· Web viewM1.4 select and justify the choice of a standard unit (i.e., centimetre or metre) or a nonstandard unit to measure length (e.g., “I needed a fast way to check that the

Mathology 2 Correlation (Number) – Ontario*

Curriculum Expectations

Mathology Grade 2 Classroom Activity Kit

Mathology Little Books Pearson Canada K–3 Mathematics Learning Progression

Overall ExpectationN.1 Quantity Relationships: read, represent, compare, and order whole numbers to 100, and use concrete materials to represent fractions and money amounts to 100¢N1.1 represent, compare, and order whole numbers to 100, including money amounts to 100¢, using a variety of tools (e.g., ten frames, base ten materials, coin manipulatives, number lines, hundreds charts and hundreds carpets)

Teacher CardsNumber Cluster 2: Number Relationships 16: Comparing Quantities 7: Ordering Quantities 8: Odd and Even Numbers 12: Number Relationships 1 ConsolidationNumber Cluster 3: Grouping and Place Value13: Building Numbers14: Making a Number Line15: Grouping to Count16: Grouping and Place Value ConsolidationNumber Cluster 9: Financial Literacy43: Estimating Money46: Saving Regularly

Number Math Every Day Cards2A: Show Me in Different Ways

Guess My Number2B: Math Commander

Building an Open Number Line

• What Would You Rather?• Ways to Count• Back to Batoche• The Great Dogsled Race

To Scaffold:• Paddling the River• A Family Cookout• At the Corn Farm• How Many Is Too Many?

To Extend:• Fantastic Journeys• Finding Buster• Math Makes Me Laugh• The Street Party• Sports Camp

Big idea: Numbers are related in many waysComparing and ordering quantities (multitude or magnitude)- Compares and orders quantities and written

numbers using benchmarks. - Determines how many more/less one quantity is

compared to another- Orders three or more quantities to 20 using sets

and/or numerals.Big idea: Quantities and numbers can be grouped by or partitioned into equal-sized unitsUnitizing quantities into ones, tens, and hundreds place-value concepts) - Writes, reads, composes, and decomposes two-

digit numbers as units of tens and leftover ones. Unitizing quantities and comparing units to the whole - Partitions into and skip-counts by equal-sized

units and recognizes that the results will be the same when counted by ones.

- Recognizes that, for a given quantity, increasing the number of sets decreases the number of objects in each set.

- Recognizes and describes equal-sized sets as units within a larger set (doubling or tripling)

*codes to curriculum expectations are for cross-referencing purposes only

Mathology 2 Integrated Curriculum Correlation – Ontariov. 05092019

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N1.2 read and print in words whole numbers to twenty, using meaningful contexts (e.g., storybooks, posters, signs)

Teacher CardNumber Cluster 1: Counting1: Bridging Tens

• What Would You Rather?• Array’s Bakery

To Scaffold:• On Safari!

Big Idea: Numbers tell us how many and how much.Recognizing and writing numerals- Names, writes, and matches two-digit numerals

to quantities

N1.3 compose and decompose two-digit numbers in a variety of ways, using concrete materials (e.g., place 42 counters on ten frames to show 4 tens and 2 ones; compose 37¢ using one quarter, one dime, and two pennies)

Teacher CardsNumber Cluster 2: Number Relationships 111: Decomposing to 20 12: Number Relationships 1 Consolidation Number Cluster 3: Grouping and Place Value13: Building Numbers 15: Grouping to Count16: Grouping and Place Value Consolidation Number Cluster 5: Number Relationships 223: Decomposing 50 24: Jumping on the Number Line 25: Number Relationships 2 Consolidation Number Cluster 9: Financial Literacy43: Estimating Money44: Earning Money46: Saving Regularly

Number Math Every Day Cards2A: Show Me in Different Ways

Guess My Number2B: Math Commander

Building an Open Number Line3B: Thinking Tens

Describe Me5A: Building Numbers 5B: How Many Ways?

What’s the Unknown Part? 7A: I Have… I Need…9: Showing Money in Different Ways

• Ways to Count• Family Fun Day• Back to Batoche• Marbles, Alleys, Mibs, and

Guli! • A Class-full of Projects• The Money Jar

To Scaffold:• Paddling the River• At the Corn Farm

To Extend:• Finding Buster • How Numbers Work• The Street Party• Planting Seeds

Big Idea: Numbers tell us how many and how much.Unitizing quantities into ones, tens, and hundreds place-value concepts)- Writes, reads, composes, and decomposes two-

digit numbers as units of tens and leftover ones. - Determines 10 more/less than a given number

without counting.Big Idea: Numbers are related in many ways.Decomposing wholes into parts and composing wholes from parts - Composes two-digit numbers from parts (e.g., 14

and 14 is 28), and decomposes two-digit numbers into parts (e.g., 28 is 20 and 8).


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N1.4 determine, using concrete materials, the ten that is nearest to a given two-digit number, and justify the answer (e.g., use counters on ten frames to determine that 47 is closer to 50 than to 40)

Teacher CardsNumber Cluster 2: Number Relationships 112: Number Relationships 1 ConsolidationNumber Cluster 5: Number Relationships 222: Benchmarks on a Number Line 25: Number Relationships 2 Consolidation

Number Math Every Day Cards2B: Math Commander

Building an Open Number Line5A: Which Ten is Nearer?

• What Would You Rather?• A Class-full of Projects

To Scaffold:• Paddling the River

To Extend:• Fantastic Journeys• Finding Buster• Math Makes Me Laugh

Big idea: Numbers are related in many ways.Comparing and ordering quantities (multitude or magnitude)- Compares and orders quantities and written

numbers using benchmarks.

N1.5 determine, through investigation using concrete materials, the relationship between the number of fractional parts of a whole and the size of the fractional parts (e.g., a paper plate divided into fourths has larger parts than a paper plate divided into eighths)

Teacher CardsNumber Cluster 4: Early Fractional Thinking17: Equal Parts18: Comparing Fractions 119: Comparing Fractions 221: Early Fractional Thinking Consolidation

Number Math Every Day Cards4A: Equal Parts from Home

Modelling Fraction Amounts 4B: Naming Equal Parts

• The Best Birthday

To Extend:• Hockey Homework

Big Idea: Quantities and numbers can be grouped by or partitioned into equal-sized units.Partitioning quantities to form fractions Partitions wholes (e.g., intervals, sets) into equal

parts and names the unit fractions Relates the size of parts to the number of equal

parts in a whole (e.g., a whole cut into 2 equal pieces has larger parts than a whole cut into 3 equal pieces).

Compares unit fractions to determine relative size.

N1.6 regroup fractional parts into wholes, using concrete materials (e.g., combine nine fourths to form two wholes and one fourth)

Teacher CardsNumber Cluster 4: Early Fractional Thinking20: Regrouping Fractional Parts 21: Early Fractional Thinking Consolidation

Number Math Every Day Card4B: Regrouping Equal Parts








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N1.7 compare fractions using concrete materials, without using standard fractional notation (e.g., use fraction pieces to show that three fourths are bigger than one half, but smaller than one whole)

Teacher CardsNumber Cluster 4: Early Fractional Thinking19: Comparing Fractions 2 21: Early Fractional Thinking Consolidation







N1.8 estimate, count, and represent (using the ¢ symbol) the value of a collection of coins with a maximum value of one dollar

Teacher CardsNumber Cluster 9: Financial Literacy43: Estimating Money 44: Earning Money 46: Saving Regularly

Number Math Every Day Cards9: Collections of Coins

• The Money Jar

To Extend:• The Street Party

Big Idea: Numbers tell us how many and how much.Applying the principles of counting - Fluently skip-counts by factors of 10 (e.g., 2, 5,

10) and multiples of 10 from any given number.

Big Idea: Numbers are related in many ways. Comparing and ordering quantities (multitude or magnitude) - Compares and orders quantities and written

numbers using benchmarksEstimating Quantities and Numbers - Uses relevant benchmarks to compare and

estimate quantities (e.g., more/less than 10).


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Overall ExpectationN2 Counting: demonstrate an understanding of magnitude by counting forward to 200 and backwards from 50, using multiples of various numbers as starting pointsN2.1 count forward by 1’s, 2’s, 5’s, 10’s, and 25’s to 200, using number lines and hundreds charts, starting from multiples of 1, 2, 5, and 10 (e.g., count by 5’s from 15; count by 25’s from 125)

Teacher CardsNumber Cluster 1: Counting1: Bridging Tens 2: Skip-Counting Forward 5: Counting ConsolidationNumber Cluster 2: Number Relationships 16: Comparing Quantities 7: Ordering Quantities 8: Odd and Even Numbers11: Decomposing to 2012: Number Relationships 1 ConsolidationNumber Cluster 3: Grouping and Place Value14: Making a Number Line15: Grouping to Count16: Grouping and Place Value Consolidation Number Cluster 5: Number Relationships 224: Jumping on the Number Line25: Number Relationships 2 Consolidation Number Cluster 8: Early Multiplicative Thinking37: Grouping in 2s, 5s, and 10s 38: Making Equal Shares 39: Making Equal Groups40: Exploring Repeated Addition41: Repeated Addition and Multiplication 42: Early Multiplicative Thinking Consolidation Number Cluster 9: Financial Literacy43: Estimating Money44: Earning Money46: Saving Regularly

Number Math Every Day Cards1A: Skip-Counting on a Hundred Chart1B: Skip-Counting with Actions3A: Adding Ten3B: Thinking Tens8A: Counting Equal Groups to Find How Many

I Spy8B: How Many Blocks?

How Many Ways?9: Collections of Coins

• What Would You Rather?

• Ways to Count• Family Fun Day• The Best Birthday• Array’s Bakery• Marbles, Alleys, Mibs,

and Guli!• The Money Jar

To Scaffold:• On Safari!• Paddling the River• How Many is Too Many?

To Extend:• Finding Buster • How Numbers Work• Math Makes Me Laugh• Planting Seeds• Calla’s Jingle Dress

Big Idea: Numbers tell us how many and how much.Applying the principles of counting - Says the number name sequences forward

and backward from a given number. - Uses number patterns to bridge tens when

counting forward and backward (e.g., 39, 40, 41).

- Fluently skip-counts by factors of 10 (e.g., 2, 5, 10) and multiples of 10 from any given number.

Big Idea: Quantities and numbers can be grouped by or partitioned into equal-sized units.Unitizing quantities and comparing units to the whole - Partitions into and skip-counts by equal-sized

units and recognizes that the results will be the same when counted by ones (e.g., counting a set by 1s or by 5s gives the same result).

Big Idea: Quantities and numbers can be grouped by, and partitioned into, units to determine how many or how much.Developing conceptual meaning of multiplication and division - Groups objects in 2s, 5s, and 10s. Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematicallyRepresenting and generalizing increasing/decreasing patterns ‐ Identifies and extends familiar number

patterns and makes connections to addition (e.g., skip counting by 2s, 5s, 10s)‐


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N2.2 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

Teacher CardsNumber Cluster 1: Counting1: Bridging Tens4: Skip-Counting Backward5: Counting ConsolidationNumber Cluster 3: Early Place Value14: Making a Number Line

Number Math Every Day Cards1A: Skip-Counting on a Hundred Chart1B: What’s Wrong? What’s Missing?3A: Taking Away Ten

• A Class-full of Projects (optional counting backwards)

To Scaffold:• On Safari!• Buy 1—Get 1

Big Idea: Numbers tell us how many and how much.Applying the principles of counting - Fluently skip-counts by factors of 10 (e.g., 2, 5, 10)

and multiples of 10 from any given number.

Big idea: Quantities and numbers can be grouped by or partitioned into equal-sized units.Unitizing quantities and comparing units to the whole- Partitions into and skip-counts by equal-sized

units and recognizes that the results will be the same when counted by ones (e.g., counting a set by 1s or by 5s gives the same result).

Big idea: Quantities and numbers can be grouped by, and partitioned into, units to determine how many or how much.Developing conceptual meaning of multiplication and division- Groups objects in 2s, 5, and 10s.

N2.3 locate whole numbers to 100 on a number line and on a partial number line (e.g., locate 37 on a partial number line that goes from 34 to 41).

Teacher CardsNumber Cluster 3: Early Place Value14: Making a Number Line Number Cluster 5: Number Relationships 222: Benchmarks on a Number Line 24: Jumping on the Number Line 25: Number Relationships 2 Consolidation

Math Every Day Card2B: Building an Open Number Line

• The Money Jar Big Idea: Numbers are related in many waysComparing and ordering quantities (multitude and magnitude) - Compares and orders quantities and written

numbers using benchmarks


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Overall ExpectationN3 Operational Sense: solve problems involving the addition and subtraction of one- and two-digit whole numbers, using a variety of strategies, and investigate multiplication and divisionN3.1 solve problems involving the addition and subtraction of whole numbers to 18, using a variety of mental strategies (e.g., “To add 6 + 8, I could double 6 and get 12 and then add 2 more to get 14.”)

Teacher Cards Number Cluster 6: Conceptualizing Additionand Subtraction26: Exploring Properties 27: Solving Problems 1 28: Solving Problems 2 29: Solving Problems 3 30: Solving Problems 4 31: Conceptualizing Addition and Subtraction Consolidation Number Cluster 7: Operational Fluency32: Complements of 10 33: Using Doubles 34: Fluency with 20 35: Multi-Digit Fluency 36: Operational Fluency Consolidation

Number Math Every Day Cards6: What Math Do You See? What

Could the Story Be?7A: Doubles and Near-Doubles

I Have… I Need… 7B: Hungry Bird

Make 10 Sequences

• Array’s Bakery• Marbles, Alleys, Mibs, and

Guli!• A Class-full of Projects• The Money Jar• The Great Dogsled Race

To Scaffold:• That’s 10!• Buy 1—Get 1• Canada’s Oldest Sport

To Extend:• How Numbers Work • Math Makes Me Laugh• The Street Party• Planting Seeds• Sports Camp• Calla’s Jingle Dress

Big Idea: Quantities and numbers can be added and subtracted to determine how many or how much.Developing conceptual meaning of addition and subtraction- Uses symbols and equations to represent addition and subtraction situations.

- Models and symbolizes addition and subtraction problem types (i.e., join, separate, part-part-whole, and compare).

Developing fluency of addition and subtractioncomputation - Fluently adds and subtracts with quantities to 10.- Fluently recalls complements to 10 (e.g., 6 + 4; 7 + 3)

- Extends known sums and differences to solve other equations (e.g., using 5 + 5 to add 5 + 6)

- Fluently adds and subtracts with quantities to 20.- Develops efficient mental strategies and algorithms to solve equations with multi-digit numbers.

- Estimates sums and differences of multi-digit numbers

Big Idea: Patterns and relations can be represented with symbols, equations, and expressionsUnderstanding equality and inequality, building on generalized properties of numbers and operations - Decomposes and combines numbers in equations to make them easier to solve (e.g., 8 + 5 = 3 + 5 + 5).

- Explores properties of addition and subtraction (e.g., adding or subtracting 0, commutativity of addition).


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N3.2 describe relationships between quantities by using whole-number addition and subtraction (e.g., “If you ate 7 grapes and I ate 12 grapes, I can say that I ate 5 more grapes than you did, or you ate 5 fewer grapes than I did.”)

Teacher Cards Number Cluster 6: Conceptualizing Additionand Subtraction26: Exploring Properties 27: Solving Problems 1 28: Solving Problems 2 29: Solving Problems 3 30: Solving Problems 4 31: Conceptualizing Addition and Subtraction Consolidation Number Cluster 7: Operational Fluency32: Complements of 10 34: Fluency with 2035: Multi-Digit Fluency36: Operational Fluency Consolidation

Number Math Every Day Cards6: What Math Do You See?

