Mathematics Delivery Plan
Measurement
Geometry & Spatial Sense Patterning & Algebra
Mathematics Delivery Plan (term-by-term organizer)
Data Management & Probability
Grade 2 Based on: The Ontario Curriculum Grades 1-8: Mathematics REVISED, 2011
Number Sense & Numeration
Mathematics Delivery Plan – Grade 2
The Hamilton-Wentworth District School Board
Mathematics Delivery Plan
The following is HWDSB’s mandated term-by-term organizer which was developed to assist you with planning your mathematics program. It is based on The Ontario Curriculum Grades 1-8 Mathematics REVISED document. Teachers are required to report on each strand once over the course of the year with a minimum of four strands being reported on each term. The order in which the big ideas/expectations are addressed within each term is up to the individual teacher.
Also included are suggested resources that support the teaching and assessing of the big ideas being addressed each term. These resources are reference points for teachers to use to gain an understanding of the content, tools and strategies to support learners; identify lessons or investigations; and to gather assessment and/or evaluation ideas.
It is important to note that Problem Solving is not a separate strand but rather an approach that should be woven throughout all of the strands. The mathematics Process Expectations are something that should be built into the teaching and assessing of all of the mathematics. Having students explore mathematical concepts, through Problem Solving, to gain a conceptual understanding prior to any direct instruction should be an integral part of every mathematics program.
Mathematics Delivery Plan – Grade 2
The Mathematical Processes The mathematical processes are a set of seven expectations that describe how students acquire and apply their mathematical knowledge and skills (as found on pg. 11 of the curriculum). Students should be actively engaged in applying these processes throughout their math program. Students must problem solve, communicate, reason, reflect, and so on, as they develop the knowledge, the understanding of concepts, and the skills required in all the strands in every grade. Problem Solving
apply developing problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding;
Reasoning and Proving
apply developing reasoning skills (e.g., pattern recognition, classification) to make and investigate conjectures (e.g., through discussion with others);
Reflecting
demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by explaining to others why they think their solution is correct);
Selecting Tools and Computational Strategies
select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems;
Connecting
make connections among simple mathematical concepts and procedures, and relate mathematical ideas to situations drawn from everyday contexts;
Representing
create basic representations of simple mathematical ideas (e.g., using concrete materials; physical actions, such as hopping or clapping; pictures; numbers; diagrams; invented symbols), make connections among them, and apply them to solve problems;
Communicating
communicate mathematical thinking orally, visually, and in writing, using everyday language, a developing mathematical vocabulary, and a variety of representations.
The Mathematical Processes are embedded within the Achievement Chart – Mathematics Grades 1-8, on pages 22-23 of the Revised Curriculum.
Mathematics Delivery Plan – Grade 2
Grade 2
Mathematics Delivery Plan Term 1
Measurement
Number Sense and Numeration
Quantity Relationships numbers to 100 money to 100¢ Counting forwards by 1’s, 2’s, 5’s, 10’s, 25’s to 200 backward by 1’s from numbers up to 50 and by 10’s from numbers up to 100 Operational Sense addition and subtraction ⋅ whole numbers to 18 ⋅ mental math strategies
Attributes, Units, and Measurement Sense length ⋅ cm, m, non-standard units perimeter and area ⋅ non-standard units Measurement Relationships area ⋅ non-standard units
Term 2 Operational Sense addition and subtraction ⋅ two-digit whole numbers ⋅ money to 100¢ multiplication ⋅ combining equal groups division ⋅ sharing of a quantity equally Quantity Relationships fractions ⋅ part of a whole
Attributes, Units, and Measurement Sense mass and capacity ⋅ non-standard units time ⋅ to the quarter-hour (analogue + digital) temperature ⋅ everyday experiences, rise and fall Measurement Relationships mass and capacity ⋅ non-standard units time ⋅ days, weeks, months and years
Mathematics Delivery Plan – Grade 2
Grade 2
Mathematics Delivery Plan Term 1
Term 2 Geometric Properties
Patterning and Algebra
Geometry and Spatial Sense
2-D shapes ⋅ polygons ⋅ geometric properties vs non-geometric properties 3-D figures ⋅ geometric properties Geometric Relationships 2-D shapes ⋅ compose and decompose 3-D figures ⋅ structures Location and Movement symmetry ⋅ create and describe designs ⋅ location and movement of objects on a map
Patterns and Relationships growing patterns and shrinking patterns ⋅ addition and subtraction Expressions and Equality addition and subtraction ⋅ concrete materials
Patterns and Relationships repeating patterns ⋅ two attributes
Mathematics Delivery Plan – Grade 2
Grade 2
Mathematics Delivery Plan Data Management and Probability
Term 1 Collection and Organization of Data graphs and charts ⋅ concrete graphs, pictographs, line plots, simple bar graphs Data Relationships graphs and charts ⋅ concrete graphs, pictographs, line plots, simple bar graphs
Term 2 Probability likelihood of events simple games and experiments
Mathematics Delivery Plan – Grade 2
STRAND:
Number Sense and Numeration
Overall Expectations for the Term read, represent, compare, and order whole numbers to 100, and use concrete materials to represent (fractions and) money amounts to 100¢
demonstrate an understanding of magnitude by counting forward to 200 and backwards from 50, using multiples of various numbers as starting points
(
