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Mathematics Information Evening

This document provides information about a Grade 2 mathematics evening for parents. It discusses the traditional classroom approach versus allowing children to develop their own efficient mathematical procedures. It previews topics that will be covered in Grade 2 like odd and even numbers, data handling, measurement, shapes, patterns, and numbers. It also outlines the mathematical concepts and how they are integrated into other curriculums internationally. Differentiation strategies and the relationship between different number operations are discussed.

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230 views

Mathematics Information Evening

This document provides information about a Grade 2 mathematics evening for parents. It discusses the traditional classroom approach versus allowing children to develop their own efficient mathematical procedures. It previews topics that will be covered in Grade 2 like odd and even numbers, data handling, measurement, shapes, patterns, and numbers. It also outlines the mathematical concepts and how they are integrated into other curriculums internationally. Differentiation strategies and the relationship between different number operations are discussed.

Uploaded by

api-263053219
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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MATHEMATICS

INFORMATION EVENING
G RA D E 2

THE TRADITIONAL CLASSROOM

Childrens first methods are admittedly inefficient.


However if they are free to do their own thinking,
they invent increasingly efficient procedures just
like their ancestors did. By trying to bypass the
constructive process, we prevent them from
making sense of arithmetic.
Kamii and Livingston

A PEEK INSIDE GRADE 2


Odd and Even Numbers

ACTIVITY
Beat the Calculator
28
23
16
27
+ 34

You may not use a calculator


Record your thinking and be prepared to
share.

THE ROAD MAP


Data Handling
A summary of what we know through collection, organization,
representationAllows us to make inferences
Measurement
Attach a quantity using a chosen unit. Accuracy and looking between the
units.
Shape and Space
The regions, paths and boundaries of natural space can be described by
shape. Interrelationships allow us to interpret, understand and appreciate
Pattern and function
Identifying pattern ensures understanding of how mathematics applies to
the world. Builds a foundation for algebra.
Number
A language for describing quantities and their relationships. Numbers can
be used to interpret information, make decisions and solve problems.

PYP SCOPE AND SEQUENCE

MATHEMATICAL CONCEPTS

INTEGRATION INTO OTHER SCHOOLS


WORLDWIDE
International
Baccalaureate
Primary Years Program

Common Core

Number

Counting and Cardinality Number


Numbers and Operation
of Base 10 (K-2)
Number and Operation
of Fractions (3-5)

Pattern and Function

Operations and
Algebraic Thinking
Geometry
Measurement and Data

Shape and Space


Measurement
Data Handling
Mathematics is viewed as a
vehicle to support inquiry and
used as a way of thinking. By
developing conceptual
understanding in mathematics,
learners:
Use patterns and

relationships to analyse
the problem situations

Make and evaluate their


own and each others ideas
Use models, facts,

properties and
relationships to explain
their thinking.
Justify their answers and

the processes by which


they arrive at solutions.

The Common Core State


Standards focus on
conceptual understandings
and give students the
opportunity to master them.

Make sense of

problems and
persevere in solving
them
Reason abstractly and

quantitatively
Construct viable

arguments and
critique the
reasoning of others

Model with
mathematics and
justify their answers

Cambridge Primary
Mathematics

National Curriculum
Curriculum and
Programme of Study for Assessment Policy
Mathematics - England
Statement - South Africa
Number and Algebra

Geometry
Measure
Handling Data
Problem Solving

Shape, Space and


Measures
Handling Data

This curriculum focuses on


principles, patterns,
systems, functions and
relationships so that
learners:
Can apply their

mathematical
knowledge
Develop a holistic

understanding of
the subject
Mental strategies

are also a key part of


the Number content.

The national curriculum


believes mathematics is an
interconnected subject
which aims to ensure that all
pupils:
Become fluent n

fundamentals of
mathematics by
developing
conceptual
understanding and
the ability to recall and
apply knowledge
Reason

mathematically by
conjecturing
relationships and
generalizations and
justifying using
mathematical
language

Numbers, Operations and


Relationships

Patterns, Functions and


Algebra
Space and Shape
Measurement
Data Handling
The teaching and learning of
mathematics aims t develop in
the learner:
A critical awareness of

how mathematical
relationships are used
Confidence and

competence in
mathematical situations

An appreciation,
curiosity and love for
mathematics
Deep conceptual

understandings in
order to make sense of
mathematics

Acquisition of specific
knowledge and skills

DIFFERENTIATION
HOW DO WE DO IT?
Formative assessment we are able to pinpoint
specific instructional needs and direction.
The responses students offer on formative
assessments reveal current knowledge, level of
understanding, possible misconceptions, and
potential gaps in knowledge.
Once we have the formative assessment data, we
can use these data to form instructional groups
that are purposeful and flexible. The groups are
purposeful because they are formed based on the
academic needs and/or the learning frameworks of
the students.

TO DRILL OR NOT TO DRILL?


Drill oriented approaches have consistently
produced poor results. (Van de Walle and Lovin, 2006))

If addition and subtraction facts are drilled while children are still
counting, they only learn to count faster!

KNOWING VS. UNDERSTANDING


You can know things without understanding it.

Relational
understandin
g

Continuum of understanding

How can we make the students


think and understand?
We create problems that force students to make
connections.
Students have to write about their thinking.
We discuss solutions at length.

IS THERE ANY PLACE FOR DRILLS?


Yes!
When the concepts have been meaningfully
developed.
When the students have developed flexible and
useful strategies.
When accuracy and speed are needed.

RELATIONSHIP BETWEEN NUMBER


OPERATIONS
Number relationships provide the foundation for
strategies that help students remember basic
facts.
Thinking addition is the most powerful way to
think of subtraction facts(Van de Walle and Lovin).
What is 14 7= ?

HOME LEARNING
Nightly Reading - 20 minutes
Mathematics 10 minutes
Word Study 5 minutes

35 Minutes
AISM Home
Learning
Essential
Agreement

Sometimes there will be an inquiry activity


supporting the Units of Inquiry.

DEMONSTRATION OF MATHEMATICAL
LEARNING
How do students record their thinking?

TERMINOLOGY
addend
addition
array
combinations
Commutative
Property
decompose
denominator
difference
digit
doubles
equation
equal

estimate
number facts
expanded
numerator
notation fraction
ordinal number
Identity Property
place value
inequality
standard notation
inverse
subtraction
operation
sum
model
Sums to 10/Making
multiply
10
negative number
value

whole number
Zero Property

QUESTIONS / WONDERINGS

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