ST. KITTS AND NEVIS MINISTRY OF EDUCATION CURRICULUM DEVELOPMENT UNIT
PRIMARY SCHOOL INTERIM CURRICULUM MATHEMATICS K-2 SEPTEMBER 2015
K
INTRODUCTION AND ACKNOWLEDGEMENT The Curriculum Development Unit (CDU) has embarked upon a review of the curriculum implemented from 2000 - 2003 for Language Arts, Mathematics, Science and Technology and Social Studies. This is a mammoth undertaking that requires thoughtful planning. Nonetheless, it is a most necessary and overdue mandate. Over the years, through our visits to schools, interactions with teachers and principals, and other consultations, we have been able to identify some of the most glaring gaps in the curriculum, especially with regard to scope and sequence, which required our immediate attention. During the 2014 – 2015 academic year, we made a number of indispensable adjustments, which we are confident will help address the most glaring gaps in the interim as we proceed with the comprehensive review. This effort has resulted in what we refer to as the National (K - 6) Interim Curriculum for Language Arts, Mathematics, Science and Technology, and Social Studies for implementation in September, 2015 at all schools in the Federation of St. Kitts and Nevis. This National (K - 6) Interim Curriculum features set standards per grade and subject, clarified scope and sequence, updated content, alternative modes of assessments, and areas for integration, among others. The Interim Curriculum is a product of the combined effort of Subject Coordinators, Education Officers with responsibility for the four subject areas in both St. Kitts and Nevis, Lecturers with responsibility for the four subject areas at the Teacher Education Division (TED) of the Clarence Fitzroy Bryant College (CFBC), select teachers of Grades K – 6, select Heads of Departments at some of our Secondary Schools, our primary school principals, and other stakeholders with the relevant expertise. They have collectively prepared and / or vetted the various drafts of this most critical document, and assisted with the training sessions.
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We commend the efforts of our stakeholders. We remain grateful for their invaluable contribution to this most timely effort. We look forward to working with them in completing the overall revision of the curriculum.
The Interim Curriculum Committee members who contributed to this milestone for the subject specified are listed below: Mathematics Interim Curriculum Committee Members Sharon Burnham Cecil Diamond Sylvia Fahie Stewart Joseph Stanley Knight James Morris Lynda Moving Stanley Nisbett Natalie Phipps Laurence Richards Donato Wharton Jr.
Affiliation Teacher, Tyrell-Williams Primary Lecturer, Teacher Education Division, CFBC Education Officer responsible for Mathematics, Department of Education, Nevis Teacher, Newton Ground Primary School Former Education Officer responsible for Mathematics, St. Kitts Mathematics Coordinator, CDU Former Mathematics Coordinator, CDU Teacher, Tucker-Clarke Primary Teacher, Edgar T. Morris Primary School Education Officer, Department of Education, Nevis Teacher, Washington Archibald High School
Our hearts are indeed filled with thankfulness for your interest, commitment and availability during this process.
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…………………………………..…………………………………………….. Dr. Eva Donelly Bowrin Director, Curriculum Development Unit – Teachers Resource Centre
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Grade 1
Mathematical Processes
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Numbers & Number Sense
10
Instructional Strategies
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Shapes & Spaces
12
Recommended Time Allocation by Sessions
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Patterns & Relations
16
Other Considerations for Curriculum Implementation
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Statistics & Probability
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Recommended Time Allocation by Strands
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Grade 2
General Statement of Learning Outcomes
1
Numbers & Number Sense
18
General Objectives
2
Shapes & Spaces
23
Patterns & Relations
25
Statistics & Probability
26
Kindergarten Numbers & Number Sense
4
Shapes & Spaces
6
Patterns & Relations
8
Statistics & Probability
9
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The Mathematics Curriculum
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TABLE OF CONTENTS
THE MATHEMATICS CURRICULUM The St. Kitts and Nevis mathematics curriculum will strive to provide learning experiences to enable all students to appreciate the significance of mathematics to life and to gain skills and knowledge needed to function adequately in today’s society. Rationale Mathematics is being used more increasingly in other subject areas such as Social Studies, Science and Technology. Children need to master mathematical concepts and skills to find answers to questions and problems which arise in everyday life. Children need to acquire and develop knowledge of shapes and measures, the ability to calculate and to see and use relationships. Mathematics can be a means whereby children are helped to think for themselves as they learn through their own activities and enjoy what they are doing. Mathematics can help develop an inquiring mind. General Aims
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To assist pupils to: Understand and use mathematical language and symbols. See patterns and relationships in math and in their environment. Find common elements among Mathematical concepts. Search for, recognize and generate mathematic al ideas. Appreciate the role and application of mathematics in their daily activities. Understand the structure and organization of mathematics while developing proficiency in its processes and operations.
MATHEMATICAL PROCESSES 1. Communication Express mathematical ideas with clarity using listening & speaking, reading & writing and viewing & modelling skills.
3. Reasoning Develop skills in identifying, describing and creating patterns. Represent real-life situations as mathematical relationships. Conjecture and validate mathematical ideas. Justify thinking processes and solutions to problems. 5. Visualization Develop concepts by using mental images and diagrams. Demonstrate an understanding of concepts and procedures by using mental images and diagrams. Use models and a variety of ways to represent mathematical ideas and concepts.
2. Connections Explore links across the various units, topics and strands. Examine links between Mathematics and other disciplines. Link mathematical processes to each other. Establish links among the concrete, pictorial and symbolic modes of representing mathematical ideas. Connect mathematical skills and concepts to real-life experiences of children and the evolving needs of society. 4. Problem Solving Solve routine and non-routine problems. Verify solutions to routine and non-routine problems. Present multiple solutions to problems where applicable. Create problems based on their experiences.
6. Estimation & Mental Mathematics Use arithmetic and measurement skills to estimate in a variety of real life situations.
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Use computing technology and calculators to promote mathematical learning
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7. Technology
INSTRUCTIONAL STRATEGIES 1. Whole Class Discussion This is typically used to introduce a new concept or to determine students’ ideas for problem-solving. 2. Small-Group Exploration This cooperative strategy for problem-solving might be followed by students presenting solutions to the class. 3. Individual Exploration This strategy helps to affirm students’ knowledge by allowing the time to construct their understanding of concepts. 4. Questioning The use of non-threatening, carefully worded questions elicits explanations and reveals misconceptions. 5. Embedding Review in a Problem-Solving Context This strategy solidifies learning by using problems that encompass numerous skills and concepts previously learned. 6. Mathematical Explorations with Technology This strategy provides simulated real-life experiences which assist students in acquiring problem-solving skills.
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7. Differentiated Instruction This strategy maximizes learning for all students by accommodating individual learning needs/styles so that each student is challenged but not overwhelmed.
RECOMMENDED TIME ALLOCATIONS WITH RESPECT TO SESSIONS (PERIODS) Grade Level K–2 3–4 5–6
Session (Period) Duration 35 minutes
Total Weekly Sessions 5 7 8
Number of Single Sessions 5 3 2
Number of Double Sessions 0 2 3
OTHER CONSIDERATIONS FOR CURRICULUM IMPLEMENTATION 1. 2. 3. 4.
Integration of mathematical processes within each strand is encouraged and expected. More time should be devoted to the development of concepts. Less time should be spent on rote calculation, drill and practice and paper & pencil calculations with relatively large numbers. A minimum of 50% of available time within all strands should be dedicated to activities related to the processes of problem-solving, reasoning and connections. 5. Estimation and mental mathematics, paper & pencil exercises and the appropriate use of technology should become an integral part of the teaching and learning processes. 6. Manipulatives should be used to introduce concepts. 7. Manipulatives should be gradually developed from the concrete to semi-concrete or pictorial and then to the symbolic. The use of virtual manipulatives should also be incorporated.
RECOMMENDED TIME ALLOCATIONS WITH RESPECT TO THE STRANDS The curriculum is organized into four strands. Consideration must be given to specific strands. The charts below provide some guidelines for time allocations with respect to the strands. Shape & Space 20
Patterns & Relations 10
Statistics & Probability 20
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Number 50
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Strand Time Allocations (%)
Numbers & Number Sense
Kindergarten
5 Shape & Space
Patterns Statistics & Probability
Code Sessions KGCOUNT 15 KGORDINAL 2 KGCOMPARE 10 KGHALF 5 KGADD 10 KGSUBTRACT 10 KGMONEY 8 Subtotal: 60 Sessions KGLENGTH 10 KGCAPACITY 10 KGMASS 5 KGTIME 10 KGSHAPES 7 KGOBJECTS 8 Subtotal: 50 Sessions KGPATTERNS 10 Subtotal: 10 Sessions KGSTATISTICS 20 Subtotal: 20 Sessions
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Sessions in 1 Week
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Strand
Numbers & Number Sense
Grade 1 5
Shape & Space
Patterns Statistics & Probability
Code Sessions G1COUNT 10 G1COMPARENUM 10 G1ORDERSETS 3 G1ORDINAL 2 G1PLACEVALUE 2 G1EXPANSION 4 G1HALF 3 G1ADD 6 G1SUBTRACT 6 G1MISSINGNUM 5 G1MONEY 12 G1EQUIVALENCE 7 Subtotal: 70 Sessions G1LENGTH 8 G1MASS 6 G1TIME 9 G1CAPACITY 6 G1SHAPES 5 G1OBJECTS 6 Subtotal: 40 Sessions G1PATTERNS 8 G1TESSELLATE 2 Subtotal: 10 Sessions G1STATISTICS 20 Subtotal: 20 Sessions
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Sessions in 1 Week
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Strand
Numbers & Number Sense
Grade 2 5
Shape & Space
Patterns Statistics & Probability
Code Sessions G2WRTNUM 6 G2COUNT 6 G2ESTIMATE 1 G2PLACEVALUE 2 G2COMPARENUM 5 G2ORDINAL 4 G2ODDEVEN 3 G2FRACTIONS 10 G2ADD 7 G2SUBTRACT 7 G2MULTIPLY 7 G2DIVIDE 7 G2MONEY 10 Subtotal: 75 Sessions G2LENGTH 10 G2MASS 5 G2TIME 8 G2TIMEPROBLEM 2 G2CAPACITY 5 Subtotal: 30 Sessions G1PATTERNS 8 G1TESSELLATE 2 Subtotal: 10 Sessions G1STATISTICS 20 Subtotal: 20 Sessions
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Sessions in 1 Week
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Strand
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GENERAL STATEMENT OF LEARNING OUTCOMES The learner appropriately uses technology to demonstrate appreciation and understanding of Mathematics by applying fundamental concepts and principles in: critical thinking; problem solving; reasoning; communicating; representing mathematical ideas in the concrete, pictorial and symbolic modes; connecting skills and concepts to everyday experiences; making decisions in real life situations.
Middle Primary Level
Upper Primary Level
K–2
3–4
5–6
By the end of Grade 2, the learner should demonstrate appreciation and understanding of key concepts and skills in the following areas: Numbers and Number Sense (whole numbers up to 999 and the four basic arithmetic operations including money, ordinal numbers up to 31st, basic concepts of fractions); Shape & Space (length, time, mass, capacity); Patterns (numerical and geometric patterns); Statistics & Probability (data collection from surveys, representing information for up to 20 subjects in tally charts, bar graphs and pictographs using one to one correspondence, outcomes).
By the end of Grade 4, the learner should demonstrate appreciation and understanding of key concepts and skills in the following areas: Numbers and Number Sense (whole numbers up to 99 999, decimals up to hundredths, the commutative, associative and distributive properties, factors including the HCF up to 99, multiples including the LCM, prime and composite numbers up to 50, ordinal numbers up to 100th, fractions); Shape & Space (length, time, mass, capacity, perimeter of polygons – with no more than 8 sides, area of squares and rectangles, types of lines, properties of cubes, cuboids, spheres, cylinder and cones, properties of quadrilaterals, nets of solids, classification of angles, measurement of angles of 10degree intervals); Patterns (creating, modelling, predicting with geometric shapes, objects, pictures and numbers); Sets (elements, equality, intersections, subsets, set notation; Statistics & Probability (data collection from experiments and observations, tally charts and frequency tables, bar graphs and pictographs using 1 unit to represent 2, 5 or 10 with guidance, the mode, outcomes).
By the end of Grade 6, the learner should demonstrate appreciation and understanding of key concepts and skills in the following areas: Numbers and Number Sense (whole numbers up to 9 999 999, decimals up to thousandths, square numbers, rounding to the nearest 10 000, factor trees, four operations, unequal sharing, multiplying and dividing with fractions); Shape & Space (length, time, mass, capacity, perimeter of polygons – with no more than 8 sides, area of squares, rectangles, triangles and composite shapes, types of triangles, constructing angles up to 180 degrees); Patterns (creating, modelling, predicting with geometric shapes, objects, pictures and numbers); Sets (elements, equality, intersections, subsets, set notation; Statistics & Probability (data collection from experiments and observations, tally charts and frequency tables, bar graphs and pictographs using 1 unit to represent 2, 5 or 10 with guidance, the mode, outcomes). Page
Lower Primary Level
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Descriptions of Learning Outcomes by Grade Groups
GENERAL OBJECTIVES STRAND NUMBERS & NUMBER SENSE
SHAPES & SPACES
PATTERNS & RELATIONS
STATISTICS & PROBABILITY
PATTERNS
DATA COLLECTION & ANALYSIS
SUB-STRAND NUMBER CONCEPTS NC1. Understand the meaning of numbers, the ways of representing them and the relationships among them.
MEASUREMENT M1.
Understand the measurable attributes of objects, non-standard and standard units and the processes of measurement.
P1.
Identify, create and analyze numerical and non-numerical patterns
ST1. Formulate and identify questions that can be answered with data. ST2. Make inferences and predictions based on data
ST3. Collect, organize and represent data. Use appropriate instruments and simple mathematical formulae to determine measurements.
ST4. Analyze data using appropriate statistical methods
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M2.
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NC2. Use mathematical models to represent and understand quantitative relationships.
GENERAL OBJECTIVES STRAND NUMBERS & NUMBER SENSE
SHAPES & SPACES
PATTERNS & RELATIONS
STATISTICS & PROBABILITY
SUB-STRAND NUMBER OPERATIONS
GEOMETRY
SETS
PROBABILITY
NO1. Assign appropriate meanings to arithmetic operations on numbers and understand the relationships among the operations.
G1. Examine the properties of 2D and 3D geometric shapes and formulate arguments about geometric relationships.
S1. Use appropriate rules and language when constructing, describing and interpreting sets.
ST5. Understand and apply concepts of probability.
G2. Analyze situations using symmetry.
S2. Use the Venn diagram to represent and interpret relationships between sets.
NO2. Develop computational and estimation skills.
G3. Solve problems by visualization and modelling with geometric objects.
MONEY MO1. Appreciate the role of money in assigning value or worth to an item or service
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MO3. Perform computations for simple financial transactions
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MO2. Identify local currency
KINDERGARTEN STRAND: NUMBERS & NUMBER SENSE NUMBER CONCEPTS GENERAL OBJECTIVES
NC1, NC2
Content
Specific Objectives
Code
1.1. Counting
1. Count in sequence to 100 by: (a) ones (b) tens
KGCOUNT
2. Count the number of objects in a given set up of up to 10 3. Use objects to create sets with few members 4. Use objects to create sets with many members 5. Identify numerals from 1 to 20 6. Read and write whole numbers up to 10 7. Visualize and count by 5s and 10s up to 100 1. Identify the position of an object in an ordinal arrangement of up to 3 objects using 1st, 2nd and 3rd
KGORDINAL
1.3. Number 1. Describe the relationship among sets of up to Comparisons 12 objects using phrases such as more than, greater than, less than, fewer than, the same as and equal to
KGCOMPARE
1.4. The Half ½
KGHALF
1. Identify half of a simple object 2. Identify half of simple shapes
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3. Identify half of a group containing an even number of elements up to 10
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1.2. Ordinal numbers
NUMBER OPERATIONS GENERAL OBJECTIVES
NO1, NO2
Content
Specific Objectives
Code
1.5. Addition (0 – 10)
1. Write number sentences to represent addition
KGADD
2. Add two one-digit numbers using the vertical and horizontal addition algorithm, for sums up to 10 3. Solve addition problems by combining the elements in two sets given: (a) number sentences using the (+) sign, for sums up to 10 (b) oral statements 1.6. Subtraction (0 – 10)
1. Write number sentences to represent subtraction
KGSUBTRACT
2. Solve subtraction problems, for differences up to 10 by removing items from a set given: (a) number sentences using the (-) sign (b) oral statements 3. Subtract two one-digit numbers using the vertical and horizontal subtraction algorithm MONEY GENERAL OBJECTIVES
1. Identify all Eastern Caribbean currency coins
KGMONEY
2. State the value of all coins up to 10 cents
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3. Solve simple problems involving sums not exceeding 10 cents
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1.7. Money
MO1, MO2, MO3
STRAND: SHAPES & SPACES MEASUREMENT GENERAL OBJECTIVES Content
Specific Objectives
2.1. Length, Height 1. Describe objects as long, short or & Distance tall.
M1, M2 Code KGLENGTH
2. Compare the lengths, heights and distances between objects using the terms longer, shorter or the same. 3. Use non-standard units to measure length 2.2. Capacity
1. Describe objects using the terms full and empty
KGCAPACITY
2. Compare the capacity of two or more objects by using words such as more, less, equal or the same, full and empty 3. Classify volumes as more than, less than and the same as a given volume
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1. Compare the mass of two or more KGMASS objects using the terms light, heavy, lighter and heavier
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2.3. Mass
MEASUREMENT GENERAL OBJECTIVES
M1, M2
Content
Specific Objectives
Code
2.4. Time
1. Identify calendars, clocks, KGTIME watches, the sun and the moon as indicators of time 2. Classify periods of time as long and short 3. Compare the duration of events using the words longer and shorter 4. List events in daily routines which occur in the morning, at lunchtime, in the afternoon, at evening and at night 5. Compare the timing of events using the words yesterday, tomorrow, later and earlier, before and after 6. State the days of the week and the months of the year in order 7. Identify the time shown to the hour on an analogue clock
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8. Use concrete models and diagrams of clocks to represent the time to the hour.
