Although the new Math curriculum does not have us teaching the students in single strands as we did before it changed, I have left the general vocabulary lists, strategies and websites here for your to peruse, giving you the gist of some of the big ideas.
Patterning
Here is a list of the vocabulary the children will be exposed to. After the basics are in place students will play games and solve problems to create and extend number patterns and shape patterns with varying attributes and complexity.
Patterning Vocabulary
Repeating Patterns repeat themselves. The smallest part that repeats is called the core.
e.g., 2 8 9 2 2 8 9 2 2 8 9 2......The first four terms are the core of this repeating pattern.
(A term is another word for number)
Growing Patterns get bigger in a predictable way.
e.g., 1, 6 ,11, 16, 21 ...........Pattern Rule: Start at 1.... Add 5 each time.
e.g., 1, 3, 9, 27 ......Pattern Rule: Start at 1... Multiply by 3 each time.
Shrinking Patterns get smaller in a predictable way.
e.g., 71, 66, 61, 56, 51, 46......Pattern Rule: Start at 71... Subtract 5 each time.
Number Sense
Over the course of the first term, students will also learn about ways to add and subtract larger numbers. They will apply a variety of strategies to do this, (e.g, rounding, making friendlier numbers, counting on, number lines)
First students will practice their basic facts to develop their confidence and accuracy in addition and subtraction. They will learn and apply a variety of strategies (listed below) which we will model and discuss as we work. The children will do Mad Minutes at the start of many of our classes to consistently reinforce learned strategies. These concepts will remain on the web-site for families to refer to throughout the year.
Strategies for Basic Facts
Doubles
4 + 4, 7+7, 10+10, etc.
Doubles Plus One
6 + 7 = 6 + 6 + 1 = 12 + 1 = 13
Doubles Minus One
9 + 8 = 9 + 9 - 1 = 18 - 1 = 17
Doubles Plus Two
5 + 7 = 5 + 5 + 2 = 10 + 2 = 12
Doubles Minus Two
8 + 6 = 8 + 8 - 2 = 14
Combinations That Make 10
1 + 9, 2 + 8, 3 + 7, 4 + 6, 5 + 5
Adding 10 to a Number
3 + 10 = 13, 7 + 10 = 17, 9 + 10 = 19
The "Nine Rule" : Add 10 and Subtract 1
9 + 5 = 10 + 5 - 1 = 14
Combining "Easy Adders"
3 + 9 + 7 = 3 + 7 + 9 = 10 + 9 = 19
Using Known Facts to Add and Subtract
Groups of 10
6 + 7 = 13 15 - 8 = 7
60 + 70 = 130 150 - 80 = 70
Strategies for Larger Facts
Rounding (Estimation Strategies)
Round Numbers to the Nearest 10, 100 or 1000
46 + 98.............................. 50 + 100 = 150
1508 + 335........................1500 + 300 = 1800
2740 - 388..........................2700 - 400 = 2300
13288 - 6005......................1300 - 6000 = 7000
Make a Friendly Number (Estimation Strategies)
137 + 295..........137 + 300 = 437
296 - 183...........300 - 100 - 80 = 200 - 80 = 120
Counting On
323 + 264 = ?
323 + 200 = 523
523 + 60 = 583
583 + 4 = 587
Counting Back
720 - 562 = ?
720 - 500 = 220
220 - 60 = 160
160 - 2 = 158
Expanded Form
276 = 200 + 70 + 6
315 = 300 + 10 + 5
500 + 80 + 11 = 591
Using Base Ten Blocks
(drawing hundred flats, ten rods and unit cubes to represent numbers in picture form)
Using a Number Line
(drawing a number line and using areas to add first the hundreds, then the tens and then the ones)
As the year progresses, students will continue to develop their ability to add and subtract larger numbers using a wide variety of these strategies.
They will explore patterns found in the multiplication tables as well. Websites to practice multiplication tables at home will be sent home with the children when our study begins.
We are using Dream Box during some of our weekly chrome book times. I am able to observe them at work, noting the models and strategies they are using.
