Mathematics

Integration vs Isolation

Coffee and Content

Brewed for Learning

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Grades 1 - 3

September 20, 2024

• Number LO1: Students interpret and explain quantity to 100. [10]
• Number LO2: Students examine addition and subtraction within 20. [10]
• Number LO3: Students examine one-half as a part-whole relationship.
• Measurement LO1: Students relate length to the understanding of size.
• Patterns LO1: Students examine patterns in cycles.
• Statistics LO1: Students investigate and represent data. [concrete]
• Financial Literacy LO1: Students explore money and how it is used for everyday living.

Outcomes

• Loonies
• Paper Bag
• Part-whole mat
• $10 Addition document
• piece of paper with lines representing x and y axis

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Google Doc Version

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Materials

• Number LO1: Students interpret and explain quantity to 100. [10]
• Number LO2: Students examine addition and subtraction within 20. [10]
• Number LO3: Students examine one-half as a part-whole relationship.
• Measurement LO1: Students relate length to the understanding of size.
• Patterns LO1: Students examine patterns in cycles.
• Statistics LO1: Students investigate and represent data. [concrete]
• Financial Literacy LO1: Students explore money and how it is used for everyday living.

Outcomes

• Give students 10 loonies.
• Students count them using different phrasing
• Qty/Type: 1 one dollar, 2 one dollars, 3 one dollars....10 one dollars; I have 10 one dollars altogether
• Qty/Type: 1 loonie, 2 loonies....10 loonies; I have 10 loonies altogether
• Value: one dollar, two dollars... ten dollars; I have 10 dollars altogether

Experience 1

• Number LO1: Students interpret and explain quantity to 100. [10]
• Number LO2: Students examine addition and subtraction within 20. [10]
• Number LO3: Students examine one-half as a part-whole relationship.
• Measurement LO1: Students relate length to the understanding of size.
• Patterns LO1: Students examine patterns in cycles.
• Statistics LO1: Students investigate and represent data. [concrete]
• Financial Literacy LO1: Students explore money and how it is used for everyday living.

Outcomes

• Give students 10 loonies.
• Students count them using different phrasing
• Qty/Type: 1 one dollar, 2 one dollars, 3 one dollars....10 one dollars; I have 10 one dollars altogether
• Qty/Type: 1 loonie, 2 loonies....10 loonies; I have 10 loonies altogether
• Value: one dollar, two dollars... ten dollars; I have 10 dollars altogether

Experience 1

• Number LO1: Students interpret and explain quantity to 100. [10]
• Number LO2: Students examine addition and subtraction within 20. [10]
• Number LO3: Students examine one-half as a part-whole relationship.
• Measurement LO1: Students relate length to the understanding of size.
• Patterns LO1: Students examine patterns in cycles.
• Statistics LO1: Students investigate and represent data. [concrete]
• Financial Literacy LO1: Students explore money and how it is used for everyday living.

Outcomes

• Students place loonies in the paper bag, shake and spill them out.
• Students sort loonies based on heads/tails.
• How many heads? How much are the heads worth (ie. $3) How many tails? How much are the tails worth? How many altogether? How much are they worth altogether?
• Which one has more? Heads or tails?
• Stack them on top of each other. Which builds a higher tower: heads or tails?
• Place them on the paper (with the x/y axis) so “edges” are touching (make a graph). Which makes a longer line: heads or tails?
• Can you build a head/tail pattern with what you have?
• Students shake again and again.

Experience 2

• Number LO1: Students interpret and explain quantity to 100. [10]
• Number LO2: Students examine addition and subtraction within 20. [10]
• Number LO3: Students examine one-half as a part-whole relationship.
• Measurement LO1: Students relate length to the understanding of size.
• Patterns LO1: Students examine patterns in cycles.
• Statistics LO1: Students investigate and represent data. [concrete]
• Financial Literacy LO1: Students explore money and how it is used for everyday living.

Outcomes

• Students place loonies in the paper bag, shake and spill them out.
• Students sort loonies based on heads/tails.
• How many heads? How much are the heads worth (ie. $3) How many tails? How much are the tails worth? How many altogether? How much are they worth altogether?
• Which one has more? Heads or tails?
• Stack them on top of each other. Which builds a higher tower: heads or tails?
• Place them on the paper (with the x/y axis) so “edges” are touching (make a graph). Which makes a longer line: heads or tails?
• Can you build a head/tail pattern with what you have?
• Students shake again and again.

Experience 2

• Number LO1: Students interpret and explain quantity to 100. [10]
• Number LO2: Students examine addition and subtraction within 20. [10]
• Number LO3: Students examine one-half as a part-whole relationship.
• Measurement LO1: Students relate length to the understanding of size.
• Patterns LO1: Students examine patterns in cycles.
• Statistics LO1: Students investigate and represent data. [concrete]
• Financial Literacy LO1: Students explore money and how it is used for everyday living.

Outcomes

• Give students 10 loonies.
• Students place the coins in the “Whole” section on the part-whole mat.
• Students choose some to move to the first “part” section and the rest to the second “part” section.
• Share as a class - representing on the board. Ask “Who else put 3 loonies in this part and 7 loonies in the other part?

Experience 3

• Number LO1: Students interpret and explain quantity to 100. [10]
• Number LO2: Students examine addition and subtraction within 20. [10]
• Number LO3: Students examine one-half as a part-whole relationship.
• Measurement LO1: Students relate length to the understanding of size.
• Patterns LO1: Students examine patterns in cycles.
• Statistics LO1: Students investigate and represent data. [concrete]
• Financial Literacy LO1: Students explore money and how it is used for everyday living.