Big Ideas Addressed and Related Specific Expectations Quantity Relationships - numbers to 100 - money to 100¢ Specific Expectations represent, compare, and order whole numbers to 100, including money amounts to 100¢ using a variety of tools read and print in words whole numbers to twenty, using meaningful contexts compose and decompose two-digit numbers in a variety of ways, using concrete materials determine, using concrete materials, that ten is nearest to a given two-digit number, and justify the answer estimate, count, and represent using the ¢ symbol the value of a collection of coins with a maximum value of one dollar
Counting - forward by 1’s, 2’s, 5’s, 10’s, 25’s to 200 - backward by 1’s from numbers up to 50 and by 10’s from numbers up to 100 Specific Expectations count forward by 1’s, 2’s, 5’s, 10’s, and 25’s to 200, using number line and hundreds charts, starting from multiples of 1, 2, 5, and 10 count backwards by 1’s from 50 and any number less than 50, and count backwards by 10’s from 100 and any number less than 100, using number lines and hundreds charts locate whole numbers to 100 on a number line and on a partial number line
) indicates skills and/or concepts to be addressed in alternate term
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 2 ⋅ Chapter 4 ⋅ Chapter 6 ⋅ Chapter 10 Math Makes Sense ⋅ Unit 2 ⋅ Unit 3 ⋅ Unit 4 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Number Sense and Numeration ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 2 ⋅ Chapter 3 ⋅ Chapter 4 ⋅ Chapter 5 Super Source
NS&N
Mathematics Delivery Plan – Grade 2
STRAND:
Number Sense and Numeration (continued)
Overall Expectations for the Term solve problems involving the addition and subtraction of one- and two-digit whole numbers, using a variety of strategies, (and investigate multiplication and division)
Big Ideas Addressed and Related Specific Expectations Operational Sense - addition and subtraction ⋅ whole numbers to 18 ⋅ mental math strategies Specific Expectations solve problems involving the addition and subtraction of whole numbers to 18, using a variety of mental math strategies (e.g., “To add 6+8, I could double 6 and get 12 and then add 2 more to get 14.”) describe relationships between quantities by using whole-number addition and subtraction
TERM: 1 Suggested Resources for Strand and Term Tools for Term and Strand ⋅ ten frames ⋅ base ten materials ⋅ coin manipulatives ⋅ number lines ⋅ partial number lines ⋅ hundreds charts ⋅ hundreds carpets ⋅ counters
NS&N (
) indicates skills and/or concepts to be addressed in alternate term
Mathematics Delivery Plan – Grade 2
STRAND:
Measurement
Overall Expectations for the Term estimate, measure, and record length, perimeter, area, (mass, capacity, time and temperature), using standard and non-standard units
compare, describe, and order objects, using attributes measured in nonstandard units and standard units
(
Term 1 Big Ideas Addressed and Related Specific Expectations
Attributes, Units and Measurement - length; cm, m, non-standard units - perimeter; non-standard units - area; non-standard units Specific Expectations estimate and measure, length, height, and distance, using standard units and non-standard units choose benchmarks – in this case, personal referents – for a centimetre and a metre to help them perform measurement tasks record and represent measurements of length, height, and distance in a variety of ways select and justify the choice of a standard unit or a non-standard unit to measure length estimate, measure, and record the distance around objects, using non-standard units estimate, measure, and record area, through investigation using a variety of non-standard units
Measurement Relationships - area; non-standard units Specific Expectations describe, through investigation, the relationship between the size of a unit of area and the number of units needed to cover a surface
Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 5 ⋅ Chapter 7 Math Makes Sense ⋅ Unit 8 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Measurement ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 8 Super Source Tools for Term and Strand ⋅ non-standard materials - string - paces - index cards ⋅ pattern blocks ⋅ counters ⋅ connecting cubes ⋅ colour tiles ⋅ ruler (cm) ⋅ metre stick
) indicates skills and/or concepts to be addressed in alternate term
M
Mathematics Delivery Plan – Grade 2
STRAND:
Patterning and Algebra
Overall Expectations for the Term identify, describe, extend, and create (repeating patterns,) growing patterns, and shrinking patterns
Big Ideas Addressed and Related Specific Expectations Patterns and Relationships - growing patterns and shrinking patterns ⋅ addition and subtraction Specific Expectations identify and describe, through investigation, growing patterns and shrinking patterns generated by the repeated addition or subtraction of 1’s, 2’s, 5’s, 10’s, and 25’s on a number line and on a hundreds chart identify, describe, and create, through investigation, growing patterns and shrinking patterns involving addition and subtraction, with and without the use of calculators identify (repeating,) growing, and shrinking patterns found in real-life contexts represent a given growing or shrinking pattern in a variety of ways create growing or shrinking patterns
demonstrate an understanding of the concept of equality between pairs of expressions, using concrete materials, symbols, and addition and subtraction to 18
(
Expression and Equality - addition/subtraction ⋅ concrete materials Specific Expectations demonstrate an understanding of the concept of equality by partitioning whole numbers to 18 in a variety of ways, using concrete materials represent, through investigation with concrete materials and pictures, two number expressions that are equal, using the equal sign determine the missing number in equations involving addition and subtraction to 18, using a variety of tools and strategies identify, through investigation, and use the commutative property of addition identify, through investigation, the properties of zero in addition and subtraction
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 1 ⋅ Chapter 4 ⋅ Chapter 14 Math Makes Sense ⋅ Unit 1 ⋅ Unit 2 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Patterning and Algebra ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 10 Super Source Tools for Term and Strand ⋅ hundreds chart ⋅ number lines ⋅ calculators ⋅ coin manipulatives ⋅ counters ⋅ tiles ⋅ connecting cubes ⋅ hundreds carpets ⋅ pan balance
