Math Games

2.CONTENT.1.1

number concepts to 100 • counting: - skip-counting by 2, 5, and 10: - using different starting points - increasing and decreasing (forward and backward) • Quantities to 100 can be arranged and recognized: - comparing and ordering numbers to 100 - benchmarks of 25, 50, and 100 - place value: - understanding of 10s and 1s - understanding the relationship between digit places and their value, to 99 (e.g., the digit 4 in 49 has the value of 40) - decomposing two-digit numbers into 10s and 1s • even and odd numbers

2.CONTENT.2.1

change in quantity, using pictorial and symbolic representation • numerically describing a change in quantity (e.g., for 6 + n = 10, visualize the change in quantity by using ten-frames, hundred charts, etc.)

2.CONTENT.2.2

symbolic representation of equality and inequality

2.CONTENT.2.3

addition and subtraction facts to 20 (introduction of computational strategies) • adding and subtracting numbers to 20 • fluency with math strategies for addition and subtraction (e.g., making or bridging 10, decomposing, identifying related doubles, adding on to find the difference)

2.CONTENT.2.4

addition and subtraction to 100 • decomposing numbers to 100 • estimating sums and differences to 100 • using strategies such as looking for multiples of 10, friendly numbers (e.g., 48 + 37, 37 = 35 + 2, 48 + 2 = 50, 50 + 35 = 85), decomposing into 10s and 1s and recomposing (e.g., 48 + 37, 40 + 30 = 70, 8 +7 = 15, 70 +15 = 85), and compensating (e.g., 48 + 37, 48 +2 = 50, 37 – 2 = 35, 50 + 35 = 80) • adding up to find the difference • using an open number line, hundred chart, ten-frames • using addition and subtraction in real-life contexts and problem-based situations • whole-class number talks

2.CONTENT.2.5

benchmarks of 25, 50, and 100 and personal referents • seating arrangements at ceremonies/feasts

2.CONTENT.3.1

repeating and increasing patterns • exploring more complex repeating patterns (e.g., positional patterns, circular patterns) • identifying the core of repeating patterns (e.g., the pattern of the pattern that repeats over and over) • increasing patterns using manipulatives, sounds, actions, and numbers (0 to 100) • Métis finger weaving • First Peoples head/armband patterning • online video and text: Small Number Counts to 100 (mathcatcher.irmacs.sfu.ca/story/small-number-counts-100)

2.CONTENT.4.1

direct linear measurement, introducing standard metric units • centimetres and metres • estimating length • measuring and recording length, height, and width, using standard units

2.CONTENT.4.2

multiple attributes of 2D shapes and 3D objects • sorting 2D shapes and 3D objects, using two attributes, and explaining the sorting rule • describing, comparing, and constructing 2D shapes, including triangles, squares, rectangles, circles • identifying 2D shapes as part of 3D objects • using traditional northwest coast First Peoples shapes (ovoids, U, split U, and local art shapes) reflected in the natural environment

2.CONTENT.5.1

likelihood of familiar life events, using comparative language • using comparative language (e.g., certain, uncertain; more, less, or equally likely)

2.CONTENT.5.2

pictorial representation of concrete graphs, using one-to- one correspondence • collecting data, creating a concrete graph, and representing the graph, using a pictorial representation through grids, stamps, drawings • one-to-one correspondence

2.CONTENT.6.1

Coin combinations to 100 cents, and spending and saving • counting simple mixed combinations of coins to 100 cents • introduction to the concepts of spending and saving, integrating the concepts of wants and needs • role-playing financial transactions (e.g., using bills and coins)