem: 'Ravi has 4 pencils in each of 5 boxes. How many pencils?' They solve using 4×5=20.
End-of-day check

Call five facts from table of 4 and five from table of 5, in random order. Then give one word problem using 4×5 or 5×4.

9 of 10 facts correct in under 3 seconds; word problem solved correctly using multiplication (not addition).

How did it go?

Fri · Day 10 · 12 minTables 2, 3, 4, and 5: consolidation and testnot recorded

Consolidate and test fluency in tables of 2, 3, 4, and 5 — CBSE Class 2 expectation.

  1. 3 minReview tables of 2 and 3
    Chant table of 2 (2×1 to 2×10) and table of 3 (3×1 to 3×10) together, twice. Then write each table once.
  2. 6 minTimed test: tables 2, 3, 4, and 5
    Give a worksheet with ten mixed questions: 2×7, 3×6, 4×5, 5×8, 2×9, 4×3, 5×4, 3×7, 2×6, 4×9. They have 2 minutes to answer.
  3. 3 minError review
    Go over any missed items: say the question, then chant the correct fact three times together.
End-of-day check

Ten mixed questions from tables 2–5, timed at 2 minutes.

8 of 10 correct. If they miss more than 2, repeat the error review step and retest those specific facts tomorrow.

Tutor: Self-study. Ten minutes a day beats an hour on Saturday.

How did it go?

Week 3 · 5 of 5 days written

Mon · Day 11 · 12 minThe table of 10 and its patternnot recorded

Introduce the table of 10 by highlighting its unique pattern — every product ends in 0 and is just the number with a zero added.

  1. 3 minReview tables of 2 and 3
    Call three random facts from each table (e.g., 2×6, 3×7, 2×9, 3×4). They answer instantly — no counting allowed.
  2. 6 minPattern of 10
    Write 1×10 = 10, 2×10 = 20, 3×10 = 30 up to 10×10 = 100. Point out: the first digit is the number, and there’s always a zero at the end. Say together: 'One ten is ten, two tens are twenty…'
  3. 3 minChant and write
    Chant the table of 10 aloud three times, then they write it once — starting from 1×10 = 10 up to 10×10 = 100.
End-of-day check

Call five random facts from the table of 10 (e.g., 4×10, 7×10, 9×10). Then call two facts from table of 2 and two from table of 3.

All five table-of-10 facts correct in under 2 seconds; at least one error allowed on the mixed twos and threes.

Tutor: Emphasise speed — the pattern makes this the easiest table. If they hesitate, say: 'Just write the number and add a zero.'

How did it go?

Tue · Day 12 · 12 minTables of 2, 3, 4, 5 and 10 mixednot recorded

Fluency across all tables taught so far — CBSE expects instant recall, not counting.

  1. 3 minReview day 11
    Ask: 'What is the pattern in the table of 10?' They say: 'The answer always ends with 0.' Give three examples: 10×3 = 30, 10×7 = 70, 10×9 = 90.
  2. 6 minMixed drill
    Call random facts from tables 2, 3, 4, 5 and 10 — total ten facts. No repeats. They answer immediately without counting.
  3. 3 minSpeed challenge
    Set a timer for 60 seconds. They write as many correct products from the five tables as possible — e.g., 2×6, 5×7, 10×4, etc. No skipping.
End-of-day check

Call ten random mixed facts from tables 2, 3, 4, 5 and 10. They answer within 3 seconds each.

8 of 10 correct. If they miss 3 or more, repeat the mixed drill step tomorrow with only tables 2 and 5 for three days before retesting all five.

How did it go?

Wed · Day 13 · 12 minWord problems using tables of 2, 3, 4, 5 and 10not recorded

Apply memorised tables to solve one-step word problems — CBSE tests tables inside problems, not bare.

  1. 3 minReview mixed tables
    Call out five random facts from the tables of 2, 3, 4, 5 and 10. They answer instantly — no counting allowed.
  2. 6 minWord problems with table facts
    Read one problem at a time. They identify the numbers, decide which table fact applies, and give the answer. Examples: 'Ravi has 4 pencils in each of 3 boxes. How many pencils?'; 'A car has 4 wheels. How many wheels on 5 cars?'; 'There are 10 fingers on one hand. How many fingers on 2 hands?'
  3. 3 minCreate and solve
    They write one word problem using a table fact (e.g., 'There are 5 apples in each basket. There are 2 baskets.') and solve it.
End-of-day check

Three word problems: one using table of 4, one using table of 5, one using table of 10. They read the problem, say which fact to use, and give the correct answer.