) indicates skills and/or concepts to be addressed in alternate term
P&A
Mathematics Delivery Plan – Grade 2
STRAND:
Data Management and Probability
Overall Expectations for the Term collect and organize categorical or discrete primary data and display the data using tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers, with labels ordered appropriately along horizontal axes, as needed
read and describe primary data presented in tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers
(
Big Ideas Addressed and Related Specific Expectations Collection and Organization of Data - graphs and charts ⋅ including concrete graphs, pictographs, line plots, simple bar graphs Specific Expectations demonstrate an ability to organize objects into categories, by sorting and classifying objects using two or more attributes simultaneously gather data to answer a question, using a simple survey with a limited number of responses collect and organize primary data that is categorical or discrete, and display the data using one-to-one correspondence in concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers, with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 1 ⋅ Chapter 3 Math Makes Sense ⋅ Unit 1 ⋅ Unit 5 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Data Management and Probability ⋅ Appendix C
Data Relationships
Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 11
- graphs and charts ⋅ concrete graphs, pictographs, line plots, simple bar graphs
Super Source
Specific Expectations read primary data presented in concrete graphs and pictographs, line plots, simple bar graphs, and other graphic organizers (e.g., tally charts, diagrams), and describe the data using mathematical language pose and answer questions about class generated data in concrete graphs, pictographs, line plots, simple bar graphs, and tally charts distinguish between numbers that represent data values and numbers that represent the frequency of an event demonstrate an understanding of data displayed in a graph, by comparing different parts of the data and by making statements about the data as a whole
) indicates skills and/or concepts to be addressed in alternate term
Tools for Term and Strand ⋅ attribute blocks ⋅ concrete graphs ⋅ pictographs ⋅ line plots ⋅ simple bar graphs ⋅ tally charts ⋅ hundreds carpet ⋅ concrete objects
DM&P
Mathematics Delivery Plan – Grade 2
STRAND:
Number Sense and Numeration
Overall Expectations for the Term solve problems involving the addition and subtraction of one- and two-digit whole numbers, using a variety of strategies, and investigate multiplication and division
Big Ideas Addressed and Related Specific Expectations Operational Sense - addition and subtraction ⋅ two-digit whole numbers ⋅ money to 100¢ - multiplication ⋅ combining equal groups - division ⋅ sharing of a quantity equally Specific Expectations solve problems involving the addition and subtraction of two-digit numbers, with and without regrouping, using concrete materials, student-generated algorithms, and standard algorithms add and subtract money amounts to 100¢, using a variety of tools represent and explain, through investigation using concrete materials and drawings, multiplication as the combining of equal groups represent and explain, through investigation using concrete materials and drawings, division as the sharing of a quantity equally
read, represent, compare, and order whole numbers to 100, and use concrete materials to represent fractions and money amounts to 100¢
Quantity Relationships - fractions ⋅ part of a whole Specific Expectations determine, through investigation using concrete materials, the relationship between the number of fractional parts of a whole and the size of the fractional parts regroup fractional parts into wholes, using concrete materials compare fractions using concrete materials, without using standard fractional notation
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 6 ⋅ Chapter 8 ⋅ Chapter 9 ⋅ Chapter 10 ⋅ Chapter 12 Math Makes Sense ⋅ Unit 3 ⋅ Unit 7 ⋅ Unit 10 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Number Sense and Numeration ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 3 ⋅ Chapter 4 ⋅ Chapter 5 ⋅ Chapter 6 ⋅ Chapter 9 Super Source
NS&N (
) indicates skills and/or concepts to be addressed in alternate term
Mathematics Delivery Plan – Grade 2
STRAND:
Number Sense and Numeration (continued)
Overall Expectations for the Term
Big Ideas Addressed and Related Specific Expectations
TERM: 2 Suggested Resources for Strand and Term Tools for Term and Strand ⋅ ⋅ ⋅ ⋅ ⋅ ⋅ ⋅ ⋅
(
) indicates skills and/or concepts to be addressed in alternate term
base ten materials counters coin manipulatives drawings place value mat number line pattern blocks concrete materials - paper plates - paper squares - fraction pieces
NS&N
Mathematics Delivery Plan – Grade 2
STRAND:
Measurement
Overall Expectations for the Term estimate, measure, and record (length, perimeter, area,) mass, capacity, time and temperature using standard units
Term 2 Big Ideas Addressed and Related Specific Expectations
Attributes, Units and Measurement -
capacity; non-standard units mass; non-standard units time; to the quarter-hour (analogue and digital) temperature; everyday experiences, rise and fall
Specific Expectations estimate, measure, and record the capacity and/or mass of an object, using a variety of non-standard units tell and write time to the quarter-hour, using demonstration digital and analogue clocks construct tools for measuring time intervals in non-standard units describe how changes in temperature affect everyday experiences use a standard thermometer to determine whether temperature is rising or falling
compare, describe, and order objects, using attributes measured in nonstandard and standard units
Measurement Relationships - mass; non-standard units - capacity; non-standard units - time; days, weeks, months and years Specific Expectations compare and order a collection of objects by mass and/or capacity, using nonstandard units determine, through investigation, the relationship between days and weeks and between months and years
