D-01 - Annette

On time

Updated: Nov 6 at 7:41 AM

D-02 - Don

On time

Updated: Nov 6 at 7:41 AM

D-03 - Wayne

On time

Updated: Nov 6 at 7:41 AM

D-04 - Norma

On time

Updated: Jan 12 at 2:02 PM

D-05 -Linda

On time

Updated: Dec 18 at 11:13 AM

D-06 - Joan

On time

Updated: Nov 6 at 7:41 AM

D-07 - Angelina

On time

Updated: Nov 6 at 7:41 AM

D-09 - Jim

On time

Updated: Mar 22 at 12:38 PM

Drum-D - First Student -Sarah

On time

Updated: Nov 6 at 7:41 AM

DRUM-E -First Student - Jackie

On time

Updated: Jan 12 at 2:02 PM

DRUM-I -First Student - Tanja

On time

Updated: Sep 20 at 6:56 AM

D-01 Out of Town Annette

On time

Updated: Mar 29 at 9:01 AM

D-02 Out of Town Don

On time

Updated: Feb 12 at 2:01 PM

D-03 Out of Town Wayne

On time

Updated: Nov 6 at 7:41 AM

D-05 Out of Town Linda

On time

Updated: Dec 18 at 11:13 AM

D-06 Out of Town Joan

On time

Updated: Nov 6 at 7:41 AM

D-09 Out of Town Jim

On time

Updated: Mar 22 at 12:38 PM

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,

The Learning Goals for this unit were:

- Describe, extend, compare and draw repeating and growing patterns.
- Create new patterns
- Talk about their pattern rules
- 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

operation of addition and subtraction

## 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

Add and subtract

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

Addition or subtraction sentence