# Current Route Status

### Drumheller In Town

D-01 - Annette
On time
Updated: Jan 14 at 6:32 PM
D-02 - Don W
On time
Updated: Jan 14 at 6:32 PM
D-03 - Wayne
On time
Updated: Jan 15 at 12:50 PM
D-04 - Norma
On time
Updated: Jan 14 at 6:32 PM
D-05 -Linda
On time
Updated: Jan 15 at 12:50 PM
D-06 - David
On time
Updated: Jan 14 at 6:32 PM
D-07 - Angelina
On time
Updated: Jan 14 at 6:32 PM
D-08 - Sarah
On time
Updated: Jan 14 at 6:32 PM
D-10 - Jackie
On time
Updated: Jan 16 at 1:38 PM
D-11 - Tanja
On time
Updated: Jan 14 at 6:32 PM

### Drumheller Out of Town

D-01 Out of Town Annette
On time
Updated: Jan 16 at 1:48 PM
D-02 Out of Town Don
On time
Updated: Jan 14 at 6:32 PM
D-03 Out of Town Wayne
On time
Updated: Jan 15 at 12:50 PM
D-05 Out of Town Linda
On time
Updated: Jan 15 at 12:50 PM
D-06 Out of Town David
On time
Updated: Jan 14 at 6:32 PM
D-09 - Jim
On time
Updated: Jan 15 at 8:41 PM

# The goal of the grade two mathematics program is to solve problems.

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.

Dear Family,

# We have completed our unit in mathematics on patterning.

The Learning Goals for this unit were:

1. Describe, extend, compare and draw repeating and growing patterns.
2. Create new patterns
3. Talk about their pattern rules
4. Use 2 attributes to make a pattern
• shape, design, pictures, letters, animals
• color
• orientation can be upside down or sideways or right side up (direction)
• size
• Our problem solving activities have been based on the strategies of
• guess and check
• make an organized list
• use logical reasoning
• use or make a table

# Unit Three Addition and Subtraction to 18

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.

## Cluster 1 examines the relatedness of addition and subtraction and 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

therefore 13-9=4)

•record equalities and inequalities using symbols

## Cluster 2 Understanding Addition and Subtraction to develop a number sense

•Understand and explain the effect of adding or

subtracting zero

•Adding and subtracting with and without

manipulatives

•Create and solve problems that involve the

## Cluster 3 develops the strategy of mental math to develop a number sense.

•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)

## Assessment:

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

Rubrics

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

## Mathematical or Vocabulary Terms used:

Together, altogether

Sum, difference

Total, remaining

Take away

Related facts, fact family

Equal, not equal, inequality

Order

Counting on and counting up

Record

Missing parts, part

Compare, how many more

Increasing pattern

Double, near double,

Even, odd