(
) indicates skills and/or concepts to be addressed in alternate term
Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 10 ⋅ Chapter 11 Math Makes Sense ⋅ Unit 3 ⋅ Unit 11 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Measurement ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 8 Super Source Tools for Term and Strand ⋅ pan balance ⋅ digital clock ⋅ analogue clock ⋅ thermometer ⋅ colour tiles ⋅ connecting cubes
M
Mathematics Delivery Plan – Grade 2
STRAND:
Geometry & Spatial Sense
Overall Expectations for the Term identify two-dimensional shapes and threedimensional figures and sort them by their geometric properties
Big Ideas Addressed and Related Specific Expectations Geometric Properties - 2-D shapes ⋅ polygons ⋅ geometric properties vs non-geometric properties - 3-D figures ⋅ geometric properties Specific Expectations distinguish between the attributes of an object that are geometric properties and the attributes that are not geometric properties, using a variety of tools identify and describe various polygons and sort and classify them by their geometric properties, using concrete materials and pictorial representations locate the line of symmetry in a two-dimensional shape identify and describe various three-dimensional figures and sort and classify them by their geometric properties, using concrete materials create models and skeletons of prisms and pyramids, using concrete materials, and describe their geometric properties
compose and decompose two-dimensional shapes and three-dimensional figures
Geometric Relationships
Term 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 7 ⋅ Chapter 11 Math Makes Sense ⋅ Unit 6 ⋅ Unit 9 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Geometry and Spatial Sense ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 7 Super Source
- 2-D shapes ⋅ create and describe designs - 3-D figures ⋅ structures Specific Expectations compose and describe pictures, designs, and patterns by combining twodimensional shapes compose and decompose two-dimensional shapes cover an outline puzzle with two-dimensional shapes in more than one way build a structure using three-dimensional figures, and describe the twodimensional shapes and three-dimensional figures in the structure
(
) indicates skills and/or concepts to be addressed in alternate term
G&SS
Mathematics Delivery Plan – Grade 2
STRAND:
Geometry & Spatial Sense (continued)
Overall Expectations for the Term describe and represent the relative locations of objects, and represent objects on a map
Big Ideas Addressed and Related Specific Expectations Location and Movement - symmetry - location and movement of objects on a map Specific Expectations describe the relative locations and the movements of objects on a map draw simple maps of familiar settings, and describe the relative locations of objects on the maps create and describe symmetrical designs using a variety of tools
(
) indicates skills and/or concepts to be addressed in alternate term
Term 2 Suggested Resources for Strand and Term Tools for Term and Strand ⋅ attribute blocks ⋅ connecting cubes ⋅ concrete materials and drawings (triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) ⋅ pattern blocks ⋅ Power Polygons ⋅ maps ⋅ tangrams ⋅ Miras ⋅ geometric solids - cubes - prisms - pyramids ⋅ concrete materials - cardboard - straws - modelling clay
G&SS
Mathematics Delivery Plan – Grade 2
STRAND:
Patterning and Algebra
Overall Expectations for the Term identify, describe, extend, and create repeating patterns (growing patterns, and shrinking patterns)
Big Ideas Addressed and Related Specific Expectations Patterns and Relationships - repeating patterns ⋅ two attributes Specific Expectations identify repeating (growing and shrinking) patterns found in real-life contexts create a repeating pattern by combining two attributes demonstrate, through investigation, an understanding that a pattern results from repeating an operation or making a repeated change to an attribute
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 1 ⋅ Chapter 14 Math Makes Sense ⋅ Unit 2 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Patterning and Algebra ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 10 Super Source Tools for Term and Strand ⋅ attribute blocks ⋅ pattern blocks ⋅ concrete materials - buttons
(
) indicates skills and/or concepts to be addressed in alternate term
P&A
Mathematics Delivery Plan – Grade 2
STRAND:
Data Management & Probability
Overall Expectations for the Term describe probability in everyday situations and simple games
Big Ideas Addressed and Related Specific Expectations Probability - likelihood of events - simple games and experiments Specific Expectations describe probability as a measure of the likelihood that an event will occur, using mathematical language describe the probability that an event will occur, through investigation with simple games and probability experiments and using mathematical language
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 13 Math Makes Sense ⋅ Unit 5 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Data Management and Probability ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 12 Super Source
Tools for Term and Strand ⋅ coins ⋅ spinners
(
) indicates skills and/or concepts to be addressed in alternate term
DM&P
Geometry & Spatial Sense Patterning & Algebra
Mathematics Delivery Plan (term-by-term organizer)
Data Management & Probability
Grade 2 Based on: The Ontario Curriculum Grades 1-8: Mathematics REVISED, 2011
Number Sense & Numeration
Mathematics Delivery Plan – Grade 2
The Hamilton-Wentworth District School Board
Mathematics Delivery Plan
The following is HWDSB’s mandated term-by-term organizer which was developed to assist you with planning your mathematics program. It is based on The Ontario Curriculum Grades 1-8 Mathematics REVISED document. Teachers are required to report on each strand once over the course of the year with a minimum of four strands being reported on each term. The order in which the big ideas/expectations are addressed within each term is up to the individual teacher.
Also included are suggested resources that support the teaching and assessing of the big ideas being addressed each term. These resources are reference points for teachers to use to gain an understanding of the content, tools and strategies to support learners; identify lessons or investigations; and to gather assessment and/or evaluation ideas.
It is important to note that Problem Solving is not a separate strand but rather an approach that should be woven throughout all of the strands. The mathematics Process Expectations are something that should be built into the teaching and assessing of all of the mathematics. Having students explore mathematical concepts, through Problem Solving, to gain a conceptual understanding prior to any direct instruction should be an integral part of every mathematics program.
Mathematics Delivery Plan – Grade 2
The Mathematical Processes The mathematical processes are a set of seven expectations that describe how students acquire and apply their mathematical knowledge and skills (as found on pg. 11 of the curriculum). Students should be actively engaged in applying these processes throughout their math program. Students must problem solve, communicate, reason, reflect, and so on, as they develop the knowledge, the understanding of concepts, and the skills required in all the strands in every grade. Problem Solving
apply developing problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding;
Reasoning and Proving
apply developing reasoning skills (e.g., pattern recognition, classification) to make and investigate conjectures (e.g., through discussion with others);
Reflecting
demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by explaining to others why they think their solution is correct);
Selecting Tools and Computational Strategies
select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems;
Connecting
make connections among simple mathematical concepts and procedures, and relate mathematical ideas to situations drawn from everyday contexts;
Representing
create basic representations of simple mathematical ideas (e.g., using concrete materials; physical actions, such as hopping or clapping; pictures; numbers; diagrams; invented symbols), make connections among them, and apply them to solve problems;
Communicating
communicate mathematical thinking orally, visually, and in writing, using everyday language, a developing mathematical vocabulary, and a variety of representations.
The Mathematical Processes are embedded within the Achievement Chart – Mathematics Grades 1-8, on pages 22-23 of the Revised Curriculum.
Mathematics Delivery Plan – Grade 2
Grade 2
Mathematics Delivery Plan Term 1
Measurement
Number Sense and Numeration
Quantity Relationships numbers to 100 money to 100¢ Counting forwards by 1’s, 2’s, 5’s, 10’s, 25’s to 200 backward by 1’s from numbers up to 50 and by 10’s from numbers up to 100 Operational Sense addition and subtraction ⋅ whole numbers to 18 ⋅ mental math strategies
Attributes, Units, and Measurement Sense length ⋅ cm, m, non-standard units perimeter and area ⋅ non-standard units Measurement Relationships area ⋅ non-standard units
Term 2 Operational Sense addition and subtraction ⋅ two-digit whole numbers ⋅ money to 100¢ multiplication ⋅ combining equal groups division ⋅ sharing of a quantity equally Quantity Relationships fractions ⋅ part of a whole
Attributes, Units, and Measurement Sense mass and capacity ⋅ non-standard units time ⋅ to the quarter-hour (analogue + digital) temperature ⋅ everyday experiences, rise and fall Measurement Relationships mass and capacity ⋅ non-standard units time ⋅ days, weeks, months and years
Mathematics Delivery Plan – Grade 2
Grade 2
Mathematics Delivery Plan Term 1
Term 2 Geometric Properties
Patterning and Algebra
Geometry and Spatial Sense
2-D shapes ⋅ polygons ⋅ geometric properties vs non-geometric properties 3-D figures ⋅ geometric properties Geometric Relationships 2-D shapes ⋅ compose and decompose 3-D figures ⋅ structures Location and Movement symmetry ⋅ create and describe designs ⋅ location and movement of objects on a map
Patterns and Relationships growing patterns and shrinking patterns ⋅ addition and subtraction Expressions and Equality addition and subtraction ⋅ concrete materials
Patterns and Relationships repeating patterns ⋅ two attributes
Mathematics Delivery Plan – Grade 2
Grade 2
Mathematics Delivery Plan Data Management and Probability
Term 1 Collection and Organization of Data graphs and charts ⋅ concrete graphs, pictographs, line plots, simple bar graphs Data Relationships graphs and charts ⋅ concrete graphs, pictographs, line plots, simple bar graphs
Term 2 Probability likelihood of events simple games and experiments
Mathematics Delivery Plan – Grade 2
STRAND:
Number Sense and Numeration
Overall Expectations for the Term read, represent, compare, and order whole numbers to 100, and use concrete materials to represent (fractions and) money amounts to 100¢
demonstrate an understanding of magnitude by counting forward to 200 and backwards from 50, using multiples of various numbers as starting points
(
Big Ideas Addressed and Related Specific Expectations Quantity Relationships - numbers to 100 - money to 100¢ Specific Expectations represent, compare, and order whole numbers to 100, including money amounts to 100¢ using a variety of tools read and print in words whole numbers to twenty, using meaningful contexts compose and decompose two-digit numbers in a variety of ways, using concrete materials determine, using concrete materials, that ten is nearest to a given two-digit number, and justify the answer estimate, count, and represent using the ¢ symbol the value of a collection of coins with a maximum value of one dollar
Counting - forward by 1’s, 2’s, 5’s, 10’s, 25’s to 200 - backward by 1’s from numbers up to 50 and by 10’s from numbers up to 100 Specific Expectations count forward by 1’s, 2’s, 5’s, 10’s, and 25’s to 200, using number line and hundreds charts, starting from multiples of 1, 2, 5, and 10 count backwards by 1’s from 50 and any number less than 50, and count backwards by 10’s from 100 and any number less than 100, using number lines and hundreds charts locate whole numbers to 100 on a number line and on a partial number line
) indicates skills and/or concepts to be addressed in alternate term
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 2 ⋅ Chapter 4 ⋅ Chapter 6 ⋅ Chapter 10 Math Makes Sense ⋅ Unit 2 ⋅ Unit 3 ⋅ Unit 4 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Number Sense and Numeration ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 2 ⋅ Chapter 3 ⋅ Chapter 4 ⋅ Chapter 5 Super Source
NS&N
Mathematics Delivery Plan – Grade 2
STRAND:
Number Sense and Numeration (continued)
Overall Expectations for the Term solve problems involving the addition and subtraction of one- and two-digit whole numbers, using a variety of strategies, (and investigate multiplication and division)
Big Ideas Addressed and Related Specific Expectations Operational Sense - addition and subtraction ⋅ whole numbers to 18 ⋅ mental math strategies Specific Expectations solve problems involving the addition and subtraction of whole numbers to 18, using a variety of mental math strategies (e.g., “To add 6+8, I could double 6 and get 12 and then add 2 more to get 14.”) describe relationships between quantities by using whole-number addition and subtraction
TERM: 1 Suggested Resources for Strand and Term Tools for Term and Strand ⋅ ten frames ⋅ base ten materials ⋅ coin manipulatives ⋅ number lines ⋅ partial number lines ⋅ hundreds charts ⋅ hundreds carpets ⋅ counters
NS&N (
) indicates skills and/or concepts to be addressed in alternate term
Mathematics Delivery Plan – Grade 2
STRAND:
Measurement
Overall Expectations for the Term estimate, measure, and record length, perimeter, area, (mass, capacity, time and temperature), using standard and non-standard units
compare, describe, and order objects, using attributes measured in nonstandard units and standard units
(
Term 1 Big Ideas Addressed and Related Specific Expectations
Attributes, Units and Measurement - length; cm, m, non-standard units - perimeter; non-standard units - area; non-standard units Specific Expectations estimate and measure, length, height, and distance, using standard units and non-standard units choose benchmarks – in this case, personal referents – for a centimetre and a metre to help them perform measurement tasks record and represent measurements of length, height, and distance in a variety of ways select and justify the choice of a standard unit or a non-standard unit to measure length estimate, measure, and record the distance around objects, using non-standard units estimate, measure, and record area, through investigation using a variety of non-standard units
Measurement Relationships - area; non-standard units Specific Expectations describe, through investigation, the relationship between the size of a unit of area and the number of units needed to cover a surface
Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 5 ⋅ Chapter 7 Math Makes Sense ⋅ Unit 8 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Measurement ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 8 Super Source Tools for Term and Strand ⋅ non-standard materials - string - paces - index cards ⋅ pattern blocks ⋅ counters ⋅ connecting cubes ⋅ colour tiles ⋅ ruler (cm) ⋅ metre stick
) indicates skills and/or concepts to be addressed in alternate term
M
Mathematics Delivery Plan – Grade 2
STRAND:
Patterning and Algebra
Overall Expectations for the Term identify, describe, extend, and create (repeating patterns,) growing patterns, and shrinking patterns
Big Ideas Addressed and Related Specific Expectations Patterns and Relationships - growing patterns and shrinking patterns ⋅ addition and subtraction Specific Expectations identify and describe, through investigation, growing patterns and shrinking patterns generated by the repeated addition or subtraction of 1’s, 2’s, 5’s, 10’s, and 25’s on a number line and on a hundreds chart identify, describe, and create, through investigation, growing patterns and shrinking patterns involving addition and subtraction, with and without the use of calculators identify (repeating,) growing, and shrinking patterns found in real-life contexts represent a given growing or shrinking pattern in a variety of ways create growing or shrinking patterns
demonstrate an understanding of the concept of equality between pairs of expressions, using concrete materials, symbols, and addition and subtraction to 18
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Expression and Equality - addition/subtraction ⋅ concrete materials Specific Expectations demonstrate an understanding of the concept of equality by partitioning whole numbers to 18 in a variety of ways, using concrete materials represent, through investigation with concrete materials and pictures, two number expressions that are equal, using the equal sign determine the missing number in equations involving addition and subtraction to 18, using a variety of tools and strategies identify, through investigation, and use the commutative property of addition identify, through investigation, the properties of zero in addition and subtraction
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 1 ⋅ Chapter 4 ⋅ Chapter 14 Math Makes Sense ⋅ Unit 1 ⋅ Unit 2 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Patterning and Algebra ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 10 Super Source Tools for Term and Strand ⋅ hundreds chart ⋅ number lines ⋅ calculators ⋅ coin manipulatives ⋅ counters ⋅ tiles ⋅ connecting cubes ⋅ hundreds carpets ⋅ pan balance
) indicates skills and/or concepts to be addressed in alternate term
P&A
