{"id":3340,"date":"2019-01-22T09:19:45","date_gmt":"2019-01-22T17:19:45","guid":{"rendered":"http:\/\/sd41blogs.ca\/carleyk\/?page_id=3340"},"modified":"2025-09-22T20:56:22","modified_gmt":"2025-09-23T03:56:22","slug":"math-4","status":"publish","type":"page","link":"https:\/\/sd41blogs.ca\/carleyk\/math-4\/","title":{"rendered":"Numeracy"},"content":{"rendered":"<h2>Term 1 Math<\/h2>\n<h2>Patterns!<\/h2>\n<p>Grade 2<\/p>\n<p><b><span data-contrast=\"none\">Big Ideas<\/span><\/b><\/p>\n<ul>\n<li>The regular change in increasing patterns can be identified and used to make generalizations<\/li>\n<\/ul>\n<p><b><span data-contrast=\"none\">Content Elaborations<\/span><\/b><\/p>\n<p>repeating and increasing patterns<\/p>\n<ul>\n<li>exploring more complex repeating patterns (e.g., positional patterns, circular patterns)<br \/>\nidentifying the core of repeating patterns (e.g., the pattern of the pattern that repeats over and over)<br \/>\nincreasing patterns using manipulatives, sounds, actions, and numbers (0 to 100)<\/li>\n<\/ul>\n<p>Grade 3<\/p>\n<p><b><span data-contrast=\"none\">Big Ideas<\/span><\/b><\/p>\n<ul>\n<li>The regular change in increasing patterns can be identified and used to make generalizations (2)<\/li>\n<li>Regular increases and decreases in\u00a0<a class=\"node66116\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">patterns<\/a> can be identified and used to make generalizations<\/li>\n<\/ul>\n<p><strong>Content Elaborations<\/strong><\/p>\n<ul>\n<li>increasing and decreasing\u00a0<a class=\"node66105\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">patterns<\/a>\n<div class=\"alert alert-dismissible alert-info elaboration node66105\">\n<ul>\n<li>creating patterns using concrete, pictorial, and numerical representations<\/li>\n<li>representing increasing and decreasing patterns in multiple ways<\/li>\n<li>generalizing what makes the pattern increase or decrease (e.g., doubling, adding 2)<\/li>\n<\/ul>\n<\/div>\n<\/li>\n<li>pattern rules using words and numbers, based on concrete experiences<br \/>\n&#8211; from a concrete pattern, describing the pattern rule using words and numbers<br \/>\n&#8211; predictability in song rhythm and patterns<br \/>\n&#8211; exploring examples of local First Peoples art to notice patterns in the artwork<\/li>\n<\/ul>\n<h3>Number Sense!<\/h3>\n<p><b><span data-contrast=\"none\">Big Ideas<\/span><\/b><\/p>\n<ul>\n<li>Numbers to 100 represent quantities that can be decomposed into 10s and 1s.<\/li>\n<li>Concrete items can be represented, compared, and interpreted pictorially in\u00a0<a class=\"node58409\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">graphs<\/a>.<\/li>\n<\/ul>\n<p><b><span data-contrast=\"none\">Content Elaborations: <\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p>number concepts:<\/p>\n<ul>\n<li>counting:\n<ul>\n<li>skip-counting by 2, 5, and 10:\n<ul>\n<li>using different starting points<\/li>\n<li>increasing and decreasing (forward and backward)<\/li>\n<\/ul>\n<\/li>\n<li>Quantities to 100 can be arranged and recognized:\n<ul>\n<li>comparing and ordering numbers to 100<\/li>\n<li>benchmarks of 25, 50, and 100<\/li>\n<li>place value:\n<ul>\n<li>understanding of 10s and 1s<\/li>\n<li>understanding the relationship between digit places and their value, to 99 (e.g., the digit 4 in 49 has the value of 40)<\/li>\n<li>decomposing two-digit numbers into 10s and 1s<\/li>\n<\/ul>\n<\/li>\n<li>even and odd numbers<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><a class=\"node58402\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">pictorial representation<\/a>\u00a0of concrete graphs, using one-to-one correspondence<\/li>\n<\/ul>\n<div class=\"views-row col-12 col-md mx-1\"><\/div>\n<h2>Ways to support your child at home:<\/h2>\n<ul>\n<li>Noticing patterns around us!<\/li>\n<li>Talking about numbers in our daily life: at the store, in our cooking, in nature<\/li>\n<li>Playing games to practice fluency of addition and subtraction<\/li>\n<\/ul>\n<h2>Curricular Competency Goals throughout the Year<\/h2>\n<p>Estimate reasonably:<\/p>\n<ul>\n<li>estimating by comparing to something familiar (e.g., more than 5, taller than me)<\/li>\n<\/ul>\n<p>mental math strategies:<\/p>\n<ul>\n<li>working toward developing fluent and flexible thinking about number<\/li>\n<\/ul>\n<p>technology:<\/p>\n<ul>\n<li>calculators, virtual manipulatives, concept-based apps<\/li>\n<\/ul>\n<p>Model:<\/p>\n<ul>\n<li>acting it out, using concrete materials, drawing pictures<\/li>\n<\/ul>\n<p>multiple strategies:<\/p>\n<ul>\n<li>visual, oral, play, experimental, written, symbolic<\/li>\n<\/ul>\n<p>connected:<\/p>\n<ul>\n<li>in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration<\/li>\n<li>Have students pose and solve problems or ask questions connected to place, stories, and cultural practices.<\/li>\n<li>Elder communication to explain harvest traditions and sharing practices<\/li>\n<\/ul>\n<p>Communicate:<\/p>\n<ul>\n<li>concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, justify, and apply mathematical ideas<\/li>\n<li>using technology such as screencasting apps, digital photos<\/li>\n<\/ul>\n<p>Explain and justify:<\/p>\n<ul>\n<li>using mathematical arguments<\/li>\n<li>\u201cProve it!