| Content |
addition and subtraction to 100
|
Mathematics 2 |
No CCG |
| Keyword: addition and subtraction to 100 |
Elaboration: decomposing numbers to 100estimating sums and differences to 100using 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 differenceusing an open number line, hundred chart, ten-framesusing addition and subtraction in real-life contexts and problem-based situationswhole-class number talks |
|
| Content |
addition and subtraction facts to 20 (introduction of computational strategies) |
Mathematics 2 |
No CCG |
| Keyword: facts to 20 |
Elaboration: adding and subtracting numbers to 20fluency with math strategies for addition and subtraction (e.g., making or bridging 10, decomposing, identifying related doubles, adding on to find the difference) |
|
| Content |
benchmarks of 25, 50, and 100 and personal referents |
Mathematics 2 |
No CCG |
| Keyword: benchmarks |
Elaboration: seating arrangements at ceremonies/feasts |
|
| Content |
number concepts to 100 |
Mathematics 2 |
No CCG |
| Keyword: number concepts |
Elaboration: counting:skip-counting by 2, 5, and 10:using different starting pointsincreasing and decreasing (forward and backward)Quantities to 100 can be arranged and recognized:comparing and ordering numbers to 100benchmarks of 25, 50, and 100place value:understanding of 10s and 1sunderstanding 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 1seven and odd numbers |
|
| Curricular Competency |
Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts |
Mathematics 2 |
Connecting and reflecting |
| Keyword: Incorporate |
Elaboration: Invite local First Peoples Elders and knowledge keepers to share their knowledge. |
| Keyword: make connections |
Elaboration: Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining (csus.edu/indiv/o/oreyd/ACP.htm_files/abishop.htm)aboriginaleducation.caTeaching Mathematics in a First Nations Context, FNESC fnesc.ca/k-7/ |
|
| Curricular Competency |
Connect mathematical concepts to each other and to other areas and personal interests |
Mathematics 2 |
Connecting and reflecting |
| Keyword: other areas and personal interests |
Elaboration: to develop a sense of how mathematics helps us understand ourselves and the world around us (e.g., daily activities, local and traditional practices, the environment, popular media and news events, social justice, and cross-curricular integration) |
|
| Curricular Competency |
Reflect on mathematical thinking |
Mathematics 2 |
Connecting and reflecting |
| Keyword: Reflect |
Elaboration: sharing the mathematical thinking of self and others, including evaluating strategies and solutions, extending, and posing new problems and questions |
|
| Curricular Competency |
Represent mathematical ideas in concrete, pictorial, and symbolic forms |
Mathematics 2 |
Communicating and representing |
| Keyword: concrete, pictorial, and symbolic forms |
Elaboration: Use local materials gathered outside for concrete and pictorial representations. |
|
| Curricular Competency |
Explain and justify mathematical ideas and decisions |
Mathematics 2 |
Communicating and representing |
| Keyword: Explain and justify |
Elaboration: using mathematical arguments“Prove it!” |
|
| Curricular Competency |
Use mathematical vocabulary and language to contribute to mathematical discussions |
Mathematics 2 |
Communicating and representing |
|
| Curricular Competency |
Communicate mathematical thinking in many ways |
Mathematics 2 |
Communicating and representing |
| Keyword: Communicate |
Elaboration: concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, justify, and apply mathematical ideasusing technology such as screencasting apps, digital photos |
|
| Curricular Competency |
Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures |
Mathematics 2 |
Understanding and solving |
| Keyword: connected |
Elaboration: in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integrationHave students pose and solve problems or ask questions connected to place, stories, and cultural practices.Elder communication to explain harvest traditions and sharing practices |
|
| Curricular Competency |
Develop and use multiple strategies to engage in problem solving |
Mathematics 2 |
Understanding and solving |
| Keyword: multiple strategies |
Elaboration: visual, oral, play, experimental, written, symbolic |
|
| Curricular Competency |
Visualize to explore mathematical concepts |
Mathematics 2 |
Understanding and solving |
|
| Curricular Competency |
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |
Mathematics 2 |
Understanding and solving |
|