What Could the Story Be?7B: Hungry Bird

Make 10 Sequences

• Back to Batoche • Array’s Bakery• Marbles, Alleys, Mibs, and

Guli!• A Class-full of Projects• The Money Jar• The Great Dogsled Race

To Scaffold:• That’s 10!• Buy 1—Get 1• Canada’s Oldest Sport

To Extend:• How Numbers Work • Math Makes Me Laugh• The Street Party• Planting Seeds• Sports Camp• Calla’s Jingle Dress



Developing fluency of addition and subtractioncomputation - Fluently adds and subtracts with quantities to 10.- Fluently recalls complements to 10 (e.g., 6 + 4; 7 + 3)

- Extends known sums and differences to solve other equations (e.g., using 5 + 5 to add 5 + 6)

- Fluently adds and subtracts with quantities to 20.- Develops efficient mental strategies and algorithms to solve equations with multi-digit numbers.

- Estimates sums and differences of multi-digit numbers

Big Idea: Patterns and relations can be represented with symbols, equations, and expressionsUnderstanding Equality and Inequality, Building on Generalized Properties of Numbers and Operations - Decomposes and combines numbers in equations to make them easier to solve (e.g., 8 + 5 = 3 + 5 + 5).



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N3.3 represent and explain, through investigation using concrete materials and drawings, multiplication as the combining of equal groups (e.g., use counters to show that 3 groups of 2 is equal to 2 + 2 + 2 and to 3 x 2)

Teacher CardsNumber Cluster 8: Early Multiplicative Thinking 37: Grouping in 2s, 5s, and 10s 38: Making Equal Shares 39: Making Equal Groups 40: Exploring Repeated Addition 41: Repeated Addition and Multiplication 42: Early Multiplicative Thinking Consolidation

Number Math Every Day Cards8A: I Spy8B: How Many Blocks?

How Many Ways?

• What Would You Rather?• Array’s Bakery• Marbles, Alleys, Mibs, and

Guli!

To Extend:• Hockey Homework• Planting Seeds• Sports Camp• Calla’s Jingle Dress

Big Idea: Numbers tell us how many and how much.Applying the principles of counting- Fluently skip-counts by factors of 10 (e.g., 2, 5,

10) and multiples of 10 from any given numberBig Idea: Quantities and numbers can be grouped by, and partitioned into, units to determine how many or how much. Developing conceptual meaning of multiplication and division- Models equal groups and uses multiplication

symbol (×) to symbolize operation.- Uses repeated addition of groups to solve

problems. Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematicallyrepresenting and generalizing increasing/decreasing patterns ‐ Identifies and extends familiar number patterns

and makes connections to addition (e.g., skip‐counting by 2s, 5s, 10s).

Big Idea: Patterns and relations can be represented with symbols, equations, and expressions.Using symbols, unknowns, and variables to represent mathematical relations ‐ Uses the equal (=) symbol in equations and knows

its meaning (i.e., equivalent; is the same as).


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N3.4 represent and explain, through investigation using concrete materials and drawings, division as the sharing of a quantity equally (e.g., “I can share 12 carrot sticks equally among 4 friends by giving each person 3 carrot sticks.”)

Teacher CardsNumber Cluster 8: Early Multiplicative Thinking 37: Grouping in 2s, 5s, and 10s 38: Making Equal Shares 39: Making Equal Groups 42: Early Multiplicative Thinking Consolidation

• Family Fun Day • The Best Birthday• Array’s Bakery• Marbles, Alleys, Mibs,

and Guli!

To Scaffold:• How Many Is Too Many?

To Extend:• Hockey Homework• Planting Seeds • Calla’s Jingle Dress• Sports Camp

Big Idea: Quantities and numbers can be grouped by, and partitioned into, units to determine how many or how much.Developing conceptual meaning of multiplication and division- Models and solves equal sharing problems to 100- Models and solve equal grouping problems to 100- Uses repeated addition of groups to solve

problems.

N3.5 solve problems involving the addition and subtraction of two-digit numbers, with and without regrouping, using concrete materials (e.g., base ten materials, counters), student-generated algorithms, and standard algorithms

Teacher Cards Number Cluster 6: Conceptualizing Addition and Subtraction26: Exploring Properties 27: Solving Problems 1 28: Solving Problems 2 29: Solving Problems 3 30: Solving Problems 4 31: Conceptualizing Addition and Subtraction Consolidation Number Cluster 7: Operational Fluency35: Multi-Digit Fluency Number Cluster 9: Financial Literacy44: Earning Money46: Saving Regularly

Number Math Every Day Cards6: What Math Do You See?

What Could the Story Be?7A: I Have… I Need… 7B: Hungry Bird

• Back to Batoche• Array’s Bakery• Marbles, Alleys, Mibs,

and Guli!• A Class-full of Projects• The Money Jar• The Great Dogsled Race

To Scaffold:• Canada's Oldest Sport

To Extend:• Finding Buster• How Numbers Work• Math Makes Me Laugh• The Street Party• Planting Seeds• Calla’s Jingle Dress



Developing fluency of addition and subtractioncomputation - Extends known sums and differences to solve other equations (e.g., using 5 + 5 to add 5 + 6)

- Fluently adds and subtracts with quantities to 20.- Develops efficient mental strategies and algorithms

to solve equations with multi-digit numbers.- Estimates sums and differences of multi-digit

numbersBig Idea: Patterns and relations can be represented with symbols, equations, and expressionsUnderstanding equality and inequality, building on generalized properties of numbers and operations - Decomposes and combines numbers in equations to make them easier to solve (e.g., 8 + 5 = 3 + 5 + 5).



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N3.6 add and subtract money amounts to 100¢, using a variety of tools (e.g., concrete materials, drawings) and strategies (e.g., counting on, estimating, representing using symbols)

Teacher CardsNumber Cluster 9: Financial Literacy44: Earning Money46: Saving Regularly

To Extend:• The Money Jar• Finding Buster • The Street Party• Calla’s Jingle Dress

Big Idea: Numbers tell us how many and how much.Applying the principles of counting - Fluently skip-counts by factors of 10 (e.g., 2, 5, 10)

and multiples of 10 from any given numberBig Idea: Numbers are related in many ways.Decomposing wholes into parts and composing wholes from parts - Composes two-digit numbers from parts (e.g., 14

and 14 is 28), and decomposes two-digit numbers into parts (e.g., 28 is 20 and 8).

Big Idea: Quantities and numbers can be added and subtracted to determine how many or how much.Developing fluency of addition and subtraction computation - Fluently adds and subtracts with quantities to 20.Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematically.Representing and generalizing increasing/decreasing Patterns - Identifies and extends familiar number patterns

and makes connections to addition (e.g., skip-counting by 2s, 5s, 10s).


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Mathology 2 Correlation (Patterning and Algebra) – Ontario*

Curriculum Expectations Mathology Grade 2 Classroom Activity Kit


Overall ExpectationP1 Patterns and Relationships: identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patternsP1.1 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

Patterning and Algebra Math Every Day Card2A: How Many Can We Make?

Link to Other Strands:Teacher CardsNumber Cluster 1: Counting2: Skip-Counting Forward3: Skip-Counting Flexibly4: Skip-Counting Backward5: ConsolidationNumber Cluster 3: Grouping and Place Value14: Making a Number LineNumber Cluster 5: Number Relationships 224: Jumping on a Number LineNumber Cluster 8: Early Multiplicative Thinking40: Exploring Repeated Addition41: Repeated Addition and Multiplication42: Early Multiplicative Thinking ConsolidationNumber Cluster 9: Financial Literacy43: Estimating Money44: Earning Money

Number Math Every Day Cards1A: Skip-Counting on a Hundred Chart1B: Skip-Counting with Actions3A: Adding Ten

Taking Away Ten8A: I Spy8B: How Many Blocks?

How Many Ways?

• The Best Surprise• Pattern Quest

To Extend:• Namir’s Marvellous

Masterpieces

Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematically.Representing and generalizing increasing/decreasing patterns ‐ Identifies and extends familiar number patterns

and makes connections to addition (e.g., skip‐counting by 2s, 5s, 10s).

