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Alberta K–4 Curriculum Correlationwith Mathology Grade 2 Resources

Learning Outcomes Mathology Grade 2 Classroom Activity Kit

Mathology Little Books Pearson Canada K–3 Mathematics Learning Progression

Essential Understanding: Organizing and representing quantitative information develops additive and multiplicative thinking to make meaningful connections and support problem solving.Students make meaning of and represent quantities within 200.

Number Math Every Day • 1: Counting• 2: Number Relationships 1• 3: Grouping and Place Value• 5: Number Relationships 2• 9: Financial Literacy

Number Cluster 1: Counting• 1: Bridging Tens• 2: Skip-Counting Forward• 4: Skip-Counting Backward• 5: Counting Consolidation

Number Cluster 2: Number Relationships 1• 6: Comparing Quantities• 7: Ordering Quantities• 9: Ordinal Numbers• 10: Estimating with

Benchmarks• 11: Decomposing to 20• 12: Number Relationships 1

Consolidation

• What Would You Rather?• Ways to Count• Family Fun Day• Back to Batoche• Array’s Bakery• A Class-full of Projects• The Money Jar• The Great Dogsled Race

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

To Extend:• Finding Buster• How Numbers Work• Fantastic Journeys

Big Idea: Numbers tell us how many and how much.

Conceptual Knowledge• the position of a digit in a number

determines its value (place value)• grouping by 10 creates patterns in

place value (unitizing) to make working with numbers efficient

• skip counting is an efficient way of counting larger quantities and can include quantities left over (remainders)

• numbers, including 0, occupy space in a visual or spatial representation of quantity

• numbers, including 0, can be associated with a specific point on a linear representation of quantity

• the position of something can be indicated using ordinal numbers

• quantities can be represented symbolically with numerals,

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.Recognizing and writing numerals- Names, writes, and matches two-digit numerals

to quantities.Recognizing quantities by subitizing- Uses grouping (e.g., arrays of dots) to

determine quantity without counting by ones (i.e., conceptual subitizing).

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

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

is compared to another.- Orders three of more quantities to 20 using sets

and/or benchmarks.- Determines and describes the relative position

of the objects using ordinal numbers.- Uses ordinal numbers in context (e.g., days on a

calendar: the 3rd of March).- Order three or more quantities using sets

and/or numerals.

Mathology Grade 2 Curriculum Correlation

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including 0• estimation is used when an exact

count is not needed

Procedural Knowledge• decompose numbers using standard

form (place value) and non-standard form

• skip count forward and backward by 2, 5, and 10, starting at multiples of 2, 5, and 10 respectively

• skip count forward by 20 and 25, starting at 0

• determine the monetary value of collections of coins or bills (cents or dollars) of the same denomination

• skip count sets, including those with remainders

• order numbers using benchmarks on a visual or spatial representation

• represent quantities with numbers• relate a numeral to a specific

quantity• estimate quantities using referents

Number Cluster 3: Grouping and Place Value• 13: Building Numbers• 14: Making a Number Line• 15: Grouping to Count• 16: Grouping and Place Value

Consolidation

Number Cluster 5: Number Relationships 2• 22: Benchmarks on a Number

Line• 23: Decomposing 50• 24: Jumping on the Number

Line• 25: Number Relationships 2

Consolidation

Number Cluster 9: Financial Literacy• 43: Estimating Money• 44: Earning Money

Estimating quantities and numbers- Uses relevant benchmarks to compare and

estimate quantities. 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 grouped by or partitioned into equal-sized units.Unitizing quantities into ones, tens, and hundreds (place-value concepts)- Composes teen numbers from units of ten and ones and decomposes teen numbers into units of ten with leftover ones.

- Bundles quantities into tens and ones.- 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.

- Writes, reads, composes, and decomposes three-digit numbers using ones, tens, and hundreds.

Unitizing quantities and comparing units to the whole- Partitions 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).

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

- Recognizes number patterns in repeated units (e.g., when skip-counting by 2s, 5s, 10s).

Link to other strands:Representing and generalizing increasing/decreasing patterns- Identifies and extends familiar number patterns and makes connections to counting and addition (e.g., skip-counting by 2s, 5s, 10s).


