Math Games

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

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.)

symbolic representation of equality and inequality

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)

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

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

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)

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

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

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

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

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)