Big Idea: Patterns and relations can be represented with symbols, equations, and expressions. Using symbols, unknowns, and variables to represent mathematical relations ‐ Uses the equal (=) symbol in equations and knows

its meaning (i.e., equivalent; is the same as).Big Idea: Numbers tell us how many and how much.Applying the principles of counting - Fluently skip-counts by factors of 10 (e.g., 2, 5,

10) and multiples of 10 from any given number.Big Idea: Quantities and numbers can be grouped by, and partitioned into, units to determine how many or how much.Developing conceptual meaning of multiplication and division- Uses repeated addition of groups to solve

problems.



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P1.2 identify, describe, and create, through investigation, growing patterns and shrinking patterns involving addition and subtraction, with and without the use of calculators

Teacher CardsPatterning and Algebra Cluster 2: Increasing/Decreasing Patterns6: Increasing Patterns 1 7: Increasing Patterns 2 8: Decreasing Patterns 9: Extending Patterns 11: Creating Patterns 12: Errors and Missing Terms 13: Solving Problems 14: Increasing/Decreasing Patterns Consolidation

Patterning and Algebra Math Every Day Cards2A: How Many Can We Make?

Error Hunt2B: Making Increasing Patterns

Making Decreasing Patterns



Masterpieces

Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematically.Representing and generalizing increasing/decreasing patterns - Identifies and extends non-numeric increasing/

decreasing patterns (e.g., jump-clap; jump-clap-clap; jump-clap-clap clap, etc.).

- Identifies and extends familiar number patterns and makes connections to addition (e.g., skip-counting by 2s, 5s, 10s).

- Identifies, reproduces, and extends increasing/ decreasing patterns concretely, pictorially, and numerically using repeated addition or subtraction.

- Extends number patterns and finds missing elements (e.g., 1, 3, 5, __, 9, …).

- Creates an increasing/decreasing pattern (concretely, pictorially, and/or numerically) and explains the pattern rule.

P1.3 identify repeating, growing, and shrinking patterns found in real-life contexts

Teacher CardsPatterning and Algebra Cluster 1: Repeating Patterns5: Repeating Patterns ConsolidationPatterning and Algebra Cluster 2: Increasing/Decreasing Patterns11: Creating Patterns13: Solving Problems14: Increasing/Decreasing Patterns Consolidation

Patterning and Algebra Math Every Day Card1: Repeating Patterns Around Us


To Scaffold:• Midnight and Snowfall


Masterpieces

Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematically.Representing and generalizing increasing/decreasing patterns - Identifies and extends non-numeric increasing/





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P1.4 represent a given growing or shrinking pattern in a variety of ways (e.g., using pictures, actions, colours, sounds, numbers, letters, number lines, bar graphs)

Teacher CardsPatterning and Algebra Cluster 2: Increasing/Decreasing Patterns7: Increasing Patterns 28: Decreasing Patterns10: Reproducing Patterns13: Solving Problems14: Increasing/Decreasing Patterns Consolidation

• Pattern Quest Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematically.Representing and generalizing increasing/decreasing patterns - Identifies and extends non-numeric increasing/




P1.5 create growing or shrinking patterns

Teacher CardsPatterning and Algebra Cluster 2: Increasing/Decreasing Patterns11: Creating Patterns12: Errors and Missing Terms14: Increasing/Decreasing Patterns Consolidation




Masterpieces

Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematically.Representing and generalizing increasing/decreasing patterns - Extends number patterns and finds missing

elements (e.g., 1, 3, 5, __, 9, …).- Creates an increasing/decreasing pattern

(concretely, pictorially, and/or numerically) and explains the pattern rule.

P1.6 create a repeating pattern by combining two attributes (e.g., colour and shape; colour and size)

Teacher CardsPatterning and Algebra Cluster 1: Repeating Patterns4: Combining Attributes5: Repeating Patterns Consolidation

• Pattern Quest



Masterpieces

Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematically.Identifying, reproducing, extending, and creating patterns that repeat- Identifies the repeating unit (core) of a pattern.- Reproduces, creates, and extends repeating

patterns based on copies of the repeating unit (core).

- Recognizes, extends, and creates repeating patterns based on two or more attributes (e.g., shape and orientation)


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P1.7 demonstrate, through investigation, an understanding that a pattern results from repeating an operation (e.g., addition, subtraction) or making a repeated change to an attribute (e.g., colour, orientation).

Teacher CardsPatterning and Algebra Cluster 1: Repeating Patterns4: Combining Attributes5: Repeating Patterns ConsolidationPatterning and Algebra Cluster 2: Increasing/Decreasing Patterns6: Increasing Patterns 1 7: Increasing Patterns 2 8: Decreasing Patterns 9: Extending Patterns 11: Creating Patterns 14: Increasing/Decreasing Patterns Consolidation


Error Hunt2B: Making Increasing Patterns

Making Decreasing Patterns

Link to Other Strands:Teacher CardsNumber Cluster 1: Counting2: Skip-Counting Forward3: Skip-Counting Flexibly4: Skip-Counting Backward5: ConsolidationNumber Cluster 8: Early Multiplicative Thinking40: Exploring Repeated Addition41: Repeated Addition and Multiplication42: Early Multiplicative Thinking Consolidation

Number Math Every Day Cards1A: Skip-Counting on a Hundred Chart1B: Skip-Counting with Actions8A: I Spy8B: How Many Blocks?

How Many Ways?

• The Best Surprise



Masterpieces

Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematically.Identifying, reproducing, extending, and creating patterns that repeat- Identifies the repeating unit (core) of a pattern.- Reproduces, creates, and extends repeating

patterns based on copies of the repeating unit (core).

Representing and generalizing increasing/decreasing patterns - Identifies and extends non-numeric increasing/




- Creates an increasing/decreasing pattern (concretely, pictorially, and/or numerically) and explains the pattern rule.


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Overall ExpectationP2 Expressions and Equality: demonstrate an understanding of the concept of equality between pairs of expressions, using concrete materials, symbols, and addition and subtraction to 18P2.1 demonstrate an understanding of the concept of equality by partitioning whole numbers to 18 in a variety of ways, using concrete materials

Teacher CardsPatterning and Algebra Cluster 3: Equality and Inequality17: Exploring Number Sentences20. Equality and Inequality Consolidation

Patterning and Algebra Math Every Day Card3A: How Many Ways?

Link to Other Strands:Teacher CardsNumber Cluster 2: Number Relationships 111: Decomposing to 2012: Number Relationships 1 ConsolidationNumber Cluster 3: Grouping and Place Value14: Making a Number LineNumber Cluster 7: Operational Fluency34: Fluency with 20Number Cluster 8: Early Multiplicative Thinking37: Grouping in 2s, 5s, and 10s39: Making Equal Groups42: Early Multiplicative Thinking Consolidation

Number Math Every Day Cards2A: Show Me in Different Ways3A: Adding Ten

Taking Away Ten 8B: How Many Ways?

• Kokum’s Bannock• Family Fun Day• Array’s Bakery• A Class-full of Projects

To Scaffold:• Nutty and Wolfy

To Extend:• A Week of Challenges

Big Idea: Patterns and relations can be represented with symbols, equations, and expressions.Understanding equality and inequality, building on generalized properties of numbers and operations- Models and describes equality (balance; the same

as) and inequality (imbalance; not the same as).Using symbols, unknowns, and variables to represent mathematical relations- Uses the equal (=) symbol in equations and knows

its meaning (i.e., equivalent; is the same as).- Understands and uses the equal (=) and not equal

(≠) symbols when comparing expressions.Big Idea: Numbers are related in many ways.Decomposing wholes into parts and composing wholes from parts - Composes and decomposes quantities to 20.Big Idea: Quantities and numbers can be added and subtracted to determine how many or how much.Developing conceptual meaning of addition and subtraction- Uses symbols and equations to represent addition

and subtraction situations.Developing fluency of addition and subtraction computation- Fluently adds and subtracts with quantities to 20.


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P2.2 represent, through investigation with concrete materials and pictures, two number expressions that are equal, using the equal sign

Teacher CardsPatterning and Algebra Cluster 3: Equality and Inequality16: Equal or Not Equal?17: Exploring Number Sentences20. Equality and Inequality Consolidation

Patterning and Algebra Math Every Day Cards3A: Equal or Not Equal?