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Students make meaning of halves and quarters in familiar contexts.

Number Math Every Day • 4: Early Fractional Thinking

Number Cluster 4: Early Fractional Thinking• 17: Equal Parts• 18: Comparing Fractions 1• 19: Comparing Fractions 2• 20: Regrouping Fractional

Parts• 21: Early Fractional Thinking

Consolidation

• The Best Birthday

To Extend:• Hockey Homework

Big Idea: Quantities and numbers can be grouped by or partitioned into equal-sized units.

Conceptual Knowledge• objects and sets can be partitioned • into equal-sized parts in different

ways• the part is related to the whole

(part-to-whole relationship)

Procedural Knowledge• count by halves and quarters to one

whole concretely or pictorially• partition objects and sets into

halves and quarters• describe part-to-whole relationships

with halves and quarters

Partitioning quantities to form fractions- Visually compares fraction sizes and names

fractional amounts informally (e.g., halves).- Partitions wholes into equal-sized parts to make

fair shares or equal groups.- Partitions wholes into equal parts and names the

unit fractions.

Students explore and apply additive thinking strategies.

Number Math Every Day • 6: Conceptualizing Addition

and Subtraction• 7: Operational Fluency

Number Cluster 6: Conceptualizing Addition and Subtraction• 26: 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 Fluency• 32: Complements of 10• 33: Using Doubles• 34: Fluency with 20• 35: Multi-Digit Fluency

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! Hockey Time! Cats and Kittens! Buy 1–Get 1 Canada’s Oldest Sport On Safari! Paddling the River How Many Is Too Many?

To Extend: Math Makes Me Laugh The Street Party Planting Seeds Calla’s Jingle Dress

Big Idea: Numbers are related in many ways.Comparing and ordering quantity (multitude or magnitude)- Knows what number is one or two more and one

or two less than another number.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).

Conceptual Knowledge• addition and subtraction are

operations used when applying additive thinking strategies

• an addition situation can be represented as a subtraction situation (addition and subtraction are inverse operations)

• addition and subtraction are part-part-whole relationships that can be represented symbolically (+, –, =)

• numbers can be added in any order (commutative and associative properties)

Procedural Knowledge• apply strategies to single-digit

addition number facts to a sum of 18 and related subtraction number

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).

- Relates addition and subtraction as inverse operations.

- Uses properties of addition and subtraction to


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facts• represent addition and subtraction

strategies concretely, pictorially, or symbolically

• add and subtract numbers within 100, including 0, without a calculator

• recognize patterns in addition and subtraction

• add and subtract in joining, separating, and comparing situations

• create and solve problems that involve addition and subtraction

• 36: Operational Fluency Consolidation

Number Cluster 9: Financial Literacy• 45: Spending Money• 46: Saving Regularly• 47: Financial Literacy

Consolidation

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

Developing fluency of addition and subtraction- Fluently recalls complements to 10 (e.g., 6 + 4).- 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.

Students make meaning of sharing and grouping situations using quantities within 60.

Number Cluster 2: Number Relationships 1• 8: Odd and Even Numbers

Number 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 Array’s Bakery Marbles, Alleys, Mibs,

and Guli! Ways to Count

To Scaffold: How Many Is Too Many?

To Extend: Sports Camp Calla’s Jingle Dress

Big Idea: Quantities and numbers can be grouped by and partitioned into units to determine how many and how much.

Conceptual Knowledge• sharing and grouping situations can

have quantities left over (remainders)

• even quantities can be grouped by 2 with nothing left over

• odd quantities can be grouped by 2 with 1 left over

Procedural Knowledge• represent sharing a set into a given

number of groups, with or without remainders

• represent sharing a set into groups of a given size, with or without remainders

• group by twos to identify odd and even numbers

Developing conceptual meaning of multiplication and division- Groups objects in 2s, 5s, and 10s.- Models and solves equal sharing problems to 100.- Models and solves equal grouping problems to 100.