2 of 3. If they miss one, re-read the problem together and point to the numbers — then ask which table fact matches those numbers.

How did it go?

Thu · Day 14 · 12 minMixed speed drill across every table learnednot recorded

Consolidate fluency across tables of 2, 3, 4, 5 and 10 through rapid-fire mixed practice — the final step before CBSE Class 2 assessment.

  1. 3 minReview word problems
    Recall yesterday's word problems: '3 boxes with 4 apples each', '5 packets of 2 pencils', '10 rows of 3 stars'. They say the multiplication fact and answer.
  2. 6 minMixed speed drill
    Call out random facts from tables of 2, 3, 4, 5 and 10 — no pattern, no grouping. They answer within 3 seconds.
  3. 3 minFinal sprint
    Call 10 facts — five from tables of 2, 3 and 5 (easier), five from 4 and 10. They answer without hesitation.
End-of-day check

Call 10 mixed facts — include at least one from each table (2,3,4,5,10).

9 of 10 answered correctly within 3 seconds. If they miss more than one from the same table, repeat only that table's facts tomorrow for 2 minutes.

How did it go?

Fri · Day 15 · 12 minConsolidation and timed test of all five tablesnot recorded

Final consolidation and assessment of tables of 2, 3, 4, 5 and 10 — no new content.

  1. 2 minReview day 14
    Quick round: you say '3×6', they answer; then '5×7'; then '10×9'; then '4×8'; then '2×5'. Mix all five tables, no pattern.
  2. 7 minMixed speed drill
    Call out fifteen random facts — five each from tables of 2, 3, 4, 5 and 10 — in mixed order. They answer aloud without counting.
  3. 3 minTimed test
    They write answers to ten facts: 2×7, 3×4, 4×6, 5×9, 10×3, 2×8, 4×5, 3×7, 5×6, 10×4. Timer set for 90 seconds.
End-of-day check

Ten facts from tables of 2, 3, 4, 5 and 10 — one each from the ten facts above.

9 of 10 correct, answered within 3 seconds each. If they miss 2 or more on any one table, repeat only that table's facts in the next session.

How did it go?

Week 4 · 5 of 5 days written

Mon · Day 16 · 12 minIndian currency: rupee, paise, ₹not recorded

Introduce Indian currency symbols and basic value — rupee (₹), paise, and their relationship.

  1. 3 minReview
    Quick fire of ten random facts from tables of 2, 3, 4, 5 and 10 — same as day 15 test format.
  2. 6 minRupee and paise
    Show a ₹1 coin and say: 'One hundred paise make one rupee.' Write ₹1 = 100 paise and have them repeat it aloud three times. Then show the coins actually in use — ₹1, ₹2, ₹5, ₹10 — and say that paise survive in prices and in the arithmetic, not in your pocket.
  3. 3 minMatch and say
    Show real coins or pictures: a ₹5 coin, then a ₹2 coin. Ask 'How many paise in ₹5?' They answer 500. Ask the same for ₹2 — they say 200.
End-of-day check

Ask five questions: 'How many paise in ₹1?', '₹3 = ___ paise', '₹4 = ___ paise', '₹2 = ___ paise', '₹5 = ___ paise'.

Both correct. If one missed, repeat ₹1 = 100 paise and multiply by the number of rupees.

How did it go?

Tue · Day 17 · 12 minIndian coins and notes: recognise valuesnot recorded

Introduce physical Indian currency — coins and notes — and match each to its value in rupees and paise.