\u201d<\/li>\n<\/ul>\n<p>concrete, pictorial and symbolic forms:<\/p>\n<ul>\n<li>Use local materials gathered outside for concrete and pictorial representations.<\/li>\n<\/ul>\n<p>Reflect:<\/p>\n<ul>\n<li>sharing the mathematical thinking of self and others, including evaluating strategies and solutions, extending, and posing new problems and questions<\/li>\n<\/ul>\n<p>other areas and personal interests:<\/p>\n<ul>\n<li>to develop a sense of how mathematics helps us understand ourselves and the world around us (e.g., daily activities, local and traditional practices,<br \/>\nthe environment, popular media and news events, social justice, and cross-curricular integration)<\/li>\n<\/ul>\n<p>Incorporate:<\/p>\n<ul>\n<li>Invite local First Peoples Elders and knowledge keepers to share their knowledge.<\/li>\n<\/ul>\n<p>make connections:<\/p>\n<ul>\n<li>Bishop\u2019s cultural practices: counting, measuring, locating, designing, playing, explaining (<a href=\"http:\/\/www.csus.edu\/indiv\/o\/oreyd\/ACP.htm_files\/abishop.htm\">http:\/\/www.csus.edu\/indiv\/o\/oreyd\/ACP.htm_files\/abishop.htm<\/a>)<\/li>\n<li><a href=\"http:\/\/www.aboriginaleducation.ca\">aboriginaleducation.ca<\/a><\/li>\n<\/ul>\n<p><em>Teaching Mathematics in a First Nations Context, <\/em>FNESC http:\/\/www.fnesc.ca\/k-7\/<\/p>\n<p>&nbsp;<\/p>\n<h2>Term 2 Math<\/h2>\n<h2>Addition &amp; Subtraction!<\/h2>\n<h5>Big ideas:<\/h5>\n<p>Development of computational\u00a0<a class=\"node58406\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">fluency<\/a>\u00a0in addition and subtraction with numbers to 100 requires an understanding of place value.<\/p>\n<p><a class=\"node58405\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">Numbers<\/a>\u00a0to 100 represent quantities that can be decomposed into 10s and 1s.<\/p>\n<h5>Content Elaborations:<\/h5>\n<div class=\"views-row col-12 col-md mx-1\">\n<div>\n<div class=\"views-field views-field-nothing\"><span class=\"field-content\">addition and subtraction\u00a0<a class=\"node58395\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">facts to 20<\/a>\u00a0(introduction of computational strategies)<\/span><\/div>\n<\/div>\n<\/div>\n<div class=\"views-row col-12 col-md mx-1\">\n<div>\n<div class=\"views-field views-field-field-curricular-competency-stem\"><\/div>\n<div class=\"views-field views-field-nothing\"><span class=\"field-content\"><a class=\"node58396\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">addition and subtraction to 100<\/a><\/span><\/div>\n<div>\n<ul>\n<li>decomposing numbers to 100<br \/>\nestimating sums and differences to 100<br \/>\nusing strategies such as looking for multiples of 10, friendly numbers (e.g., 48 + 37, 37 = 35 + 2, 48 + 2 = 50, 50 + 35 = 85), decomposing into 10s and 1s and recomposing (e.g., 48 + 37, 40 + 30 = 70, 8 +7 = 15, 70 +15 = 85), and compensating (e.g., 48 + 37, 48 +2 = 50, 37 \u2013 2 = 35, 50 + 35 = 80)<br \/>\nadding up to find the difference<br \/>\nusing an open number line, hundred chart, ten-frames<br \/>\nusing addition and subtraction in real-life contexts and problem-based situations<br \/>\nwhole-class number talks<\/li>\n<\/ul>\n<h2>Term 3 Math<\/h2>\n<h2>Measurement!<\/h2>\n<p><strong>Big Ideas:<\/strong><\/p>\n<p>Objects and shapes have attributes that can be described, measured, and compared.<\/p>\n<p><strong>Content Elaborations:<\/strong><\/p>\n<p>direct linear measurement<\/p>\n<ul>\n<li>centimetres and metres<\/li>\n<li>estimating length<\/li>\n<li>measuring and recording length, height, and width, using standard units<\/li>\n<\/ul>\n<p>introducing standard metric units<\/p>\n<\/div>\n<h2>Geometry!<\/h2>\n<p><strong>Big Ideas:<\/strong><\/p>\n<p>Objects and shapes have attributes that can be described, measured, and compared.<\/p>\n<h5>Content Elaborations:<\/h5>\n<ul>\n<li>multiple attributes of 2D shapes and 3D objects<\/li>\n<li>sorting 2D shapes and 3D objects, using two attributes, and explaining the sorting rule<\/li>\n<li>describing, comparing, and constructing 2D shapes, including triangles, squares, rectangles, circles<\/li>\n<li>identifying 2D shapes as part of 3D objects<\/li>\n<li>using traditional northwest coast First Peoples shapes (ovoids, U, split U, and local art shapes) reflected in the natural environment<\/li>\n<\/ul>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Term 1 Math Patterns! Grade 2 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) [&hellip;]<\/p>\n","protected":false},"author":4058,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/pages\/3340"}],"collection":[{"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/users\/4058"}],"replies":[{"embeddable":true,"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/comments?post=3340"}],"version-history":[{"count":57,"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/pages\/3340\/revisions"}],"predecessor-version":[{"id":3543,"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/pages\/3340\/revisions\/3543"}],"wp:attachment":[{"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/media?parent=3340"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}