2D & 3D SHAPES GENERAL OBJECTIVES
G1, G2, G3
Content
Specific Objectives
Code
2.5. 2D Shapes
1. Identify shapes as triangles, rectangles and circles
KGSHAPES
2. Select shapes within a group when given concrete, pictorial and verbal representations of similar shapes 2.6. 3D Objects
1. Identify 3D objects in the environment as cones, cylinders and spheres
KGOBJECTS
2. Select objects within a group when given concrete, pictorial and verbal representations of similar objects 3. Describe 3D objects using words and phrases such as big, little, and like a can, like a box STRAND: PATTERNS & RELATIONS GENERAL OBJECTIVES
P1
Content
Specific Objectives
Code
3.1. Simple patterns
1. Classify objects using a single attribute
KGPATTERNS
2. Identify simple numerical and geometric patterns 3.2. Patterns with addition and multiplication
1. Recognize patterns with addition and multiplication 2. Reproduce patterns using actions and manipulatives
3.3. Sums of 1. Describe a pattern orally sequences, odd numbers, even numbers
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1. Construct tessellations with geometric shapes
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3.4. Tessellations with 2D shapes
STRAND: STATISTICS & PROBABILITY DATA COLLECTION & ANALYSIS GENERAL OBJECTIVES Content
ST1, ST2, ST3, ST4
Specific Objectives
4.1. Collecting data 1. Collect data on one variable through: (a) a simple interview (b) a survey (c) a simple experiment (d) observation 4.2. Organizing data
1. Sort data in tabular form using (stackable) counters
4.3. Bar graphs
1. Construct a bar graph using unifix cubes or stackable counters
Code KGSTATISTICS
2. Draw a bar graph 3. Read and interpret a bar graph 4.4. Pictographs
1. Construct a pictograph without scales 2. Read and interpret a pictograph
4.5. Comparing 1. Compare data in two categories categories in using words like more, less and bar graphs and equal or the same. pictographs 4.6. Inferences
1. Formulate inferences and conclusions about data presented in bar graphs and pictographs PROBABILITY 1. Predict the chance of an event occurring using the words never, sometimes or always
KGSTATISTICS
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4.7. Probability
ST5
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GENERAL OBJECTIVES
GRADE 1 STRAND: NUMBERS & NUMBER SENSE NUMBER CONCEPTS GENERAL OBJECTIVES
NC1, NC2
Content
Specific Objectives
Code
1.1. Counting
1. Repeat the sequence of whole numbers up to 100
G1COUNT
2. Read and write whole numbers up to 100 3. Represent whole numbers up to 100 by using a variety of materials 4. Count the objects in a set by 1s 5. Count the objects in a set by 2s 6. Count the objects in a set by 5s 7. Count the objects in a set by 10s 1.2. Comparing sets with 0 – 50 elements
1. Compare two or more sets using G1COMPARENUM words like more, less, or the same.
1.3. Ordering sets of objects
1. Order up to 3 sets by the number of elements they contain
1.4. Ordinal numbers
1. Read and write ordinal numbers up G1ORDINAL to 10th
1.5. Place Value
1. State the place value of digits in numbers up to 99
1.6. Expanded Form
1. State the number of 10s and 1s in G1EXPANSION numbers up to 99
2. Create sets with more, less or the same number of items as a reference set G1ORDERSETS
G1PLACEVALUE
2. Represent numbers up to 99 in 10s and 1s using manipulatives 1. Identify half of a region
G1HALF
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2. Identify half of a group of objects
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1.7. The Half ½
NUMBER OPERATIONS GENERAL OBJECTIVES Content 1.8.
NO1, NO2
Specific Objectives
Addition with and 1. Demonstrate addition by without combining the elements of two regrouping for sets whole numbers 2. Solve addition problems for sums up to 20 not exceeding 20 when given:
Code G1ADD
1. two whole numbers 2. worded problems 3. horizontal addition statements 4. vertical addition statements 1.9.
Subtraction with and without regrouping for whole numbers up to 20
1. Demonstrate subtraction by removing elements from a set
G1SUBTRACT
2. Solve subtraction problems for differences not exceeding 20 when given: 1. two whole numbers 2. worded problems 3. horizontal subtraction statements 4. vertical subtraction statements
1.10.
Completing Number Sentences
1. Evaluate the missing number in addition and subtraction sentences
G1MISSINGNUM
1.11.
Equivalent Number Sentences
1. Construct equivalent number sentences:
G1EQUIVALENCE
1. involving addition with up to 3 terms 2. involving subtraction with up to 3 terms 2. Represent equivalent number sentences:
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2. using coins in the EC currency
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1. using objects
MONEY GENERAL OBJECTIVES Content 1.11.