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Essential Understanding: Visualizing and describing spatial relationships through geometry enhances interpretations of the physical world.Students examine attributes and geometric properties when sorting and comparing shapes.

Geometry Math Every Day • 1: 2-D Shapes• 2: 3-D Solids• 3: Geometric Relationships

Geometry Cluster 1: 2-D Shapes• 1: Sorting 2-D Shapes• 2: Exploring 2-D Shapes • 3: Constructing 2-D Shapes• 5: 2-D Shapes Consolidation

Geometry Cluster 2: 3-D Solids• 6: Sorting 3-D Solids• 7: 3-D Solids Around Us• 8: Constructing 3-D Solids• 9: Constructing Skeletons• 10: 3-D Solids Consolidation

Geometry Cluster 3: Geometric Relationships• 11: Making Shapes• 12: Building with Solids• 13: Visualizing Shapes and

Solids• 14: Creating Pictures and

Designs• 15: Covering Outlines• 17: Geometric Relationships

Consolidation

I Spy Awesome Buildings

Sharing Our Stories

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

To Extend: WONDERful

Buildings Gallery Tour

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.

Conceptual Knowledge• attributes are geometric properties

when they are specific to a given shape

• geometric properties, including sides, corners (vertices), faces, and edges, are mathematical characteristics used to sort 2-D and 3-D shapes

• the faces of 3-D shapes are 2-D shapes

Procedural Knowledge• determine whether attributes are

geometric properties• sort 2-D shapes, including triangles,

quadrilaterals, pentagons, hexagons, and octagons, and 3-D shapes, including cubes, cones, cylinders, spheres, and pyramids, by one or two attributes and describe the sorting rule

• describe 2-D and 3-D shapes in varying orientations

• identify 2-D shapes in composite 2-D shapes and designs

• relate the faces of 3-D shapes to 2-D shapes

• compose and decompose composite 3-D shapes

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- Recognizes, matches and names familiar 2-D shapes (e.g., circle, triangle, square, rectangle) and 3-D solids (e.g., cube, cone).

- Compares 2-D shapes and 3-D solids to find the similarities and differences.

- Recognizes 2-D shapes and 3-D solids embedded in other images or objects.

- Identifies 2-D shapes in 3-D objects in the environment.

- Analyzes geometric attributes of 2-D shapes and 3-D solids (e.g., number of sides/edges, faces, corners).

- Classifies and names 2-D shapes and 3-D solids based on common attributes.

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.

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

- Decomposes and 2-D shapes and 3-D solids into other known 2-D shapes and 3-D solids.

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


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Students explore and demonstrate the position and the movement of objects.

Geometry Cluster 1: 2-D Shapes• 4: Symmetry in 2-D Shapes

Geometry Cluster 3: Geometric Relationships• 16: Creating Symmetrical

Designs

I Spy Awesome Buildings

Sharing Our Stories

To Extend: Gallery Tour

Big Idea: 2-D shapes and 3-D solids can be transformed in many ways and analyzed for change.Exploring 2-D shapes and 3-D solids by applying and visualizing transformations- Matches familiar 2-D shapes and 3-D solids (e.g., square, triangle, cone) in different orientations.

- Identifies congruent 2-D shapes and 3-D solids through physical movement (e.g., by rotating).

Exploring symmetry to analyze 2-D shapes and 3-D solids- Constructs and completes 2-D/3-D symmetrical designs.

Conceptual Knowledge• slides and flips can describe the

movement of objects• moving an object does not change

its shape or size• slides and flips can be found in

natural and created patterns• symmetry can be created with a flip

Procedural Knowledge• explore slides and flips concretely or

pictorially• recognize slides and flips in designs• create 2-D symmetrical designs• recognize that an object is the same

size and shape after sliding or flipping

Students compare and describe measures of objects using non-standard units.

Measurement Math Every Day • 1: Using Non-Standard Units

Measurement Cluster 1: Using Non-Standard Units• 1: Measuring Length 1• 2: Measuring Length 2• 3: Measuring Distance Around• 4: Measuring Mass • 7: Using Non-Standard Units

Consolidation

Getting Ready for School

The Discovery

To Scaffold: The Amazing Seed Animal Measures

To Extend: The Bunny

Challenge Measurements

About YOU!

