Your child will learn that mathematics can be expressed through graphs and charts.
They will be able to represent numbers in many different ways.They can use objects, pictures, numbers and money
to represent numbers to 100.
Addition and subtraction to 100 will be explored as well as strategies to add and subtract numbers ot 18.
Connecting mathematics to their every day life and to explore ways to sovle numbers, patterns,
measurement and data collection will be done.
A mathematical vocabulary will also be taught and applied to problem solving situations.
The Learning Goals for this unit were:
This unit done in 15 lessons is an exploration of addition and subtraction properties that connect children to real world and life situations where they can apply an understanding of numbers in a meaningful way to solve problems.
The main focus is to help children develop an operation sense where an exploration of addition and subtraction are the focus. They will also construct new number relationships and thinking strategies to master the basic facts to 18. Number operations are used in the application of data analysis, measurement and in an understanding of number relations. Problem solving will involve the use of manipulatives, model building within problem context and showing solutions in various ways. The use of symbols as another way to represent number context will also be done.
In grade two it is expected that children will apply mental math strategies to determine addition and subtraction facts to18 and to use symbols to record equality and inequality of numbers.
Specific Outcomes are: •effect of adding and subtracting zero
•use of strategies to create and solve problems
using the addition and subtraction operation
•apply mental math strategies (using doubles,
making ten, one more, one less, two more, two
less, using doubles to build on, related sentences
ie) if 9+4=13 therefore 4+9=13 and if 13-4=9
•record equalities and inequalities using symbols
•Understand and explain the effect of adding or
•Adding and subtracting with and without
•Create and solve problems that involve the
operation of addition and subtraction
•Use of personal strategies for adding and
subtracting applying mental math strategies
using doubles, making ten, one more, one less,
two more, two less, using doubles to build on,
related sentences ie) if 9+4=13 therefore 4+9=13
and if 13-4=9 therefore 13-9=4)
Observations, portfolio samples, performance tasks and self-assessments used in diagnostic and product oriented evaluation tasks
Observation Checklists showing an understanding of the operation of addition and subtraction with whole numbers using strategies
Reflecting an understanding of knowledge and skills demonstrating a conceptual understanding through number stories and patterning.
Procedural knowledge with use of strategies, counting by various numbers and the value of money
Problem-solving skills by applying the appropriate strategies to solve number problems
Communication where the child explains the use of a strategy using sound reasoning and mathematical terms
Add and subtract
Related facts, fact family
Equal, not equal, inequality
Counting on and counting up
Missing parts, part
Compare, how many more
Double, near double,
Addition or subtraction sentence