Money
MO1, MO2, MO3
Specific Objectives
Code
1. Identify all coins and notes in the Eastern Caribbean currency
G1MONEY
2. Count money up to $1.00: 1. using similar coins 2. using different coins 3. Solve simple shopping problems with amounts not exceeding 99 cents 4. Simulate buying and selling: 1. involving the purchase of a single item 2. involving the making of change STRAND: SHAPES & SPACES MEASUREMENT GENERAL OBJECTIVES
M1, M2
Content
Specific Objectives
Code
2.1. Length
1. Use non-standard units of length:
G1LENGTH
1. to measure the lengths and heights of objects 2. to measure the distance between two points 3. to compare the lengths and heights of objects 4. to compare the distance between two points 5. to estimate the lengths and heights of objects
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6. to estimate the distance between two points
MEASUREMENT GENERAL OBJECTIVES
M1, M2
Content
Specific Objectives
Code
2.2. Mass
1. Describe the mass of objects using G1MASS the terms heavy, light, heavier, lighter or as heavy as 2. Use non-standard units of mass: 1. to estimate the mass of objects 2. to measure the mass of objects 3. to compare the mass of two or more objects 1. List, in order, the days of the week
G1TIME
2. Locate the hour hand and minute hand on a clock 3. Use the analogue clock to show times on the hour and half hour 4. Compare times using words like before and after 5. Describe estimated time relative to the hour and half past the hour using terms such as a little before and a little after. 6. Create a time-line of events for a particular day using pictures 7. Recite the months of the year
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8. Use a calendar to write the date
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2.3. Time
MEASUREMENT GENERAL OBJECTIVES
M1, M2
Content
Specific Objectives
Code
2.4. Capacity
1.
Compare the capacity of two or more objects using the terms more, less and the same as or equal to
G1CAPACITY
2.
Use non-standard units: 1. to estimate the capacity of containers 2. to measure the capacity of containers 3. to record the capacity of containers
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4. to compare the capacity of containers
GEOMETRY G1, G2, G3
Content
Specific Objectives
Code
2.5. 2D Shapes
1.
Identify shapes as triangles, rectangles and circles
G1SHAPES
2.
Select shapes within a group when given concrete, pictorial and verbal representations of similar shapes
3.
Sort a large collection of shapes into smaller sets by using their physical attributes
1.
Identify 3D objects in the environment as cones, cylinders and spheres
2.
Select objects within a group when given concrete, pictorial and verbal representations of similar objects
3.
Describe 3D objects using words and phrases such as big, little, and like a can, like a box, like a ball
4.
Sort a large collection of objects into smaller sets by using their physical attributes
G1OBJECTS
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2.6. 3D Objects
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GENERAL OBJECTIVES
STRAND: PATTERNS & RELATIONS PATTERNS GENERAL OBJECTIVES Content
Specific Objectives
3.1. Simple patterns 1. Classify objects using a single with numbers and attribute shapes 2. Identify simple numerical and geometric patterns
P1 Code G1PATTERNS
3.2. Continuous and 1. Describe a pattern orally repeating patterns 2. Reproduce patterns: with addition, 1. using actions multiplication and geometric shapes 2. using manipulatives 3. using drawings 4. using spoken word 3. Determine the missing term in a a continuous pattern using a single attribute 4. Determine the missing term in a repeating pattern using a single attribute 3.3. Creating patterns 1. Create simple patterns with actions, manipulatives, drawings and spoken word
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G1TESSELLATE
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3.4. Tessellations with 1. Construct tessellations with 2D shapes geometric shapes
STRAND: STATISTICS & PROBABILITY DATA COLLECTION, ANALYSIS & INTERPREATION GENERAL OBJECTIVES Content
ST1, ST2, ST3, ST4
Specific Objectives
4.1. Collecting data 1. Collect data on one variable:
Code G1STATISTICS
1. using a simple interview 2. using a survey 3. using a simple experiment 4. by recording observations 5. by conducting simple research 4.2. Organizing data
1. Store data in a table
4.3. Bar graphs
1. Construct a bar graph using unifix cubes or stackable counters 2. Draw a bar graph using one-to-one correspondence 3. Read and interpret a bar graph
4.4. Pictographs
1. Construct a pictograph without scales using one-to-one correspondence 2. Read and interpret a pictograph
4.5. Comparing 1. Compare data in two categories categories in using words like more, less and bar graphs and equal or the same pictographs 2. Evaluate numerical differences between two categories of a bar graph and pictograph 4.6. Inferences
1. Formulate inferences and conclusions about data presented in bar graphs and pictographs PROBABILITY 1. Predict the chance of an event occurring using the words never, sometimes or always
G1STATISTICS
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4.7. Probability
ST5
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GENERAL OBJECTIVES
GRADE 2 STRAND: NUMBERS & NUMBER SENSE NUMBER CONCEPTS GENERAL OBJECTIVES
NC1, NC2
Content
Specific Objectives
Code
1.1. Reading and Writing with Numbers
1. Identify whole numbers up to 999
G2WRTNUM
2. Read and write whole numbers up to 999: 1. using figures 2. using words 3. using expanded form 1. Count up to 100:
G2COUNT
1. by ones 2. by twos 3. by threes 4. by fours 5. by fives 6. by tens 2. Skip count by 100s up to 1000
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3. Sequence numerals in order of increasing or decreasing value
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1.2. Counting
NUMBER CONCEPTS GENERAL OBJECTIVES
NC1, NC2
Content
Specific Objectives
Code
1.3.
Estimation
1. Estimate the number of items in a set not exceeding 100 elements
G2ESTIMATE
1.4.
Place Value
1. Write the place value of any digit in G2PLACEVALUE a three-digit whole number
1.5.
Comparing numbers (0 - 999)
1. Identify numbers that are before, G2COMPARENUM after or between reference numbers 2. Compare numbers up to 999: 1. using terms like more than, less than, equal or the same as 2. using relation symbols
1.6.
Ordinal numbers up to 31st
1. Identify the 1st through 31st object in G2ORDINAL a set and relative to another element of the set 2. Read and write ordinal numbers from 1st to 31st
1.7.
Odd and even 1. Classify whole numbers up to 100 numbers as odd or even
G2ODDEVEN
2. Construct sets of even and odd numbers 1.8.
Unit fractions 1. Represent unit fractions of a single, G2FRACTIONS with regular shape by folding, cutting denominators and shading 1 of ½, ¼, /3, 2. Sketch shaded diagrams of unit 1 /8 fractions 3. Interpret shaded diagrams of unit fractions 4. Use a group of objects to represent unit fractions 5. Read and write unit fractions
2. Select unit fractions from a list in order of increasing or decreasing value
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Comparing 1. Compare unit fractions using unit fractions relation symbols
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1.9.
NUMBER CONCEPTS GENERAL OBJECTIVES Content
Specific Objectives
1.10. Similar 1. Represent similar fractions: fractions 1. using a group of up to 10 (Fractions with objects the same 2. using shaded diagrams denominator) 3. using a number line
NC1, NC2 Code G2FRACTIONS
2. Read and write similar fractions 3. Compare similar fractions: 1. using words like more, less, the same as 2. using relation symbols 4. Arrange similar fractions in order of increasing and decreasing value 5. State the fractions represented by shaded diagrams 6. Represent similar fractions of a single, regular shape by folding, cutting or shading NUMBER OPERATIONS Content
Specific Objectives
Code
1.11. Addition & Subtraction Facts
1. Recall addition and subtraction facts for whole numbers up to 18
G2ADD
1.12. Addition with 2. Demonstrate addition by and without combining the elements of two regrouping for sets whole numbers 3. Solve addition problems for sums up to three not exceeding 100 when given: digits (a) whole numbers (b) worded problems involving money (c) problems with a horizontal layout (d) problems with a vertical layout
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NO1, NO2
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GENERAL OBJECTIVES
NUMBER OPERATIONS GENERAL OBJECTIVES Content
Specific Objectives
NO1, NO2 Code
1.13.
Subtraction 1. Solve subtraction problems for G2SUBTRACT with and differences not exceeding 100 without when given: (a) whole numbers regrouping for (b) worded problems involving whole numbers money (c) problems with a up to three horizontal layout (d) problems with digits a vertical layout
1.14.
Multiplication 1. Recall multiplication facts up to G2MULTIPLY (Products up to 100 (skip count in 2s, 5s and 10s) 100) 2. Use skip counting to create and recite the multiplication tables of 2, 3, 4, 5 and 10 3. Multiply whole numbers using: (a) groups of equal quantities (b) counting by multiples (c) skip counting on number lines 4. Multiply 1-digit and 2-digit numbers by: (a) one (b) zero 5. Simplify number sentences using the commutative property of multiplication 6. Solve simple multiplication problems for products not exceeding 100 Division of 1. Divide whole numbers by: (a) G2DIVIDE whole numbers creating equal groups with no (b) repeated subtraction remainder (c) equal jumps on the number line
3. Solve word problems involving division of whole numbers up to 100 by 2, 3, 4, 5 and 10 including money
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2. Use a division algorithm to divide 1- and 2-digit whole numbers by 2, 3, 4 and 5: (a) without remainders (b) with remainders
Page
1.15.
MONEY GENERAL OBJECTIVES Money
Code
1. Write the notation for sum of money in dollars or cents
G2MONEY
2. Use different coin combinations to create sets of equal monetary value up to $1.00 3. Select coins to represent values up to $5.00 4. Represent the value of coins in dollar and cent notation when given an assortment of coins 5. Determine the value of various assortment of coins up to $5.00 6. Solve problems involving money using arithmetic operations to determine: (a) sums/totals (b) differences/change (c) products 7. Simulate: (a) purchasing up to three item (b) giving correct change from amounts not exceeding $5.00
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1.16.
Specific Objectives
Page
Content
MO1, MO2, MO3
STRAND: SHAPES & SPACES MEASUREMENT GENERAL OBJECTIVES
M1, M2
Content
Specific Objectives
Code
2.1. Length
1. Select the most appropriate standard unit to measure length, height and distance
G2LENGTH
2. Measure the length of objects in units of: (a) cm (b) m (c) in. (d) ft. 3. Compare, using non-standard and standard units: (a) the lengths and heights of objects (b) the distances between objects 4. Estimate, using non-standard and standard units: (a) the lengths and heights of objects (b) the distances between objects 1. Describe the mass of objects using the terms heavy, light, heavier, lighter or as heavy as
G2MASS
2. Use non-standard and standard units to: (a) estimate the mass of objects (b) measure the mass of objects (c) compare the mass of objects
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3. Recognize that an object's shape and size do not determine its mass
Page
2.2. Mass
MEASUREMENT GENERAL OBJECTIVES
M1, M2
Content
Specific Objectives
Code
2.3. Time
1. Locate the hour hand and minute hand on an analogue clock
G2CLOCK
2. Use the analogue clock to show specific times in intervals of the: (a) hour (b) half hour (c) quarter hour 3. State time on the: (a) hour (b) half hour (c) quarter hour 4. State time using a.m. and p.m. 5. State the number of: (a) minutes in one hour (b) hours in one day (c) days in one week (d) months in one year 6. Write dates on calendars using ordinal numbers
G2CALENDAR
2.4. Problemsolving with time
1. Solve word problems involving time
G2TIMEPROBLEM
2.5. Capacity
1. Use non-standard units to estimate G2CAPACITY
Page
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2. Use non-standard and standard units to: (a) measure capacity (b) record capacity (c) compare capacity
GEOMETRY G1, G2, G3
Content
Specific Objectives
Code
2.6. 2D Shapes
1.
Build and/or draw shapes as triangles, rectangles and circles
G2SHAPES
2.
Compare the corners, sides and angles of 2D shapes
3.
Sort a large collection of shapes into smaller sets by using their physical attributes
4.
Describe the results of putting together or taking apart 2D shapes
1.
Build and/or draw cones, cylinders, cubes, boxes and spheres
2.
Select objects within a group when given concrete, pictorial and verbal representations of similar objects
3.
Sort a large collection of objects into smaller sets by using their physical attributes
G2OBJECTS
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2.7. 3D Objects
Page
GENERAL OBJECTIVES
STRAND: PATTERNS & RELATIONS PATTERNS GENERAL OBJECTIVES
P1
Content
Specific Objectives
3.1.
Simple patterns with numbers and shapes
1.
Sort objects using up to two attributes G2PATTERNS
2.
Identify simple numerical and geometric patterns
Continuous and repeating patterns with addition, multiplication and geometric shapes
1.
Describe a pattern orally
2.
Reproduce patterns:
3.2.
Code
1. using actions 2. using manipulatives 3. using drawings Determine the missing term in a continuous pattern using a single attribute
4.
Determine the missing term in a repeating pattern using a single attribute
3.3.
Creating patterns 1.
Create simple patterns with actions, manipulatives, drawings and spoken word
3.4.
Tessellations with 2D shapes
Construct tessellations with geometric G2TESSELLATE shapes
1.
Page
3.
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4. using spoken word
STRAND: STATISTICS & PROBABILITY STATISTICS
4.1.
4.2.
4.3.
4.4.
4.5.
4.6.
Specific Objectives
Code
Collecting data
1.
Collect data on one variable through: (a) a simple interview (b) a survey (c) a simple experiment (d) observation (e) research
G2STATISTICS
Organizing data
1.
Write data in tabular form using (stackable) counters
2.
Write data in tally charts for tallies not exceeding 20
1.
Construct a bar graph using unifix cubes or stackable counters
2.
Draw a bar graph, including labels, using one-to-one correspondence
3.
Locate positions on a grid
4.
Read and interpret a bar graph
1.
Construct a pictograph without scales using one-to-one correspondence
2.
Read and interpret a pictograph
Comparing categories in bar graphs and pictographs
1.
Compare data in two categories using words like more, less and equal or the same
2.
Evaluate numerical differences between two categories of a bar graph and pictograph
Inferences
1.
Formulate inferences and conclusions about data presented in bar graphs and pictographs
Bar graphs
Pictographs
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Content
ST1, ST2, ST3, ST4
Page
GENERAL OBJECTIVES
STRAND: STATISTICS & PROBABILITY PROBABILITY Probability
1.
Predict the chance of an event occurring using the words never, sometimes or always
G2STATISTICS
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4.7.
ST5
Page
GENERAL OBJECTIVES