How Many Ways? 3B: Which One Doesn’t Belong?

Link to Other Strands:Teacher CardsNumber Cluster 3: Grouping and Place Value15: Grouping to Count16: Grouping and Place Value ConsolidationNumber Cluster 6: Conceptualizing Addition and Subtraction26: Exploring PropertiesNumber Cluster 7: Operational Fluency32: Complements of 10

• Kokum’s Bannock



Big Idea: Patterns and relations can be represented with symbols, equations, and expressions.Understanding equality and inequality, building on generalized properties of numbers and operations- Models and describes equality (balance; the same

as) and inequality (imbalance; not the same as).Using symbols, unknowns, and variables to represent mathematical relations- Uses the equal (=) symbol in equations and knows

its meaning (i.e., equivalent; is the same as).- Understands and uses the equal (=) and not equal

(≠) symbols when comparing expressions.

P2.3 determine the missing number in equations involving addition and subtraction to 18, using a variety of tools and strategies

Teacher CardPatterning and Algebra Cluster 3: Quality and Inequality19: Missing Numbers

Patterning and Algebra Math Every Day Card3B: What’s Missing?

• Kokum’s Bannock



Big Idea: Patterns and relations can be represented with symbols, equations, and expressions.Using symbols, unknowns, and variables to represent mathematical relations- Uses the equal (=) symbol in equations and knows its

meaning (i.e., equivalent; is the same as).- Solves for an unknown value in a one-step addition

and subtraction problem (e.g., n + 5 = 15).Big Idea: Numbers are related in many ways.Decomposing wholes into parts and composing wholes from parts - Composes and decomposes quantities to 20.Big Idea: Quantities and numbers can be added and subtracted to determine how many or how much.Developing conceptual meaning of addition and subtraction- Uses symbols and equations to represent addition and

subtraction situations.Developing fluency of addition and subtraction computation- Fluently adds and subtracts with quantities to 20.


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P2.4 identify, through investigation, and use the commutative property of addition to facilitate computation with whole numbers

Teacher CardsPatterning and Algebra Cluster 3: Equality and Inequality18: Exploring Properties20. Equality and Inequality Consolidation

Link to Other Strands:Teacher CardsNumber Cluster 6: Conceptualizing Addition and Subtraction26: Exploring PropertiesNumber Cluster 7: Operational Fluency32: Complements of 10

No direct correlation. Big Idea: Patterns and relations can be represented with symbols, equations, and expressions.Understanding equality and inequality, building on generalized properties of numbers and operations- Explores properties of addition and subtraction

(e.g., adding or subtracting 0, commutativity of addition).

P2.5 identify, through investigation, the properties of zero in addition and subtraction

Teacher CardsPatterning and Algebra Cluster 3: Equality and Inequality18: Exploring Properties20. Equality and Inequality Consolidation

Link to Other Strands:Teacher CardNumber Cluster 6: Conceptualizing Addition and Subtraction26: Exploring Properties

No direct correlation. Big Idea: Patterns and relations can be represented with symbols, equations, and expressions.Understanding equality and inequality, building on generalized properties of numbers and operations- Explores properties of addition and subtraction

(e.g., adding or subtracting 0, commutativity of addition).


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Mathology 2 Correlation (Measurement) – Ontario*



Overall ExpectationM1 Attributes, Units, and Measurement Sense: estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-standard units and standard unitM1.1 choose benchmarks – in this case, personal referents – for a centimetre and a metre (e.g.,“My little finger is about as wide as one centimetre. A really big step is about one metre.”) to help them perform measurement task

Teacher CardMeasurement Cluster 2: Using Standard Units8: Benchmarks and Estimation

• The Discovery Big Idea: Assigning a unit to a continuous attribute allows us to measure and make comparisons.Selecting and using standard units to estimate, measure, and make comparisons- Selects and uses appropriate standard units to

estimate, measure, and compare length, perimeter, area, capacity, mass, and time.

- Uses the measurement of familiar objects as benchmarks to estimate another measure in standard units.



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M1.2 estimate and measure length, height, and distance, using standard units (i.e., centimetre, metre) and non-standard units

Teacher CardsMeasurement Cluster 1: Using Non-Standard Units1: Measuring Length 12: Measuring Length 23. Measuring Distance Around7: Using Non-Standard Units ConsolidationMeasurement Cluster 2: Using Standard Units8: Benchmarks and Estimation9: The Metre 10: The Centimetre 11: Metres or Centimetres12: Using Standard Units Consolidation

Measurement Math Every Day Cards1: Estimation Scavenger Hunt

Estimation Station2: What Am I?

• Getting Ready for School• The Discovery

To Scaffold:• The Amazing Seed• Animal Measures

To Extend:• Goat Island• Measurements About YOU!

Big Idea: Many things in our world (e.g., objects, spaces, events) have attributes that can be measured and compared.Understanding attributes that can be measured- Understands that some things have more than

one attribute that can be measured.- Extends understanding of length to other linear

measurements (e.g., height, width, distance around).

Big Idea: Assigning a unit to a continuous attribute allows us to measure and make comparisons.Selecting and using non-standard units to estimate, measure, and make comparisons - Understands that there should be no gaps or

overlaps when measuring.- Demonstrates ways to estimate, measure,

compare, and order objects by length, area, capacity, and mass with non-standard units by

- using multiple copies of a unit- iterating a single unit

- Selects and uses appropriate standard units to estimate, measure, and compare length, perimeter, area, capacity, mass, and time.


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M1.3 record and represent measurements of length, height, and distance in a variety of ways (e.g., written, pictorial, concrete)

Teacher CardsMeasurement Cluster 1: Using Non-Standard Units1: Measuring Length 12: Measuring Length 23. Measuring Distance Around7: Using Non-Standard Units ConsolidationMeasurement Cluster 2: Using Standard Units8: Benchmarks and Estimation9: The Metre 10: The Centimetre 11: Metres or Centimetres12: Using Standard Units Consolidation





one attribute that can be measured.- Understands conservation of length (e.g., a string

is the same length when straight and not straight), capacity (e.g., two differently shaped containers may hold the same amount), and area (e.g., two surfaces of different shapes can have the same area).

- Extends understanding of length to other linear measurements (e.g., height, width, distance around).





- Selects and uses appropriate standard units to estimate, measure, and compare length, perimeter, area, capacity, mass, and time.


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M1.4 select and justify the choice of a standard unit (i.e., centimetre or metre) or a nonstandard unit to measure length (e.g., “I needed a fast way to check that the two teams would race the same distance, so I used paces.”)

Teacher CardsMeasurement Cluster 2: Using Standard Units11: Metres or Centimetres12: Using Standard Units Consolidation

Measurement Math Every Day Card2: Which Unit?




Big Idea: Many things in our world (e.g., objects, spaces, events) have attributes that can be measured and compared.Understanding attributes that can be measured - Understands that some things have more than

one attribute that can be measured. - Extends understanding of length to other linear


Big Idea: Assigning a unit to a continuous attribute allows us to measure and make comparisons.Selecting and using standard units to estimate, measure, and make comparisons- Selects and uses appropriate standard units to

estimate, measure, and compare length, perimeter, area, capacity, mass, and time.

M1.5 estimate, measure, and record the distance around objects, using non-standard units

Teacher CardsMeasurement Cluster 1: Using Non-Standard Units3: Measuring Distance Around7: Using Non-Standard Units Consolidation

Measurement Math Every Day Card1: Estimation Scavenger Hunt

Estimation Station



Big Idea: Many things in our world (e.g., objects, spaces, events) have attributes that can be measured and compared.Understanding attributes that can be measured- Extends understanding of length to other linear







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M1.6 estimate, measure, and record area, through investigation using a variety of non-standard units (e.g., determine the number of yellow pattern blocks it takes to cover an outlined shape)

Teacher CardsMeasurement Cluster 1: Using Non-Standard Units5: Measuring Area7: Using Non-Standard Units Consolidation


Estimation Station

• The Discovery

To Extend:• The Bunny Challenge• Measurements About YOU!


one attribute that can be measured (e.g., an object can have both length and mass).

- Understands conservation of length (e.g., a string is the same length when straight and not straight), capacity (e.g., two differently shaped containers may hold the same amount), and area (e.g., two surfaces of different shapes can have the same area).






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M1.7 estimate, measure, and record the capacity and/or mass of an object, using a variety of non-standard units (e.g.,“I used the pan balance and found that the stapler has the same mass as my pencil case.”)

Teacher CardsMeasurement Cluster 1: Using Non-Standard Units4: Measuring Mass6: Measuring Capacity7: Using Non-Standard Units Consolidation


Estimation Station

To Scaffold:• The Amazing Seed

To Extend:• Measurements About YOU!


one attribute that can be measured (e.g., an object can have both length and mass).

- Understands conservation of length (e.g., a string is the same length when straight and not straight), capacity (e.g., two differently shaped containers may hold the same amount), and area (e.g., two surfaces of different shapes can have the same area).





M1.8 tell and write time to the quarter-hour, using demonstration digital and analogue clocks (e.g.,“My clock shows the time recess will start [10:00], and my friend’s clock shows the time recess will end [10:15].”)

Teacher CardsMeasurement Cluster 3: Time and Temperature16: Time to the Quarter-Hour18: Time and Temperature Consolidation

Measurement Math Every Day Card3A: Hula Hoop Clock

To Extend:• Goat Island

Big Idea: Many things in our world (e.g., objects, spaces, events) have attributes that can be measured and compared.Understanding attributes that can be measured - Explores measurement of visible attributes (e.g.,

length, capacity, area) and non-visible attributes (e.g., mass, time, temperature).

Big Idea: Assigning a unit to a continuous attribute allows us to measure and make comparisons.Understanding relationships among measurement units - Understands relationship of units of length (mm,

cm, m), mass (g, kg), capacity (mL, L), and time (e.g., seconds, minutes, hours).

M1.9 construct tools for Teacher Card No direct correlation. Big Idea: Many things in our world (e.g., objects, Mathology 2 Integrated Curriculum Correlation – Ontario

v. 05092019

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measuring time intervals in non-standard units (e.g., a particular bottle of water takes about five seconds to empty)

Measurement Cluster 3: Time and Temperature15: Measuring Time

spaces, events) have attributes that can be measured and compared.Understanding attributes that can be measured - Explores measurement of visible attributes (e.g.,


M1.10 describe how changes in temperature affect everyday experiences (e.g., the choice of clothing to wear)

Teacher CardsMeasurement Cluster 3: Time and Temperature17: Changes in Temperature18: Time and Temperature Consolidation

Measurement Math Every Day Card3B: Thermometer Drop or Pop




M1.11 use a standard thermometer to determine whether temperature is rising or falling (e.g., the temperature of water, air)

Teacher CardsMeasurement Cluster 3: Time and Temperature17: Changes in Temperature18: Time and Temperature Consolidation

Measurement Math Every Day Card3B: Thermometer Drop or Pop





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Overall ExpectationM2 Measurement Relationships: compare, describe, and order objects, using attributes measured in non-standard units and standard unitsM2.1 describe, through investigation, the relationship between the size of a unit of area and the number of units needed to cover a surface

Teacher CardMeasurement Cluster 1: Using Non-Standard Units7: Using Non-Standard Units Consolidation

• The Discovery Big Idea: Assigning a unit to a continuous attribute allows us to measure and make comparisons.Selecting and using non-standard units to estimate, measure, and make comparisons - Demonstrates ways to estimate, measure,


- using multiple copies of a unitUnderstanding relationships among measurement units - Understands the inverse relationship between

the size of the unit and the number of units (length, area, capacity, and mass).

M2.2 compare and order a collection of objects by mass and/or capacity, using non-standard units (e.g.,“The coffee can holds more sand than the soup can, but the same amount as the small pail.”)

Teacher CardsMeasurement Cluster 1: Using Non-Standard Units4: Measuring Mass6: Measuring Capacity

To Scaffold:• The Amazing Seed

Big Idea: Many things in our world (e.g., objects, spaces, events) have attributes that can be measured and compared.Understanding attributes that can be measured- Understands conservation of length (e.g., a string

is the same length when straight and not straight), capacity (e.g., two differently shaped containers may hold the same amount), and area (e.g., two surfaces of different shapes can have the same area).

Big Idea: Assigning a unit to a continuous attribute allows us to measure and make comparisons.Selecting and using non-standard units to estimate, measure, and make comparisons - Demonstrates ways to estimate, measure,


- using an intermediary object- using multiple copies of a unit- iterating a single unit


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M2.3 determine, through investigation, the relationship between days and weeks and between months and years

Teacher CardsMeasurement Cluster 3: Time and Temperature13: Days and Weeks14: Months in a Year18: Time and Temperature Consolidation

Measurement Math Every Day Cards3A: Calendar Questions3B: Monthly Mix-Up




Big Idea: Assigning a unit to a continuous attribute allows us to measure and make comparisons.Understanding relationships among measurement units - Understands relationship of units of length (mm,

cm, m), mass (g, kg), capacity (mL, L), and time (e.g., seconds, minutes, hours).


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Mathology 2 Correlation (Geometry and Spatial Sense) – Ontario*



Overall ExpectationG1 Geometric Properties: identify two-dimensional shapes and three-dimensional figures and sort and classify them by their geometric propertiesG1.1 distinguish between the attributes of an object that are geometric properties (e.g., number of sides, number of faces) and the attributes that are not geometric properties (e.g., colour, size, texture), using a variety of tools (e.g., attribute blocks, geometric solids, connecting cubes)

Teacher CardsGeometry Cluster 1: 2-D Shapes1: Sorting 2-D Shapes 2: Exploring 2-D Shapes 5: 2-D Shapes ConsolidationGeometry Cluster 2: 3-D Solids6: Sorting 3-D Solids

Geometry Math Every Day Card1: Visualizing Shapes

Comparing Shapes

• I Spy Awesome Buildings• Sharing Our Stories

To Scaffold:• What Was Here?• The Tailor Shop• Memory Book

Big Idea: 2-D shapes and 3-D solids can be analyzed and classified in different ways by their attributes.Investigating geometric attributes and properties of 2-D shapes and 3-D solids- Compares 2-D shapes to find the similarities and

differences. - Analyzes geometric attributes of 2-D shapes (e.g.,

number of sides, corners). - Classifies and names 2-D shapes based on

common attributes.Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematically.Identifying, sorting, and classifying attributes and patterns mathematically (e.g., number of sides, shape, size) - Identifies the sorting rule used to sort sets. - Sorts a set of objects based on two attributes.



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G1.2 identify and describe various polygons (i.e., triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort and classify them by their geometric properties (i.e., number of sides or number of vertices), using concrete materials and pictorial representations

Teacher CardsGeometry Cluster 1: 2-D Shapes1: Sorting 2-D Shapes 2: Exploring 2-D Shapes 5: 2-D Shapes Consolidation

• I Spy Awesome Buildings• Sharing Our Stories

To Scaffold:• What Was Here?• Memory Book

Big Idea: 2-D shapes and 3-D solids can be analyzed and classified in different ways by their attributes.Investigating geometric attributes and properties of 2-D shapes and 3-D solids- Compares 2-D shapes to find the similarities and



common attributes.Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematically.Identifying, sorting, and classifying attributes and patterns mathematically (e.g., number of sides, shape, size) - Identifies the sorting rule used to sort sets. - Sorts a set of objects based on two attributes.