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

Conceptual Knowledge• a single object may have multiple

attributes that are measurable, including mass and length

• measuring is a process of comparing attributes using units and tools

• length is expressed by counting the total number of identical units without gaps or overlaps

Understanding attributes that can be measured- Understands that some things have more than 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).

Directly and indirectly comparing and ordering objects with the same measurable attribute- Directly compares and orders objects by length (e.g., by aligning ends), mass (e.g., using a balance scale), and area (e.g., by covering).


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Procedural Knowledge• create a tool to measure length

with non-standard units• select non-standard units to

estimate, measure, and compare length and mass

• measure length using non-standard units, either a single unit used repeatedly or many copies of the same unit

• compare and order objects in more than one way using different measurable attributes

- Compares objects indirectly by using an intermediary object.

- Uses relative attributes to compare and order (e.g., longer/longest, taller/tallest, shorter/shortest).

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 units must be the same for measurement to be meaningful (e.g., must use same sized cubes to measure a desk).

- Understands there should be no gaps or overlaps when measuring.

- Uses whole number measures to estimate, measure, and compare (e.g. This book is 8 cubes long and my pencil is 5 cubes long).

Essential Understanding: Exploring connections strengthens our understandings of relationships to help us make meaning of the world.Students represent quantities as equal or not equal.

Patterning and Algebra Math Every Day • 3: Equality and Inequality

Patterning and Algebra Cluster 3: Equality and Inequality• 15: Equal and Unequal sets• 16: Equal or Not Equal?• 17: Exploring Number

Sentences• 18: Exploring Properties• 19: Missing Numbers• 20: Consolidation

• Kokum’s Bannock

To Scaffold:• Nutty and Wolfy

To Extend:• A Week of Challenges

Big Idea: Patterns and relations can be represented with symbols, equations, and expressions.

Conceptual Knowledge• equality and inequality are

relationships between quantities• equality and inequality can be

represented symbolically (= and ≠)

Procedural Knowledge• represent equality and inequality

concretely or pictorially• record equalities and inequalities

symbolically• change an inequality into an

equality concretely or pictorially

Understanding equality and inequality, building on generalized properties of numbers and operations- Creates a set that is more/less or equal to a given set.

- Models and describes equality (balance; the same as) and inequality (imbalance; not the same as).

- Writes equivalent addition and subtraction equations in different forms (e.g., 8 = 5 + 3; 3 + 5 = 8).

- Records different expressions of the same quantity as equalities (e.g., 2 + 4 = 5 + 1).

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.


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Students represent patterns in various ways.

Patterning and Algebra Math Every Day • 1: Repeating Patterns• 2: Increasing/Decreasing

Patterns

Patterning and Algebra Cluster 1: Repeating Patterns 1: Exploring Patterns 2: Extending and Predicting 3: Errors and Missing

Elements 4: Combining Attributes 5: Repeating Patterns

Consolidation

Patterning and Algebra Cluster 2: Increasing/Decreasing Patterns 6: Increasing Patterns 1 7: Increasing Patterns 2 9: Extending Patterns 10: Reproducing Patterns 11: Creating Patterns 12: Errors and Missing Terms 13: Solving Problems 14: Increasing/Deceasing

Patterns Consolidation

• Pattern Quest• The Best Surprise

To Scaffold:• Midnight and

Snowfall

To Extend:• Namir’s Marvelous

Masterpieces

Big Idea: Regularity and repetition form patterns that can be generalized and predicted mathematically.

Conceptual Knowledge• a pattern is a sequence that follows

a rule• repeating patterns have a pattern

core• increasing patterns change

according to a rule• patterns can be represented in

different ways, including non-linear designs

• create repeating patterns with three to five elements in the pattern core

Procedural Knowledge• create an increasing pattern from a

pattern rule• translate a pattern from one

representation to another

Identifying, reproducing, extending, and creating patterns that repeat- Identifies the repeating unit (core) of a pattern.- Predicts missing element(s) and corrects errors in repeating patterns.

