Numeracy

Term 1 Math

Patterns!

Big Ideas

• The regular change in increasing patterns can be identified and used to make generalizations

Content Elaborations:  

repeating and increasing patterns

• exploring more complex repeating patterns (e.g., positional patterns, circular patterns)
  identifying the core of repeating patterns (e.g., the pattern of the pattern that repeats over and over)
  increasing patterns using manipulatives, sounds, actions, and numbers (0 to 100)

Number Sense!

Big Ideas

• Numbers to 100 represent quantities that can be decomposed into 10s and 1s.
• Concrete items can be represented, compared, and interpreted pictorially in graphs.

Content Elaborations:  

number concepts:

• counting:
  • skip-counting by 2, 5, and 10:
    • using different starting points
    • increasing and decreasing (forward and backward)
  • Quantities to 100 can be arranged and recognized:
    • comparing and ordering numbers to 100
    • benchmarks of 25, 50, and 100
    • place value:
      • understanding of 10s and 1s
      • understanding the relationship between digit places and their value, to 99 (e.g., the digit 4 in 49 has the value of 40)
      • decomposing two-digit numbers into 10s and 1s
    • even and odd numbers
• pictorial representation of concrete graphs, using one-to-one correspondence

Ways to support your child at home:

• Noticing patterns around us!
• Talking about numbers in our daily life: at the store, in our cooking, in nature
• Playing games to practice fluency of addition and subtraction

Curricular Competency Goals throughout the Year

Estimate reasonably:

• estimating by comparing to something familiar (e.g., more than 5, taller than me)

mental math strategies:

• working toward developing fluent and flexible thinking about number

technology:

• calculators, virtual manipulatives, concept-based apps

Model:

• acting it out, using concrete materials, drawing pictures

multiple strategies:

• visual, oral, play, experimental, written, symbolic

connected:

• in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration
• Have students pose and solve problems or ask questions connected to place, stories, and cultural practices.
• Elder communication to explain harvest traditions and sharing practices

Communicate:

• concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, justify, and apply mathematical ideas
• using technology such as screencasting apps, digital photos

Explain and justify:

• using mathematical arguments
• “Prove it!”

concrete, pictorial and symbolic forms:

• Use local materials gathered outside for concrete and pictorial representations.

Reflect:

• sharing the mathematical thinking of self and others, including evaluating strategies and solutions, extending, and posing new problems and questions

other areas and personal interests:

• to develop a sense of how mathematics helps us understand ourselves and the world around us (e.g., daily activities, local and traditional practices,
  the environment, popular media and news events, social justice, and cross-curricular integration)

Incorporate:

• Invite local First Peoples Elders and knowledge keepers to share their knowledge.

make connections:

• Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining (http://www.csus.edu/indiv/o/oreyd/ACP.htm_files/abishop.htm)
• aboriginaleducation.ca

Teaching Mathematics in a First Nations Context, FNESC http://www.fnesc.ca/k-7/

 

Term 2 Math

Addition & Subtraction!

Big ideas:

Development of computational fluency in addition and subtraction with numbers to 100 requires an understanding of place value.

Numbers to 100 represent quantities that can be decomposed into 10s and 1s.

Content Elaborations: