Maryam Alshemeli – H00296869

Task 1. Mathematics in the School & My Classroom.

• Examine the table of contents for the math textbook used at your Teaching
Practice Placement.
o How does the content align with the CCSS for your grade level?
 I noticed that grade 2 content have almost the same as CCSS. Firstly, they
have five units such as number, patterns and function, measurement, shape
and space, and data handling. In number and operation as CCSS they should
to understand the place value, counting, add and subtract, multiplication and
division which are the same as grade 2 content. Secondly, in patterns and
function they took how to find the patterns, describe similarities and
differences in patterns, count by 1, 2, 4, 5, 10s and recognize patterns like
CCSS. In measurement unit, they have to estimate, measure, label and
compare using nonstandard and standard units of measurement: length, time,
capacity, mass and temperature which the same as CCSS. Lastly, in shape
and space they have to sort and describe and identify regular 2D and 3D
shapes using appropriate mathematical vocabularies which is same us
geometry unit in CCSS.

• Observe the math classroom arrangement (desks, shelves, materials,

walls, etc.) Take pictures to post in your portfolio.
 - Grade 2 class has a lot of materials that the teacher and the students can
use it during the math classes. Also, they have a lot of math print rich about the
lessons to let the students remember the main idea of the lesson and see it all
the time. For each lesson, they use different materials that make the lesson
easier to understand by the students.

 Post the typical weekly schedule for one group of students for all their
classes.

Grade 2 Timetable

• Examine your MST’s lesson plans. Take pictures or collect samples to

post in your portfolio. How does she write plans for the week? For the
semester?

My MST have a daily plan. Every day she writes what the students will learn and
achieve in the class. According to her plans, her focus is more in improving and
developing student’s skills and abilities. Her plans depend on how and what the
students will do during the lessons. Each week she has one math lesson and she broke
it into small steps to make it easy for the students to focus and understand the
lesson. She writes specific details of how she will introduce the lesson and what the
activities that she will apply for the students, such as the videos, flash cards and
the using of the small white board. Moreover, she writes the questions that she will
ask the students about during the lesson and this gives her a trend to determine
the students understanding through observing their discussion and sharing ideas.
Sometimes, if she had a time, she does a game for the students to check their
understanding of the lesson. In addition, she writes reports for low level students
and about their progressing in the classroom which help the parent and the school
to support these students and encourage them for better performance.
 RAKA PYP Grade 2 Mathematics
Number

Conceptual understandings
The base 10 place value system is used to represent numbers and number relationships. Fractions are
ways of representing whole part relationships. The operations of addition, subtraction, multiplication and
division are related to each other and are used to process information to solve problems. Number
operations can be modelled in a variety of ways. There are many mental methods that can be applied for
exact and approximate computations.
Whole Numbers, Place Value, Estimation and Rounding
 Read, write and model numbers using the base ten system to 100.
 Read and write two-digit numbers in figures and words
 Estimate quantities and answers to 100.
 Round numbers to the nearest whole when measuring
Counting and Ordering Numbers
 Count in 1’s, 2’s, 3’s, 5’s and 10’s
 Count on and back from a given number to 100
 Compare and order numbers to 100.
 begin to use the signs for: equal to =, more than >, less than <, fewer, most, least
 Confidently use ordinal numbers to describe the position of things in a sequence (e.g. first,
second, third, fourth, etc.)
 Recognize, describe and extend patterns in numbers; odd and even, skip counting 2’s, 5’s and
10’s.
Addition and Subtraction
 Explore and model that addition is the inverse of subtraction
o eg 4+3=7 , 3+4=7 , 7-3=4, 7-4=3
 Recall and use addition and subtractions facts (number stories) to at least 10.
 Recall all doubling facts to 20.
 Use and describe strategies to add or subtract mentally a one-digit number or a multiple of 10 to
or from any two-digit number
 Record mental addition and subtraction strategies using symbols numbers and pictures.
Multiplication and Division
 Recognize number patterns in the multiplication tables to learn and use facts for: 2,5 and 10
 Explore and model multiplication and division using their own language / methods
 Recognize multiplication as repeated addition
  Divide by sharing equally a set of objects
 Begin to understand that multiplication of 2 numbers can be done in any order (commutative)
and division cannot (non- commutative)
 Begin to calculate mathematical statements using multiplication (×), division (÷) and equals (=)
signs
Fractions, Decimals, Percentages
 Recognize, find, name and write fractions one half and one quarter of a length, shape, set of
objects or number.
 Apply fractions in real life situations
Problem Solving
 Solve one-step problems that involve addition and subtraction, using concrete objects
and pictorial representations, and missing number problems
 Present solutions to puzzles and problems in an organized way; explain methods and results in
pictorial and or spoken form, using mathematical language and number sentences.
 Solve problems involving multiplication and division, using materials, arrays, repeated addition,
mental methods, and multiplication and division facts, including problems in contexts
 Check the reasonableness of answers using different computation strategies