- Recognizes similarities and differences between patterns.

- Reproduces, creates, and extends repeating patterns based on copies of the repeating unit (core).

- Represents the same pattern in different ways (i.e., translating to different symbols, objects, sounds, actions).

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.).

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


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Students connect units of time to various representations.

Measurement Math Every Day • 3: Time and Temperature

Measurement Cluster 3: Time and Temperature• 13: Days and Weeks• 14: Months in a Year• 15: Measuring Time• 16: Time to the Quarter-Hour• 18: Time and Temperature

Consolidation*

*Temperature is not specifically required by the Alberta Curriculum. For Activity 28, Focus on concepts of time.

To Extend:• Goat Island

Big Idea: Many things in our world (e.g., objects, spaces, events) have attributes that can be measured and compared.Conceptual Knowledge

• a calendar can show relationships between months, weeks, and days

• analog clocks show relationships between minutes and hours

• First Nations, Métis, and Inuit recognize that patterns of the sun and moon provide a sense of time

• personal referents for time can be used to estimate duration

Procedural Knowledge• relate personal or cultural events to

a date on a calendar• compare days to weeks and months

to years• relate units of time on a clock,

including minutes to quarter-hour, half-hour, and hour

• connect sun and moon patterns to time references, including cycles of day and night

• compare events of different durations using non-standard units

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 between 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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Essential Understanding: Engaging with various forms of comunication and expression allows us to represent and interpret our understandings of the world in multiple ways.Students represent and describe data in response to student-generated questions.

Data Management and Probability Math Every Day • 1: Data Management

Data Management and Probability Cluster 1: Data Management• 1: Interpreting Graphs 1• 2: Interpreting Graphs 2• 3: Creating a Survey• 4: Making Graphs 1• 5: Making Graphs 2• 6: Data Management

Consolidation

• Big Buddy Days• Marsh Watch

To Scaffold: Graph It!

To Extend: Welcome To The

Nature 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.

Conceptual Knowledge• data can be represented pictorially

(pictographs) or graphically (bar graphs)

• graphs and tables are ways to organize and communicate mathematically about data

Procedural Knowledge• formulate simple questions to

collect firsthand data• collect first-hand data• organize data using tables, tally

marks, and counts• construct pictographs and bar

graphs using one-to-one correspondence

• extract information from a table or a graph

Formulating questions to learn about groups, collections, and events by collecting relevant data- Formulates questions that can be addressed through simple surveys (e.g., Should we get bananas for the class picnic?).

Collecting data and organizing 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).

Reading and Interpreting data displays- Determines the most frequent response/outcome on the data display.

- Interprets displays by noting outcomes that are more/less/same.

- Interprets displays by noting how many more/less than other categories.

Drawing conclusions by making inferences and justifying decisions based on data collected- Uses data collected and displayed to answer initial question directly.


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Essential Understanding: Applying logical thought and creativity enables us to achieve outcomes, solve problems, and develop computational thinking skills.Students design and test a simple process that achieves a desired outcome.

*These ideas form the foundation of Mathology, both in the classroom activity kits and the Mathology Little Books.

Conceptual Knowledge• precise instructions can be followed by

people or machines• instructions may not always achieve the

desired outcome• order of steps may or may not affect the

outcome

Procedural Knowledge• explain instructions in one’s own words• predict the outcome of 3- to 4-step

instructions• test a sequence of steps to verify the

outcome• exchange ideas to achieve a desired

outcome requiring a 3- to 4-step process• remove or fix (debug) any errors in a set of

instructionsEssential Understanding: Developing and affirming identity contributes to well-being and understandings of self and one another.Students engage with mathematics to build perseverance and confidence.

*These ideas form the foundation of Mathology, both in the classroom activity kit and the Mathology Little Books.

Conceptual Knowledge• everyone who engages with mathematics is

a mathematician• mathematicians make and learn from errors• mathematicians persevere when seeking

solutions

Procedural Knowledge• engage in activities that support curiosity

with mathematics• collaborate to develop understanding of

mathematical concepts• persevere through obstacles that arise in

learning and doing mathematics• share strategies related to mathematical

play


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