  1. 3 minReview day 16
    ₹ is the symbol for rupee. 100 paise = ₹1. They must say this exactly.
  2. 6 minCoins and notes
    Show coins: ₹1, ₹2, ₹5, ₹10. Show notes: ₹5, ₹10, ₹20, ₹50, ₹100. Say each value aloud together three times while pointing to the image.
  3. 3 minMatch values
    You hold up a coin or note image. They say the value in rupees and paise (e.g., '₹5', '₹10', '₹20'). No paise coins exist — only notes and ₹1, ₹2, ₹5, ₹10 coins are used daily.
End-of-day check

You show six images — ₹1, ₹2, ₹5 coin; ₹10, ₹20, ₹50 note. They name each value correctly.

All six in under 2 seconds each.

How did it go?

Wed · Day 18 · 12 minAdding amounts of money in rupeesnot recorded

Introduce adding amounts of money in rupees using concrete coin and note values already recognised on day 17.

  1. 3 minReview coins and notes
    Show ₹1, ₹2, ₹5, ₹10, ₹20 coins and ₹10, ₹20, ₹50, ₹100 notes. Ask: 'What is this?' They name each coin and note correctly.
  2. 6 minAdding rupees
    Place ₹10 and ₹5 notes side by side. Say: 'This is ten rupees and five rupees.' Count on from 10: 10, 11, 12, 13, 14, 15. So ₹10 + ₹5 = ₹15. Repeat with ₹20 + ₹10, ₹10 + ₹10, ₹5 + ₹5. Always count on from the larger number.
  3. 3 minPractice sums
    You say: '₹10 + ₹2', they answer ₹12. Then '₹5 + ₹5', they say ₹10. Then '₹20 + ₹10', they say ₹30.
End-of-day check

You say five sums: ₹10 + ₹5, ₹20 + ₹10, ₹5 + ₹5, ₹10 + ₹2, ₹10 + ₹10. They answer each in under 5 seconds.

4 of 5 correct answers. If they miss one, say the sum again and count on from the larger number together.

How did it go?

Thu · Day 19 · 12 minMoney word problems: buying things and working out changenot recorded

Apply addition of rupees to simple word problems involving buying items and calculating change from ₹10 or ₹20.

  1. 3 minReview
    Add ₹5 + ₹2, then ₹7 + ₹3. Remind: add rupees only — no paise yet.
  2. 6 minWord problems
    Problem 1: 'You have ₹10. You buy a pencil for ₹4. How much change?' Solve together: 10 − 4 = 6, so ₹6. Problem 2: 'You have ₹20. You buy a notebook for ₹15. How much change?' Solve: 20 − 15 = 5, so ₹5.
  3. 3 minPractice
    You say: '₹10 − ₹3', '₹20 − ₹7', '₹15 − ₹5'. They answer aloud.
End-of-day check

Three word problems: (1) Change from ₹10 after spending ₹6, (2) Change from ₹20 after spending ₹12, (3) Change from ₹15 after spending ₹4.

All three correct: ₹10 − ₹3 = ₹7, ₹20 − ₹7 = ₹13, ₹15 − ₹5 = ₹10. If one fails, reteach subtraction of rupees only, counting back from the larger amount together.

How did it go?

Fri · Day 20 · 12 minMonth test: tables and Indian money togethernot recorded

Consolidate tables of 2, 3, 4, 5 and 10 with Indian money word problems — the final assessment for the month.

  1. 3 minReview day 19
    Recall yesterday's money word problem: 'You buy a pencil for ₹5 and pay with a ₹10 note. How much change?' They say '₹5' instantly.
  2. 6 minMixed tables and money
    Five problems: (1) '2 pencils cost ₹10 each. Total?' → ₹20; (2) 'You have three ₹5 coins. How much?' → ₹15; (3) 'A notebook costs ₹20, you pay with two ₹10 notes. Change?' → ₹0; (4) '5 erasers cost ₹2 each. Total?' → ₹10; (5) 'You buy a pen for ₹8, pay with a ₹10 note. Change?' → ₹2.
  3. 3 minTimed test
    Five questions, 15 seconds each: (1) 4×7; (2) 5×6; (3) 10×6; (4) You buy a toy for ₹25, pay with ₹50. Change?; (5) 3×9.
End-of-day check

Five questions, 15 seconds each. Accept only correct answers.

4 of 5 correct. If they miss one, retest only the missed item once.

How did it go?

Other subjects for grade 2

Hindi, English, EVS — not written yet.