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math, Math (Patterns and Algebra (2PA1 continue and create repeating…

- - - - continue repeating patterns
        
        Emerging students need to continue patterns by adding the next few terms.
        
        Developing students are able to create their own patterns e.g. making their own sequence of claps and snaps that repeat.
        
        For Mastered, students need to find missing elements in patterns.
        
        ( pattern - number)
  - - - continue number patterns
        
        For Emerging, students need to continue the pattern by adding the next few terms.
        
        For Developing, students need to be able to create number patterns. To create students can select and use a known skip counting pattern and/or use a hundreds board or other tool to help them find the pattern e.g
        
        For Mastered, students need to find the missing number in a pattern
        
        ( pattern - number)
  - - - read patterns
        
        Emerging students read a pattern by pointing at each element in order from left to right and naming it
        
        Developing students must make a general statement to describe the pattern e.g. ‘the pattern is made of green squares and blue circles’
        
        For Mastered, students must make more than one statement about a pattern e.g. ‘the pattern is made up of green squares and blue circles’ ‘the green square and the blue circle keep repeating’
        
        (pattern)
- - - - compare numbers from 0-100
        
        compare numbers from 0-50
        
        Students will need to make sentences to compare the numbers. This can be done orally. It would be very Sudents will need to use their place value knowledge to support them in making comparisons between numbers.Students will need to make sentences to compare the numbers. This can be done orally. It would be very useful to give students a sentence structure
        e.g. ‘(number) is [more than / less than / equal to / not equal to] (number)’
        Students do not use the ‘less than’, ‘greater than’ symbols to make comparisons.
        Students will need to use their place value knowledge to support them in making comparisons between numbers.
        
        (more than - less than - equal to - not equal to)
    - - skip count forwards and backwards up to 50 by 2s, 5s and 10s
        
        skip count forwards up to 50 by 2s, 5s and 10s
        
        Students need to have opportunities to develop understanding and familiarity with skip counting through practical class activities that introduce the patterns before moving to formal recording of patterns on hundreds boards, number lines.
        
        (skip count - forward count - backwards up count)
    - - use the backwards number sequence from 0-100 to count by 1s from any starting point
        
        use the backwards number sequence from 0-50 to count by 1s from any starting point
        
        Students need experiences of 500. This could be physical counting and also how long is 500 minutes / how many classrooms would be needed for 500 people etc. What does 500 look like if shown using money / with counters / with multilink cubes, jellybeans in a jar etc.
        
        (numbers - count back - count forward)
    - - read and write numbers from 0-100 in numerals and words
        
        read and write numbers from 0-20 in numerals and words
        
        They progress to 0-500. They need to write numbers in numerals e.g. 62 and words e.g. sixty two.
        
        ( numerals - numbers)
    - - use the forwards number sequence from 0-100 to count by 1s from any starting point
        
        listen to words with consonant clusters during shared and guided reading
        
        Students need experiences of 500. This could be physical counting and also how long is 500 minutes / how many classrooms would be needed for 500 people etc. What does 500 look like if shown using money / with counters / with multilink cubes, jellybeans in a jar etc.
        
        (numbers - count back - count forward)
    - - identify familiar and patterned arrangements for 1-10 and recognize these arrangements by sight for 1-5
        
        identify familiar and patterned arrangements for 1-10 and recognize these arrangements by sight for 1-3
        
        For Emerging and Developing, identifying familiar / patterned arrangements for various quantities simply means being able to create and count the arrangements (‘Show me 7 on a tens frame’ / ‘Use paint and a sponge or stamp to show 5’ / ‘Hold up 3 fingers’ / ‘How many buttons are in this tens frame?’ / ‘How many fingers is your partner holding up?’).
        For Developing and Mastered, recognizing the quantities 1-5 (D) and 1-10 (M) by sight needs to include the familiar / patterned arrangements shown above and also scrambled arrangements. For scrambled arrangements, students need to recognize patterns within ( part-whole strategy)
        
        (numbers - count back - count forward - subitizing)
    - - order numbers from 0-100
        
        order numbers from 0-50
        
        Students are ordering numbers from 0-500.
        Students will need to use their place value knowledge (LO 2NWN6) to help them to order numbers. It is important that students understand that numbers increase as they move up (to the right) on the number line and decrease as they move down (to the left) on the number line. Once students are confident with the number line in a concrete context, they can move to the drawn number line. This is the first time that students have used number lines and so concrete preparatory work is essential
        
        (number - increase - decrease)
  - - - recall doubles and halves facts up to double 5 = 10
        
        recall doubles facts up to double 5 = 10
        
        Emerging students can recall instantly without counting “Double 3 is 6, 3 + 3 = 6, …
        
        Developing students can instantly recall double and halve facts up to double 5 and halve 10. Halving is new in Grade 2 and should be looked at as sharing into 2 equal sets. Double rows on the abacus or tens frames can help with learning halving facts. See diagrams above.
        