Pattern and Function

Conceptual understandings
Whole numbers exhibit patterns and relationships that can be observed and described. Patterns can be
represented using numbers and other symbols.

 Reliably count by 1, 2, 4, 5, 10s and recognize patterns using a 100s chart

 Understand and use the inverse relationship between addition and subtraction (with
manipulatives)
 Understand the associative and commutative properties of addition
 Identify and distinguish between patterns and non-patterns
 describe similarities and differences in patterns
 Begin to identify and describe repeating patterns using one or more attributes
 Recognize, describe and extend number patterns such as odd and even numbers, skip
counting, etc.
 Identify and represent patterns in various ways, using words, drawings/shapes, symbols,
letters, materials, actions, and numbers.
 Use numbers patterns to represent and understand real life situations
Measurement

Conceptual understandings
Standard units allow us to have a common language to identify, compare, order and sequence objects and
events. We use tools to measure the attributes of objects and events. Estimation allows us to measure
with different levels of accuracy.

 Estimate, measure, label and compare using nonstandard and standard units of
measurement: length, time, capacity, mass and temperature.
 Read and write analogue and digital time to the hour, half hour and quarter hour.
 Estimate, identify and compare lengths of time: second, minute, hour, day, week, month,
year
 Know the months of the year in order, and use and interpret information on a calendar
 Estimate, measure (without overlaps or gaps) and record lengths, heights, and distances
using non-standard units (e.g. my desk is about 10 pencils wide, our classroom is about
50 shoe lengths across)
 Investigate the relationship between the size of a unit and the number of units necessary
to measure length (e.g. measuring your book with hand lengths compared with
paperclips)
 Begin to estimate and measure using centimetres, metres, grams, kilograms, and litres
(e.g. show students a metre stick and find objects taller or shorter than a metre.)
 Understand why we use standard units of measure
 Begin to identify angles as measures of rotation and compare angle sizes in everyday
situations (e.g. shapes, physical objects, computer images, etc.)
 Begin to recognise and use whole, half and quarter turns
 Describe how changes in temperature affect everyday experiences (e.g., the choice of
clothing to wear);
 Begin to investigate simple real-life problems involving addition and subtraction of
money
 Independently identify, sort and order coins and notes

Shape and Space

Conceptual understandings
Shapes are classified and named according to their properties. Some shapes are made up of parts that
repeat in some way. Specific vocabulary can be used to describe an object’s position in space.
2D and 3D Shapes
 Sort and describe and identify regular 2D and 3D shapes using appropriate mathematical
vocabulary (e.g. edges, sides, corners, triangle, rectangle, pentagon, hexagon, circle,
sphere, square and cube)
 Draw lines and shapes with straight edges
  Create and explain simple symmetrical designs (e.g. in our environment)
 Compare 2D shapes with the faces of 3D shapes and objects (e.g. a cube has 6 square
faces, a triangular prism has two triangular faces and two rectangular or square faces)
 Visualise, identify, describe and compare the properties of everyday shapes and objects
 Represent ‘mental images’ to assist recall and identification of geometric properties
 Make simple representations of shapes and objects with descriptions for peers to
construct e.g. make a cube like this. It has six square faces
Location, Direction and Movement
 Give and follow simple instructions involving position, direction and movement; left,
right, forwards, backwards, diagonally forward and diagonally backwards.
 Identify and use vocabulary to describe position and movement
 Use everyday language to give directions, including same and different starting / ending
points, changing direction
 Identify frequently visited locations, make ‘mental images’ of pathways to/from and
describe them in relation to other known locations
 Identify a variety of pathways to and from frequently visited locations
 Follow others’ directions to locate an object in the classroom or school ground and
adjusting if necessary
 Interpret positional signs (text or arrows) as required
 Compare the similarities and differences in the language and type of directions needed
for different purposes (e.g. the number of steps in a treasure hunt)
Data Handling

Conceptual understandings
Information can be expressed as organized and structured data. Objects and events can be organized in
different ways. Some events in daily life are more likely to happen than others.