G1.3 identify and describe various three-dimensional figures (i.e., cubes, prisms, pyramids) and sort and classify them by their geometric properties (i.e., number and shape of faces), using concrete materials

Teacher CardsGeometry Cluster 2: 3-D Solids6: Sorting 3-D Solids 7: 3-D Solids Around Us10: 3-D Solids Consolidation

Geometry Math Every Day Cards2A: Geometry in Poetry

What Do You See?2B: Solids Around Us

Which Solids Does Not Belong?3B: Name the Solid

• I Spy Awesome Buildings

To Scaffold:• What Was Here?• Memory Book

To Extend:• Gallery Tour• WONDERful Buildings

Big Idea: 2-D shapes and 3-D solids can be analyzed and classified in different ways by their attributes.Investigating geometric attributes and properties of 2-D shapes and 3-D solids- Compares 3-D solids to find the similarities and

differences.- Analyzes geometric attributes of 3-D solids (e.g.,

number of edges, faces, corners).- Identifies 2-D shapes in 3-D objects in the

environment.- Classifies and names 3-D solids based on common

attributes.Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematically.Identifying, sorting, and classifying attributes and patterns mathematically (e.g., number of sides, shape, size) - Identifies the sorting rule used to sort sets. - Sorts a set of objects based on two attributes.


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G1.4 create models and skeletons of prisms and pyramids, using concrete materials (e.g., cardboard; straws and modelling clay), and describe their geometric properties (i.e., number and shape of faces, number of edges)

Teacher CardsGeometry Cluster 2: 3-D Solids8: Constructing 3-D Solids9: Constructing Skeletons10: 3-D Solids ConsolidationGeometry Cluster 3: Geometric Relationships13: Visualizing Shapes and Solids17: Geometric Relationships: Consolidation

To Extend:• WONDERful Buildings

Big Idea: 2-D shapes and 3-D solids can be analyzed and classified in different ways by their attributes.Investigating geometric attributes and properties of 2-D shapes and 3-D solids- Compares 3-D solids to find the similarities and

differences.- Analyzes geometric attributes of 3-D solids (e.g.,

number of edges, faces, corners).- Classifies and names 3-D solids based on common

attributes.- Constructs and compares 3-D solids with given

attributes (e.g., number of vertices, faces).Investigating 2-D shapes, 3-D solids, and their attributes through composition and decomposition- Constructs composite 2-D shapes and 3-D solids

from verbal instructions, visualization, and memory.

G1.5 locate the line of symmetry in a two-dimensional shape (e.g., by paper folding; by using a Mira).

Teacher CardsGeometry Cluster 1: 2-D Shapes4: Symmetry in 2-D Shapes5: 2-D Shapes Consolidation

• Sharing Our Stories Big Idea: 2-D shapes and 3-D solids can be analyzed and classified in different ways by their attributes.Investigating geometric attributes and properties of 2-D shapes and 3-D solids- Compares 2-D shapes to find the similarities and



common attributes.Big Idea: 2-D shapes and 3-D solids can be transformed in many ways and analyzed for change.Exploring symmetry to analyze 2-D shapes and 3-D solids - Identifies line(s) of symmetry on regular 2-D

shapes.


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Overall ExpectationG2 Geometric Relationships: compose and decompose two-dimensional shapes and three-dimensional figuresG2.1 compose and describe pictures, designs, and patterns by combining two-dimensional shapes

Teacher CardsGeometry Cluster 3: Geometric Relationships 14: Creating Pictures and Designs17: Geometric Relationships: Consolidation

Geometry Math Every Day Cards3A: Make Me a Picture3B: Draw the Shape

• I Spy Awesome Buildings

To Scaffold:• The Tailor Shop• Memory Book


Big Idea: 2-D shapes and 3-D solids can be analyzed and classified in different ways by their attributes.Investigating geometric attributes and properties of 2-D shapes and 3-D solids- Analyzes geometric attributes of 3-D solids (e.g.,

number of edges, faces, corners).Investigating 2-D shapes, 3-D solids, and their attributes through composition and decomposition- Constructs composite pictures or structures with

2-D shapes and 3-D solidsG2.2 compose and decompose two-dimensional shapes

Teacher CardsGeometry Cluster 3: Geometric Relationships11: Making Shapes17: Geometric Relationships: Consolidation


Big Idea: 2-D shapes and 3-D solids can be analyzed and classified in different ways by their attributes.Investigating 2-D shapes, 3-D solids, and their attributes through composition and decomposition- Constructs and identifies new 2-D shapes and 3-D

solids as a composite of other 2-D shapes and 3-D solids.

G2.3 cover an outline puzzle with two-dimensional shapes in more than one way

Teacher CardsGeometry Cluster 3: Geometric Relationships11: Making Shapes15: Covering Outlines17: Geometric Relationships: Consolidation

Math Every Day Card3A: Fill Me In!

To Scaffold:• The Tailor Shop

Big Idea: 2-D shapes and 3-D solids can be analyzed and classified in different ways by their attributes.Investigating 2-D shapes, 3-D solids, and their attributes through composition and decomposition- Constructs and identifies new 2-D shapes and 3-D

solids as a composite of other 2-D shapes and 3-D solids.

- Completes a picture outline with shapes in more than one way.

G2.4 build a structure using three-dimensional figures, and describe the two-dimensional shapes and three-dimensional figures in the structure

Teacher CardsGeometry Cluster 3: Geometric Relationships12: Building with Solids17: Geometric Relationships: Consolidation


Big Idea: 2-D shapes and 3-D solids can be analyzed and classified in different ways by their attributes.Investigating geometric attributes and properties of 2-D shapes and 3-D solids- Analyzes geometric attributes of 3-D solids (e.g.,

number of edges, faces, corners).Investigating 2-D shapes, 3-D solids, and their attributes through composition and decomposition- Constructs composite pictures or structures with 2-

D shapes and 3-D solids


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Overall ExpectationG3 Location and Movement: describe and represent the relative locations of objects, and represent objects on a mapG3.1 describe the relative locations (e.g., beside, two steps to the right of) and the movements of objects on a map

Teacher CardsGeometry Cluster 4: Location and Movement18: Reading Maps21: Location and Movement: ConsolidationGeometry Cluster 5: Coding22: Exploring Coding 23: Coding on a Grid 24: Number Codes 25: Coding Consolidation

Geometry Math Every Day Cards4A: Our Design5: Code of the Day

Wandering Animals

• Robo

To Scaffold:• Memory Book

Big Idea: Objects can be located in space and viewed from multiple perspectives.Locating and mapping objects in space - Uses positional language and gesture to describe

locations and movement, and give simple directions (e.g., in, on, around, right, left).

- Uses relative positions to describe the location and order of objects (e.g., between, beside, next, before).

- Provides instructions to locate an object in the environment (e.g., listing instructions to find a hidden object in classroom).

- Describes the movement of an object from one location to another on a grid map (e.g., moving 5 squares to the left and 3 squares down).

G3.2 draw simple maps of familiar settings, and describe the relative locations of objects on the maps

Teacher CardsGeometry Cluster 4: Location and Movement19: Drawing a Map

Math Every Day Card4A: Our Design

Treasure Map

To Scaffold:• Memory Book

Big Idea: Objects can be located in space and viewed from multiple perspectives.Locating and mapping objects in space - Uses relative positions to describe the location

and order of objects (e.g., between, beside, next, before).

- Makes simple maps based on familiar settings.

G3.3 create and describe symmetrical designs using a variety of tools (e.g., pattern blocks, tangrams, paper and pencil)

Teacher CardsGeometry Cluster 3: Geometric Relationships16: Creating Symmetrical Designs 17: Geometric Relationships: Consolidation

• Sharing Our Stories

To Scaffold:• The Tailor Shop

To Extend:• Gallery Tour

Big Idea: 2-D shapes and 3-D solids can be transformed in many ways and analyzed for change.Exploring symmetry to analyze 2-D shapes and 3-D solids - Constructs and completes 2-D/3-D symmetrical

designs.


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Mathology 2 Correlation (Data Management and Probability) – Ontario*



Overall ExpectationD1 Collection and Organization of Data: 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 neededD1.1 demonstrate an ability to organize objects into categories, by sorting and classifying objects using two attributes simultaneously (e.g., sort attribute blocks by colour and shape at the same time)

Link to Other Strands:Teacher CardsGeometry Cluster 1: 2-D Shapes1: Sorting 2-D Shapes5: 2-D Shapes ConsolidationGeometry Cluster 2: 3-D Solids6: Sorting 3-D Solids 10: 3-D Solids ConsolidationPatterning and Algebra Cluster 1: Repeating Patterns4: Combining Attributes

• Big Buddy Days• Marsh Watch

To Scaffold:• Graph It!