Data Management
Students will read and interpret data in tables and graphs
Students will also calculate the mean, median and mode in a set of data
They will also conduct surveys and then draw a variety of types of graphs, (e.g., line graphs, plot graphs, bar graphs, picto graphs) to display the data collected
Bar Graph - Displays data by using bars of equal length on a grid. The bars may be horizontal or vertical
Circle Graph - Displays data using a circle divided into sectors. We use a circle graph to show data about one whole or one group.
Line Graph - Often used to show how data change over time.
Pictograph - Uses pictures and symbols to display data. Each picture of symbol can represent more than one object. A key tells what each picture represents.
Range - Tells how spread out the numbers in a set of data are. We find the range by subtracting the least value from the greatest value. (e.g., The range in heights of the children is 122 cm 100 cm = 22 cm)
Survey - Used to collect data. You can survey your classmates by asking them which is their favourite ice cream flavour.
Mean - is a number that represents the centre of a set of numbers
(To find, add the set of numbers and then divide by the number of numbers in the set...e.g., 7,5,5,8,and 5 are the set of numbers. Add 7+5+5+8+5=30...Because there are 5 numbers in the set, 30 divided by 5 = 6) The mean is 6
Mode - this is the number that occurs most often in the data. Both the mean and the mode are sometimes called the average.
The children will learn to tell time to the quarter, half and three quarter hour as well as to the minute.
Students will also explore elapsed time and will solve problems using a variety of strategies develop their skills.
You can access the games on "Telling Time" at:
Grade Level Help
2nd Gr. Skills
Skill Builders
Mathematics Activities
Telling Time
Beginning Games..Numbers 5, 7, 10
Medium ....Numbers 2, 11, 14
Challenging .....12, 13
Units of Time
1 minute = 60 seconds
1 half hour = 30 minutes
1 hour = 60 minutes
1 day = 24 hours
1 week = 7 days
1 year = 52 weeks,
12 months or 365 days
1 decade = 10 years
1 century = 10 decades or 100 years
1 millennium = 10 centuries or 1000 years
Telling Time Assignment....This will be done in class for the most part...It may need to be completed at home.
(Use your time wisely to compete this in class if you can)
We have been working on telling time to the nearest minute, and calculating elapsed time (time that has passed between one event and the next.) Here is an activity that will show what you have learned.
Choose one day of the week that you would like to share in detail.
Choose 6 different activities that usually occur on that day. List the activities in the order that they occur. We call this chronological order. Do this on lined paper.
On the analog clocks provided (clocks with a face), draw the time the activity usually occurs on that day (to the nearest minute. e.g,, 6:40 p.m., 11:25 a.m., 3:07 p.m.,) and glue the clocks onto the long strip of paper handed out with your assignment sheet. Be sure to arrange them in chronological order, and leave lots of space in between each clock.
Underneath the glued clocks, write the times digitally (as they would appear on a clock radio or the microwave.) Be sure to include a.m. or p.m. when you write the time.
Underneath each clock, write a good descriptive sentence about what you are doing at that particular time.
One the piece of lined paper, calculate the elapsed time (how much time has passed) between three different activities. Be sure to show your work clearly, so I know how you figured it out! For example you could use the timeline strategy!
Include your name on your work, give it an interesting title and proofread it. When it is the best it can be, hand it in for marking!
Students will explore concepts related to money later in the year.
Useful websites to practice concepts related to money
Internet $ Classrooms.com
Grade Level Skills
Grade 3
Skillbuilders
Mathematics
Money Transactions
#4 Cash Out (choose CanadianFlag then choose show change....No
#5 Changemaker
Multiplication and division. Students will be coming home with a variety of games and activities to help them learn their tables. Here are a couple of websites to try for evening practice.
Marevellous Multiplication and Dandy Division Sites
www.oswego.org/ocsd-web/games/Mathmagician/mathsmulti.html ( Great for encouraging the learning of multiplication facts "in a snap" as students track their rate of recall on a timer)
http://www.lizardpoint.com/math (Practice on-line, or create your own multiplication and division worksheets)
www.4kids.org (Select "Games: and then "Meteor Multiplication" for an interactive way to practice your facts)
www.mathplayground.com/multiplication01.html (All kinds of math topics and all kinds of ways to learn - games, word problems, logic puzzles, math videos)