Mathematics Delivery Plan – Grade 2
STRAND:
Data Management and Probability
Overall Expectations for the Term collect and organize categorical or discrete primary data and display the data using tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers, with labels ordered appropriately along horizontal axes, as needed
read and describe primary data presented in tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers
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Big Ideas Addressed and Related Specific Expectations Collection and Organization of Data - graphs and charts ⋅ including concrete graphs, pictographs, line plots, simple bar graphs Specific Expectations demonstrate an ability to organize objects into categories, by sorting and classifying objects using two or more attributes simultaneously gather data to answer a question, using a simple survey with a limited number of responses collect and organize primary data that is categorical or discrete, and display the data using one-to-one correspondence in concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers, with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 1 ⋅ Chapter 3 Math Makes Sense ⋅ Unit 1 ⋅ Unit 5 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Data Management and Probability ⋅ Appendix C
Data Relationships
Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 11
- graphs and charts ⋅ concrete graphs, pictographs, line plots, simple bar graphs
Super Source
Specific Expectations read primary data presented in concrete graphs and pictographs, line plots, simple bar graphs, and other graphic organizers (e.g., tally charts, diagrams), and describe the data using mathematical language pose and answer questions about class generated data in concrete graphs, pictographs, line plots, simple bar graphs, and tally charts distinguish between numbers that represent data values and numbers that represent the frequency of an event demonstrate an understanding of data displayed in a graph, by comparing different parts of the data and by making statements about the data as a whole
) indicates skills and/or concepts to be addressed in alternate term
Tools for Term and Strand ⋅ attribute blocks ⋅ concrete graphs ⋅ pictographs ⋅ line plots ⋅ simple bar graphs ⋅ tally charts ⋅ hundreds carpet ⋅ concrete objects
DM&P
Mathematics Delivery Plan – Grade 2
STRAND:
Number Sense and Numeration
Overall Expectations for the Term solve problems involving the addition and subtraction of one- and two-digit whole numbers, using a variety of strategies, and investigate multiplication and division
Big Ideas Addressed and Related Specific Expectations Operational Sense - addition and subtraction ⋅ two-digit whole numbers ⋅ money to 100¢ - multiplication ⋅ combining equal groups - division ⋅ sharing of a quantity equally Specific Expectations solve problems involving the addition and subtraction of two-digit numbers, with and without regrouping, using concrete materials, student-generated algorithms, and standard algorithms add and subtract money amounts to 100¢, using a variety of tools represent and explain, through investigation using concrete materials and drawings, multiplication as the combining of equal groups represent and explain, through investigation using concrete materials and drawings, division as the sharing of a quantity equally
read, represent, compare, and order whole numbers to 100, and use concrete materials to represent fractions and money amounts to 100¢
Quantity Relationships - fractions ⋅ part of a whole Specific Expectations determine, through investigation using concrete materials, the relationship between the number of fractional parts of a whole and the size of the fractional parts regroup fractional parts into wholes, using concrete materials compare fractions using concrete materials, without using standard fractional notation
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 6 ⋅ Chapter 8 ⋅ Chapter 9 ⋅ Chapter 10 ⋅ Chapter 12 Math Makes Sense ⋅ Unit 3 ⋅ Unit 7 ⋅ Unit 10 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Number Sense and Numeration ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 3 ⋅ Chapter 4 ⋅ Chapter 5 ⋅ Chapter 6 ⋅ Chapter 9 Super Source
NS&N (
) indicates skills and/or concepts to be addressed in alternate term
Mathematics Delivery Plan – Grade 2
STRAND:
Number Sense and Numeration (continued)
Overall Expectations for the Term
Big Ideas Addressed and Related Specific Expectations
TERM: 2 Suggested Resources for Strand and Term Tools for Term and Strand ⋅ ⋅ ⋅ ⋅ ⋅ ⋅ ⋅ ⋅
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) indicates skills and/or concepts to be addressed in alternate term
base ten materials counters coin manipulatives drawings place value mat number line pattern blocks concrete materials - paper plates - paper squares - fraction pieces
NS&N
Mathematics Delivery Plan – Grade 2
STRAND:
Measurement
Overall Expectations for the Term estimate, measure, and record (length, perimeter, area,) mass, capacity, time and temperature using standard units
Term 2 Big Ideas Addressed and Related Specific Expectations
Attributes, Units and Measurement -
capacity; non-standard units mass; non-standard units time; to the quarter-hour (analogue and digital) temperature; everyday experiences, rise and fall
Specific Expectations estimate, measure, and record the capacity and/or mass of an object, using a variety of non-standard units tell and write time to the quarter-hour, using demonstration digital and analogue clocks construct tools for measuring time intervals in non-standard units describe how changes in temperature affect everyday experiences use a standard thermometer to determine whether temperature is rising or falling
compare, describe, and order objects, using attributes measured in nonstandard and standard units