To Extend: • Welcome to the Nature

Park

Big Idea: 2-D shapes and 3-D solids can be analyzed and classified in different ways by their attributes.Investigating geometric attributes and properties of 2-D shapes and 3-D solids - Analyzes geometric attributes of 2-D shapes (e.g.,

number of sides, corners).Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematicallyIdentifying, sorting, and classifying attributes and patterns mathematically (e.g., number of sides, shape, size)- Sorts a set of objects based on two attributes.



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D1.2 gather data to answer a question, using a simple survey with a limited number of responses

Teacher CardsData Management and Probability Cluster 1: Data Management3: Creating a Survey 6: Data Management Consolidation

Data Management and Probability Math Every Day Card1: Conducting Surveys




Park

Big Idea: Formulating questions, collecting data, and consolidating data in visual and graphical displays help us understand, predict, and interpret situations that involve uncertainty, variability, and randomness.Collecting data and organizing it into categories- Collects data from simple surveys concretely (e.g.,

shoes, popsicle sticks) or using simple records (e.g., check marks, tallies).

Drawing conclusions by making inferences and justifying decisions based on collected data - Poses and answers questions about data

collected and displayed.Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematicallyIdentifying, sorting, and classifying attributes and patterns mathematically - Sorts a set of objects in different ways using a

single attribute (e.g., buttons sorted by the number of holes or by shape).


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D1.3 collect and organize primary data (e.g., data collected by the class) that is categorical or discrete (i.e., that can be counted, such as the number of students absent), and display the data using one-to-one correspondence in concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers (e.g., tally charts, diagrams), with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed

Teacher CardsData Management and Probability Cluster 1: Data Management4: Making Graphs 15: Making Graphs 26: Data Management Consolidation




Park

Big Idea: Formulating questions, collecting data, and consolidating data in visual and graphical displays help us understand, predict, and interpret situations that involve uncertainty, variability, and randomness.Collecting data and organizing it into categories- Collects data from simple surveys concretely (e.g.,

shoes, popsicle sticks) or using simple records (e.g., check marks, tallies).

Creating graphical displays of collected data- Creates displays using objects or simple

pictographs (may use symbol for data) - Creates one-to-one displays (e.g., line plot, dot

plot, bar graph) - Displays data collected in more than one way and

describes the differences (e.g., bar graph, pictograph)

Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematicallyIdentifying, sorting, and classifying attributes and patterns mathematically - Sorts a set of objects in different ways using a

single attribute (e.g., buttons sorted by the number of holes or by shape).


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Overall ExpectationM2 Data Relationships: read and describe primary data presented in tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizersD2.1 read primary data presented in concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers (e.g., tally charts, diagrams), and describe the data using mathematical language

Teacher CardsData Management and Probability Cluster 1: Data Management1: Interpreting Graphs 12: Interpreting Graphs 24: Making Graphs 15: Making Graphs 26: Data Management Consolidation

Data Management and Probability Math Every Day Card1: Reading and Interpreting Graphs




Park

Big Idea: Formulating questions, collecting data, and consolidating data in visual and graphical displays help us understand, predict, and interpret situations that involve uncertainty, variability, and randomness.Reading and interpreting data displays - Interprets displays by noting how many more/less

than other categories.Drawing conclusions by making inferences and justifying decisions based on collected data- Poses and answers questions about data

collected and displayed.

D2.2 pose and answer questions about class generated data in concrete graphs, pictographs, line plots, simple bar graphs, and tally charts

Teacher CardsData Management and Probability Cluster 1: Data Management1: Interpreting Graphs 1 2: Interpreting Graphs 2 3: Creating a Survey 4: Making Graphs 1 5: Making Graphs 2 6: Data Management Consolidation

Data Management and Probability Math Every Day Card1: Conducting Surveys




Park

Big Idea: Formulating questions, collecting data, and consolidating data in visual and graphical displays help us understand, predict, and interpret situations that involve uncertainty, variability, and randomness.Formulating questions to learn about groups, collections, and events by collecting relevant data- Formulates questions that can be addressed

through simple surveys.Reading and interpreting data displays - Interprets displays by noting how many more/less

than other categories.Drawing conclusions by making inferences and justifying decisions based on collected data- Poses and answers questions about data collected

and displayed.


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D2.3 distinguish between numbers that represent data values and numbers that represent the frequency of an event

Teacher CardData Management and Probability Cluster 1: Data Management3: Creating a Survey


Park

Big Idea: Formulating questions, collecting data, and consolidating data in visual and graphical displays help us understand, predict, and interpret situations that involve uncertainty, variability, and randomness.Formulating questions to learn about groups, collections, and events by collecting relevant data- Formulates questions that can be addressed

through simple surveys.

D2.4 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

Teacher CardsData Management and Probability Cluster 1: Data Management1: Interpreting Graphs 1 2: Interpreting Graphs 24: Making Graphs 1 5: Making Graphs 26: Data Management Consolidation

Data Management and Probability Math Every Day Card1: Reading and Interpreting Graphs




Park

Big Idea: Formulating questions, collecting data, and consolidating data in visual and graphical displays help us understand, predict, and interpret situations that involve uncertainty, variability, and randomness.Reading and interpreting data displays - Interprets displays by noting how many more/less

than other categories.Drawing conclusions by making inferences and justifying decisions based on collected data- Poses and answers questions about data

collected and displayed.


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Overall ExpectationD3 Probability: describe probability in everyday situations and simple gamesD3.1 describe probability as a measure of the likelihood that an event will occur, using mathematical language (i.e., impossible, unlikely, less likely, equally likely, more likely, certain)

Teacher CardsData Management and Probability Cluster 2: Probability and Chance7: Likelihood of Events8: Conducting Experiments9: Probability and Chance Consolidation

To Extend:• Chance

Big Idea: Formulating questions, collecting data, and consolidating data in visual and graphical displays help us understand, predict, and interpret situations that involve uncertainty, variability, and randomness.Using the language of chance to describe and predict events - Describes the likelihood of an event (e.g.,

impossible, unlikely, certain). - Makes predictions based on the question,

context, and data presented. - Compares the likelihood of two events (e.g., more

likely, less likely, equally likely). - Predicts the likelihood of an outcome in simple

probability experiments or gamesD3.2 describe the probability that an event will occur (e.g., getting heads when tossing a coin, landing on red when spinning a spinner), through investigation with simple games and probability experiments and using mathematical language

Teacher CardsData Management and Probability Cluster 2: Probability and Chance8: Conducting Experiments9: Probability and Chance Consolidation

To Extend:• Chance

Big Idea: Formulating questions, collecting data, and consolidating data in visual and graphical displays help us understand, predict, and interpret situations that involve uncertainty, variability, and randomness.Using the language of chance to describe and predict events - Describes the likelihood of an event (e.g.,

impossible, unlikely, certain). - Makes predictions based on the question,

context, and data presented. - Compares the likelihood of two events (e.g., more

likely, less likely, equally likely). - Predicts the likelihood of an outcome in simple

probability experiments or games


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The following activities are not specifically correlated to the Ontario curriculum expectations for Grade 2 but may be of interest to teachers in preparing a strong foundation for mathematics:

Number3: Skip-Counting Flexibly 9: Ordinal Numbers 10: Estimating with Benchmarks 45: Spending Money 47: Financial Literacy Consolidation Math Every Day Card 1A: Skip-Counting from Any Number

Patterning and Algebra1: Exploring Patterns 2: Extending and Predicting 3: Errors and Missing Elements 15: Equal and Unequal Sets Math Every Day 1: Show Another Way

Geometry2: Constructing 2-D Shapes 20: Perspective TakingMath Every Day Card 4B: Crazy Creatures Perspective, Matching Game


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Documents

· Web viewM1.4 select and justify the choice of a standard unit (i.e., centimetre or metre) or a nonstandard unit to measure length (e.g., “I needed a fast way to check that the