Uploaded by Sadaf Amirzada

SAS PYP 2 Numbers-2 updated

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ASSESSING
HOW DO WE KNOW WHAT STUDENTS KNOW AND HAVE LEARNED.
Number- phase 3
• Learners will develop the understanding that fractions and decimals are ways of representing whole-part relationships and will demonstrate this
understanding by modeling equivalent fractions and decimal fractions to hundredths or beyond.
•
Learners will be able to model, read, write, compare and order fractions, and use them in real-life situations.
•
Learners will have automatic recall of addition, subtraction, multiplication and division facts.
•
Learners will select, use and describe a range of strategies to solve problems involving addition, subtraction, multiplication and division, using
estimation strategies to check the reasonableness of their answers
Conceptual
understandings
•
•
•
The base 10 place
value system can
be extended to
represent
magnitude.
Fractions and
decimals are ways
of representing
whole-part
relationships.
The operations of
addition,
subtraction,
multiplication and
division are
related to each
IBO Learning outcomes/
Objectives
When constructing meaning
learners:
•
Model numbers to thousands
or •beyond using the base
10 place value system
•
•
Model equivalent fractions
use the language of
fractions, for example,
numerator, denominator
•
model decimal fractions to
hundredths or beyond model
multiplication and division of
whole numbers
•
use the language of
multiplication and division,
for example, factor, multiple,
Learning outcomes
By the end of PYP year 2 students would be able to:
Place Value
• Represent and describe whole numbers to thousands, pictorially and
symbolically.
• Compare and order whole numbers to thousands.
• Write whole numbers in standard, expanded and word forms.
• Count within 1000; skip-count by 5’s, 10’s and 100’s
• Read and write numbers to 1000 using base-ten numerals, number
names and expanded form
• Compare two three-digit numbers based on meanings of the hundreds,
tens and ones digits, using >, =, 𝑎𝑛𝑑 < symbols to record the results of
comparisons.
• Fluently add and subtract within 100 using strategies based on place
value, properties of operations, and/or the relationship between
addition and subtraction.
other and are
used to process
information to
solve problems.
•
Even complex
operations can be
modeled in a
variety of ways, for
example, an
algorithm is a way
to represent an
operation.
product, quotient, prime
numbers, composite number
•
model addition and
subtraction of fractions with
related denominators***
•
model addition and
subtraction of decimals.
When transferring meaning into
symbols learners:
•
read, write, compare and
order whole numbers up to
thousands or beyond
•
Patterns and
sequences occur
in everyday
situations.
•
•
Patterns repeat
and grow.
develop strategies for
memorizing addition,
subtraction, multiplication
and division number facts
•
•
Patterns can be
represented using
numbers and
other symbols.
read, write, compare and
order fractions
•
read and write equivalent
fractions
•
read, write, compare and
order fractions to hundredths
or beyond
•
describe mental and written
strategies for multiplication
and division.
When applying with
understanding learners:
•
•
Whole numbers
exhibit patterns
and relationships
that can be
observed and
described.
Functions are
relationships or
rules that uniquely
•
Add up to four two-digit numbers using strategies based on place value
and properties of operations.
• Add and subtract within 100, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a
written method.
Add and Subtract Whole Numbers
• Demonstrate an understanding of addition of numbers and their
corresponding subtractions (4- and 5-digit numerals), concretely,
pictorially, and symbolically, by using personal strategies and using the
standard algorithms.
• Relate addition and subtraction: Use the inverse relationship between
addition and subtraction to solve problems.
• Use mental Math strategies to find sums and differences.
• Round whole numbers through thousands.
• Mental Math: Estimate sums and differences.
• Mentally add 10 or 100 to a given number 100 - 900, and mentally
subtract 10 or 100 from a given number 100 - 900. Explain why
addition and subtraction strategies work, using place value and the
properties of operations (Note: Explanations may be supported by
drawings or objects.)
Operations and Algebraic Thinking
• Use addition and subtraction within 100 to solve one-step and two-step
word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions,
e.g. by using drawings and equations with a symbol for the unknown
number to represent the problem.
• Fluently add and subtract within 20 using mental strategies.
• Determine whether a group of objects (up to 20) has an odd or even
number of members, e.g. by paring objects or counting them by 2’s;
write an equation to express an even number as a sum of two equal
addends.
associate
members of one
set with members
of another set.
•
Patterns can often
be generalized
using algebraic
expressions,
equations or
functions.
•
use whole numbers up to
thousands or beyond in reallife situations
•
•
use fast recall of
multiplication and division
number facts in real-life
situations
•
•
•
use decimal fractions in reallife situations
use mental and written
strategies for multiplication
and division in real-life
situations
•
select an efficient method for
solving a problem, for
example, mental estimation,
mental or written strategies,
or by using a calculator
•
use strategies to evaluate the
reasonableness of answers
•
add and subtract fractions
with related denominators in
real-life situations
•
add and subtract decimals in
real-life situations, including
money
•
estimate sum, difference,
product and quotient in reallife situations, including
fractions and decimals.
•
•
•
Use addition to find the total number of objects arranged in rectangular
arrays with up to 5 rows and up to 5 columns; write an equation to
express the total as a sum of equal addends.
Select the appropriate equation to solve addition and subtraction
problems
Create their own addition and subtraction equations to tell a story
Identify Roman numerals
Connect between all four operation
Solve four operations in real life.
Multiplication and Division
•
•
•
•
•
•
•
Learn 2, 3,4,5,6 &10 times table
Create multiplication and division equations to tell a story
Apply the concept of multiplication and division using sets and groups.
Model multiplication and division of whole numbers
Use the language of multiplication and division, for example, factor,
multiple, product, quotient, prime numbers, composite number
Describe mental and written strategies for multiplication and division.
Use fast recall of multiplication and division number facts in real-life
situations
Division of whole number by single digit.
Model multiplication and division of whole numbers.
•
•
•
Fractions
• Use fraction names "half", "third", "quarter", "sixth" and “eighth” to
describe part and whole relationships.
• Use the language of fractions, for example, numerator, denominator.
• Read, write, compare and order fractions.
• Read and write equivalent fractions.
Patterns and functions:
•
•
•
•
•
understand that patterns can
be found in everyday
situations, for example,
sounds, actions, objects,
nature.
understand that patterns can
be found in numbers, for
example, odd and even
numbers, skip counting.
understand that patterns can
be analysed and rules
identified.
understand that multiplication
is repeated addition and that
division is repeated
subtraction.
understand the inverse
relationship between addition
and subtraction.
Patterns:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Identify patterns can be analyzed and rules identified.
Identify that patterns can be found in numbers, for example, odd and
even numbers, skip counting.
Extend and create patterns in numbers, for example, odd and even
numbers, skip counting.
Identify multiplication is repeated addition and that division is repeated
subtraction and is a pattern.
Use equations to find unknown quantities (3 + = 20).
Identify and find the missing addend in fact family.
Identify and find the pattern in one and zero (1x2=2, 1x3=3).
Find pattern in place value chart.
Find pattern in timetable (2,5,10 and 11).
Select appropriate methods for representing patterns, for example
using words, symbols and tables.
Describe the rule for a pattern in a variety of ways.
Represent rules for patterns using words, symbols and tables.
Identify a sequence of operations relating one set of numbers to
another set.
Use number patterns to make predictions and solve problems.
Function:
•
•
Represent the rule of a pattern by using a function.
Use functions to solve problems.
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