 Sort and label objects into sets of two or more attributes.

 Discuss and compare data represented in teacher generated diagrams e.g. Carroll, Venn,
tree.
 Begin to understand many-to-one correspondence (e.g. 1 symbol on a pictogram can
represent 4 objects)
 Begin to use every day comparative language to describe data (teacher generated or
student generated)
 Create a pictograph and simple bar graph using real objects, and interpret data by
comparing numerical quantities. (e.g. 5 people in our class have brown hair)
 Begin to use IT to organize and present data.
 Discuss, identify, predict and place outcomes in order of likelihood; impossible, unlikely,
likely and certain.
Year 2 Planning (Page 3)

Maths Vocab: chance, probability, likely, unlikely, predict, greater than, less than, equal.

Home learning: Please sign in as a teacher, go to ‘Planner’, ‘Create Plan’ Click on ‘Topic’, ‘Subtraction
to 100’

Question: What daily situations are you sure will or will not happen?

S Maths Assessment.
u
Chance and Probability (constructing meaning - the concept of chance in daily events)
n
O and M: http://www.transum.org/software/SW/Starter_of_the_day/starter_February12.asp

Introducing vocabulary for certain/uncertain and possible/impossible - watch video:

https://www.youtube.com/watch?v=TedbpetdzBE .

Play: http://www.trox5.com/interactive/games/pond.html Describing Chance -Certain and

Impossible - discuss vocabulary. Give students the Chances Chart (in Sunday’s folder) as well as
copies of the events. Children can discuss with a partner as to where the events should be placed.

Differentiation: HA/Tier 1: Partners Tier 2 and 3: TA support to assist with reading the events.

Reflections: Was I able to sort events into certain/uncertain, possible/impossible?

Question: What daily situations are likely and unlikely to happen?

M Chance and Probability (constructing meaning - the concept of chance in daily events)
o
O and M: http://www.transum.org/software/SW/Starter_of_the_day/starter_February7.asp
n
Introduce vocabulary for likely/unlikely. Play http://www.trox5.com/interactive/games/pond.html
Describing Chance - more likely, less likely - Discuss vocabulary. Activity “What will
Happen?”(Monday’s folder).

Differentiation: HA: Come up with their own events Tier 1: Partners Tier 2 and 3: TA support to
assist with reading the events.

Reflections: Was I able to sort events into likely and unlikely?

Question: Can I show recognition of chance using familiar objects?

T Chance and Probability (transferring meaning)

u
O and M: Play ping pong. Number bonds to 10 and/or 100. Teacher says ping, chn say pong,
e
teacher says 3, chn say 7 etc.
s
Play: https://www-
k6.thinkcentral.com/content/hsp/math/hspmath/ca/common/itools_int_9780153616334_/probab
ility.html Discuss the language used and the reasons for the answers. Students can use
 whiteboards to write down their answers. Show ActiveInspire (Tuesday’s folder - Color the
circles) and work through a few examples with the whole class. Put colored objects into a bag in
front of the children. Ask, “What are the chances I will pull out a “red cube”?....etc...Do this a few
times with different colored cubes. Print off “What’s in the Bag” sheet for students to complete
the activity.

Differentiation: HA/Tier 1: Independent Tier 2 and 3: TA support. Reflections: Was I able to

complete the bag activity?

Question: Can I represent data about people’s favourite stories?

W Maths Greater than/less than and equal numbers (construct meaning)

e
O and M: Watch the story about large numbers.
d
https://www.youtube.com/watch?v=MKkK87E46I4

How can we represent data? Recap on tally marks and how we write and count them.
https://www.topmarks.co.uk/Flash.aspx?b=maths/interpretingdata Explain that chn will be asking
the other chn in class what their favourite type of story is and recording the data. Model how to
use data to create a bar chart. Chn use the worksheet to gather and represent data. (There are 2
to choose from.)

Differentiation: Whole class activity. CT to support LA chn.

Reflections: What was the most popular story genre in our class? How do you know?

T Question:
h
Maths
u
Character parade on the basketball court. Optional addition problems linked to book week in
Thursday’s folder.