Measurement Relationships - mass; non-standard units - capacity; non-standard units - time; days, weeks, months and years Specific Expectations compare and order a collection of objects by mass and/or capacity, using nonstandard units determine, through investigation, the relationship between days and weeks and between months and years
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) indicates skills and/or concepts to be addressed in alternate term
Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 10 ⋅ Chapter 11 Math Makes Sense ⋅ Unit 3 ⋅ Unit 11 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Measurement ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 8 Super Source Tools for Term and Strand ⋅ pan balance ⋅ digital clock ⋅ analogue clock ⋅ thermometer ⋅ colour tiles ⋅ connecting cubes
M
Mathematics Delivery Plan – Grade 2
STRAND:
Geometry & Spatial Sense
Overall Expectations for the Term identify two-dimensional shapes and threedimensional figures and sort them by their geometric properties
Big Ideas Addressed and Related Specific Expectations Geometric Properties - 2-D shapes ⋅ polygons ⋅ geometric properties vs non-geometric properties - 3-D figures ⋅ geometric properties Specific Expectations distinguish between the attributes of an object that are geometric properties and the attributes that are not geometric properties, using a variety of tools identify and describe various polygons and sort and classify them by their geometric properties, using concrete materials and pictorial representations locate the line of symmetry in a two-dimensional shape identify and describe various three-dimensional figures and sort and classify them by their geometric properties, using concrete materials create models and skeletons of prisms and pyramids, using concrete materials, and describe their geometric properties
compose and decompose two-dimensional shapes and three-dimensional figures
Geometric Relationships
Term 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 7 ⋅ Chapter 11 Math Makes Sense ⋅ Unit 6 ⋅ Unit 9 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Geometry and Spatial Sense ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 7 Super Source
- 2-D shapes ⋅ create and describe designs - 3-D figures ⋅ structures Specific Expectations compose and describe pictures, designs, and patterns by combining twodimensional shapes compose and decompose two-dimensional shapes cover an outline puzzle with two-dimensional shapes in more than one way build a structure using three-dimensional figures, and describe the twodimensional shapes and three-dimensional figures in the structure
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) indicates skills and/or concepts to be addressed in alternate term
G&SS
Mathematics Delivery Plan – Grade 2
STRAND:
Geometry & Spatial Sense (continued)
Overall Expectations for the Term describe and represent the relative locations of objects, and represent objects on a map
Big Ideas Addressed and Related Specific Expectations Location and Movement - symmetry - location and movement of objects on a map Specific Expectations describe the relative locations and the movements of objects on a map draw simple maps of familiar settings, and describe the relative locations of objects on the maps create and describe symmetrical designs using a variety of tools
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) indicates skills and/or concepts to be addressed in alternate term
Term 2 Suggested Resources for Strand and Term Tools for Term and Strand ⋅ attribute blocks ⋅ connecting cubes ⋅ concrete materials and drawings (triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) ⋅ pattern blocks ⋅ Power Polygons ⋅ maps ⋅ tangrams ⋅ Miras ⋅ geometric solids - cubes - prisms - pyramids ⋅ concrete materials - cardboard - straws - modelling clay
G&SS
Mathematics Delivery Plan – Grade 2
STRAND:
Patterning and Algebra
Overall Expectations for the Term identify, describe, extend, and create repeating patterns (growing patterns, and shrinking patterns)
Big Ideas Addressed and Related Specific Expectations Patterns and Relationships - repeating patterns ⋅ two attributes Specific Expectations identify repeating (growing and shrinking) patterns found in real-life contexts create a repeating pattern by combining two attributes demonstrate, through investigation, an understanding that a pattern results from repeating an operation or making a repeated change to an attribute
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 1 ⋅ Chapter 14 Math Makes Sense ⋅ Unit 2 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Patterning and Algebra ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 10 Super Source Tools for Term and Strand ⋅ attribute blocks ⋅ pattern blocks ⋅ concrete materials - buttons
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) indicates skills and/or concepts to be addressed in alternate term
P&A
Mathematics Delivery Plan – Grade 2
STRAND:
Data Management & Probability
Overall Expectations for the Term describe probability in everyday situations and simple games
Big Ideas Addressed and Related Specific Expectations Probability - likelihood of events - simple games and experiments Specific Expectations describe probability as a measure of the likelihood that an event will occur, using mathematical language describe the probability that an event will occur, through investigation with simple games and probability experiments and using mathematical language
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 13 Math Makes Sense ⋅ Unit 5 A Guide to Effective Instruction in Mathematics; (Kdgn to Grade 3) Data Management and Probability ⋅ Appendix C Teaching Student-Centered Mathematics by J. Van de Walle Grades K-3 ⋅ Chapter 12 Super Source
Tools for Term and Strand ⋅ coins ⋅ spinners
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) indicates skills and/or concepts to be addressed in alternate term
DM&P