        For Mastered, students are working with doubles to 10 and halve 20. This means 8 + 8, double 10, halve 18, but not 12 + 12.
        
        (havles - doubles - facts)
    - - use compatible numbers to add groups of 1 digit numbers
        
        recognize compatible numbers
        
        Emerging level, they must be able to state compatible pairs without looking at manipulative e.g. ‘Make ten game’ - If the teacher says 6, the student says 4, if the teacher says 1 the student says 9, etc
        
        Developing, students are using compatible numbers when adding groups of one digit numbers. e.g. 6 + 7 + 4 they see as 6 + 4 + 7 which makes the adding easier. Similarly for 1 + 5 + 5 + 9 and 8 + 6 + 2 + 4
        
        Mastered, students can describe what they are doing. e.g.“ I added 6 + 4 because that makes 10
        
        (digit - groups - numbers)
    - - use known facts to add and subtract
        
        use known facts to add
        
        Emerging students will use known facts to help them add quickly. e.g.
        Using doubles: To add 5 + 7 they will use the known fact of 5 + 5 then add 2
        Using facts to 10: To add 16 + 3 they will use the known fact of 6 + 3 then add ten.
        
        For Developing, students will use their known facts to subtract as well as add.
        Using doubles: To subtract 15 -7 they will use the known fact of 7 + 7 = 14 then add 1 and say that 7 + 8 = 15 so 15 – 7 = 8
        Using facts to 10: To subtract 18 – 4 they will use the known fact of 8 – 4 then add ten.
        
        For Mastered, students can explain what they are doing. e.g.
        − “ I know 7 + 7 = 14 so 15 -7 is one more so it’s 8.”
        “ I know that 8 – 4 = 4, so 18 -4 is the same but 10 more, 18.”
        
        (add - subtract)
    - - model and use a numeracy strategy to solve addition and subtraction problems involving numbers up to 2 digits
        
        model and use a numeracy strategy to solve addition and subtraction word problems involving numbers up to 20
        
        Emerging, students only work with numbers up to 20.
        
        Developing, students are working with larger numbers up to 100.
        
        For Mastered, students must be able to describe their working. “There are 28 people in our class, so if 13 are away that’s 28 – 13. 28 minus 10 is 18 minus 3 is.. 17, 16, 15. 15 are here.” (Modeled on a number line)
        
        (add - subtract - digit)
- - - - measure, record and compare the length of given objects using non-standard units
        
        measure the length of given objects using non-standard units
        
        Emerging students need to develop an understanding that when they are going to compare measurements of two items, the unit they use to measure must remain the same. For example, if they are comparing the length of a pencil and a book, they must use the same size object (e.g. a Lego block) to measure both objects.
        
        Developing students should have both the measuring unit (e.g. paper clip) and the object to be measured (e.g. tower made from blocks) in front of them to look at. They consider how many of the measuring unit (paper clip) they think will fit along the object to be measured (tower), then actually measure and see how close their estimate was
        
        For mastered,the goal is not for students to be able to estimate exactly (or even very closely), but to be able to make a sensible guess and not just a random guess with no thought (e.g. 2 paper clips or 1000 paper clips).
        When stating and recording measurements, students should give the number and also state the unit of measurement, e.g. 5 paper clips, 8 hand spans etc.
        
        ( Short - Long)
  - - - state the days of the weeks in order and the total number of days in a week
        
        state what day today is, what day yesterday was and what day tomorrow will be
        
        Emerging, Developing and Mastered:
        
        Students at all levels of achievement should have access to a calendar they can manipulate themselves (e.g. having a label for ‘today’ which they move each morning; starting / gluing in a new page when a new month begins; writing personally relevant events on particular days). There should also be a large classroom calendar on display.
        For Mastered, examples of simple problems include ‘Today is Monday, April 8th. What will the date be on Thursday? How many days is it until Saturday? What is the date of the next Monday?’ Students should have access to manipulatives such as counters to help them solve problems like these on their calendar. Students are not expected to solve problems like this in abstract ways
        
        (today - yesterday - tomorrow - Saturday - Sunday - Monday - Tuesday - Wednesday - Thursday - Friday )
    - - state the months of the year in order and the total number of months in a year
        
        state the current month
        
        Emerging, Developing and Mastered:
        
        A calendar is an important tool. Students at all levels of achievement should have access to a calendar they can manipulate themselves (e.g. having a label for ‘today’ which they move each morning; starting / gluing in a new page when a new month begins; writing personally relevant events on particular days). There should also be a large classroom calendar on display.
        For Mastered, examples of simple problems include ‘What month was it before this month?’ ‘What month comes after October?’ ‘What is the third month in the year?’ Students should have access to a full-year calendar when solving problems like these. They are not expected to solve problems like this in abstract ways.
        
        ( month • January • February • March • April • May • June • July • August
        • September • October • November
        • December)
- - - - identify, describe and compare simple 2d shapes
        
        identify and describe simple 2d shapes
        
        Emerging, Developing and Mastered:
        Students learn to recognize 2D shapes as they view, handle and manipulate concrete shapes and relate them to real-life situations. It is important that they manipulate concrete materials and do not simply view pictures and diagrams of 2D shapes. Shapes should include shapes in the everyday environment (windows, doors, toys, furniture…) as well as looking at isolated 'mathematical' shapes.
        Simple 2D shapes are squares, rectangles, circles and triangles.
        
        ( 2D shapes - compare )
    - - sort and compare simple 2d shapes by color, texture, size, number of sides using concrete materials
        
        sort simple 2d shapes by color, texture, size, number of sides using concrete materials
        
        Emerging, Developing and Mastered:
        Students will still only sort by one attribute at a time. e.g. sorting the shapes into different colors. Once sorted, the students can be given the opportunity to sort the same collection of objects in a different way. For example, “ Can you sort the big shapes into shapes with 3 sides and shapes with 4 sides?”
        
        ( 2D shapes - compare )

Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:

hands-on experiences and opportunities with a variety of age appropriate numeracy and literacy resources.

engaging in active learning experiences.

being immersed in a print rich environment.

participating in a wide range of numeracy activities.

participating in contextualized experiences.

By the end of the grade, students will be able to:

read and write numbers 1 to 100, numerically and in words. Represent, compare and order numbers 1 to 500, and count forwards and backwards from a given starting point. Count in groups and skip count in given steps. Apply strategies for arrangements of up to 10 objects. Identify place value for 3-digit numbers. Sort, group, model and find the total of simple amounts of UAE money.

Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:

hands-on experiences and opportunities with a variety of age appropriate numeracy and literacy resources.

engaging in active learning experiences.

being immersed in a print rich environment.

participating in a wide range of numeracy activities.

participating in contextualized experiences

By the end of the grade, students will be able to:

use addition and subtraction strategies to add and subtract numbers.

Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:

hands-on experiences and opportunities with a variety of age appropriate numeracy and literacy resources.

engaging in active learning experiences.

being immersed in a print rich environment.

participating in a wide range of numeracy activities.

participating in contextualized experiences.

By the end of the grade, students will be able to:

describe, continue and create patterns, finding missing numbers or elements.

Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:

hands-on experiences and opportunities with a variety of age appropriate numeracy and literacy resources.

engaging in active learning experiences.

being immersed in a print rich environment.

participating in a wide range of numeracy activities.

participating in contextualized experiences.

By the end of the grade, students will be able to:

determine/measure, predict/estimate, check and compare: length, mass, volume and capacity of given objects, and rising or falling temperature. Use basic methods to find the perimeter and area of simple 2D shapes.

By the end of the grade, students will be able to:

tell the time with whole and half hours. Predict durations of future real-life events using everyday language. Solve simple problems about dates, weeks and months in a year, using a calendar.

Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:

hands-on experiences and opportunities with a variety of age appropriate numeracy and literacy resources.

engaging in active learning experiences.

being immersed in a print rich environment.

participating in a wide range of numeracy activities.

participating in contextualized experiences.

Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:

hands-on experiences and opportunities with a variety of age appropriate numeracy and literacy resources.

engaging in active learning experiences.

being immersed in a print rich environment.

participating in a wide range of numeracy activities.

participating in contextualized experiences.

By the end of the grade, students will be able to:

identify, describe, sort and compare simple 2D shapes and 3D solids by a range of basic attributes. Create 3D structures, recognizing the 3D solids used to create them.