Outcomes

• Give students 10 loonies.
• Students place the coins in the “Whole” section on the part-whole mat.
• Students choose some to move to the first “part” section and the rest to the second “part” section.
• Share as a class - representing on the board. Ask “Who else put 3 loonies in this part and 7 loonies in the other part?

Experience 3

• Number LO1: Students interpret and explain quantity to 100. [10]
• Number LO2: Students examine addition and subtraction within 20. [10]
• Number LO3: Students examine one-half as a part-whole relationship.
• Measurement LO1: Students relate length to the understanding of size.
• Patterns LO1: Students examine patterns in cycles.
• Statistics LO1: Students investigate and represent data. [concrete]
• Financial Literacy LO1: Students explore money and how it is used for everyday living.

Outcomes

• Print and cut apart the “Sales” items in the $10 Addition document for each student.
• Students put them together to show how you could spend $10.

Experience 4

• Number LO1: Students interpret and explain quantity to 100. [10]
• Number LO2: Students examine addition and subtraction within 20. [10]
• Number LO3: Students examine one-half as a part-whole relationship.
• Measurement LO1: Students relate length to the understanding of size.
• Patterns LO1: Students examine patterns in cycles.
• Statistics LO1: Students investigate and represent data. [concrete]
• Financial Literacy LO1: Students explore money and how it is used for everyday living.

Outcomes

• Print and cut apart the “Sales” items in the $10 Addition document for each student.
• Students put them together to show how you could spend $10.

Experience 4

• Number LO1: Students interpret and explain quantity to 100. [10]
• Number LO2: Students examine addition and subtraction within 20. [10]
• Number LO3: Students examine one-half as a part-whole relationship.
• Measurement LO1: Students relate length to the understanding of size.
• Patterns LO1: Students examine patterns in cycles.
• Statistics LO1: Students investigate and represent data. [concrete]
• Financial Literacy LO1: Students explore money and how it is used for everyday living.

Outcomes

• Repeat the Experience 3 but the teacher records as addition sentences: We have 10 altogether (write 10) which is the split into (write =) 3 in the left part (write 3) and (write +) 7 in the right part (write 7). 10 = 3 + 7
• After a few have shared, ask have we found all the ways? See if you can find all of the missing ways.
• Give students copies of all the equations cut apart. What patterns do you see?
• Were we able to divide these ten loonies exactly in half? How many in each part? (5 and 5) How do we know that’s right? (Same amount in both sides)

Experience 5

• Number LO1: Students interpret and explain quantity to 100. [10]
• Number LO2: Students examine addition and subtraction within 20. [10]
• Number LO3: Students examine one-half as a part-whole relationship.
• Measurement LO1: Students relate length to the understanding of size.
• Patterns LO1: Students examine patterns in cycles.
• Statistics LO1: Students investigate and represent data. [concrete]
• Financial Literacy LO1: Students explore money and how it is used for everyday living.

Outcomes

• Repeat the Experience 3 but the teacher records as addition sentences: We have 10 altogether (write 10) which is the split into (write =) 3 in the left part (write 3) and (write +) 7 in the right part (write 7). 10 = 3 + 7
• After a few have shared, ask have we found all the ways? See if you can find all of the missing ways.
• Give students copies of all the equations cut apart. What patterns do you see?
• Were we able to divide these ten loonies exactly in half? How many in each part? (5 and 5) How do we know that’s right? (Same amount in both sides.

Experience 5

• Number LO1: Students interpret and explain quantity to 100. [10]
• Number LO2: Students examine addition and subtraction within 20. [10]
• Number LO3: Students examine one-half as a part-whole relationship.
• Measurement LO1: Students relate length to the understanding of size.
• Patterns LO1: Students examine patterns in cycles.
• Statistics LO1: Students investigate and represent data. [concrete]
• Financial Literacy LO1: Students explore money and how it is used for everyday living.

Outcomes

• Repeat some or all of these experiences using other double sided manipulatives, such as pennies, 1" square tiles, colored beans, etc.
• Use the part-whole mats with more than two divides and adjust the questions you use as needed.

Further Experiences

• Number LO1: Students analyze quantity to 1000. [20]
• Number LO2: Students investigate addition and subtraction within 100. [20]
• Number LO3: Students interpret part-whole relationships using unit fractions.
• Measurement LO1: Students communicate length using units.
• Patterns LO1: students explain and analyze patterns in a variety of contexts.

Outcomes

• How might you tweak the grade 1 experiences in order to connect to grade 2 outcomes listed here?

Experiences

• Number LO1: Students analyze quantity to 1000. [20]
• Number LO2: Students investigate addition and subtraction within 100. [20]
• Number LO3: Students interpret part-whole relationships using unit fractions.
• Measurement LO1: Students communicate length using units.
• Patterns LO1: students explain and analyze patterns in a variety of contexts.
• Statistics LO1: Students relate data to a variety of representations.
• Financial Literacy LO1: Students relate money and decision making.

Outcomes

• Repeat grade 1 experiences but
• numbers to 20 instead.
• unit fractions instead. ie. 5/5 => 4/5 and 1/5
• place value focus of tween numbers: 15 => 10 + 5
• Instead of representing concretely, represent using a pictograph or dot plot

Experiences

• Number LO1: Students interpret place value within 100 000. [100]
• Number LO2: Students apply strategies for addition and subtraction with 1000. [100]
• Number LO3: Students interpret fractions in relation to one whole.
• Algebra LO1: Students illustrate equality with equations.
• Measurement LO1: Students determine length using standard units.
• Patterns LO1: Students analyze patterns in numerical sequences.
• Statistics LO1: Students interpret and explain representations of data.

Outcomes

• How might you tweak the grade 1 and/or 2 experiences in order to connect to grade 3 outcomes listed here?

Experiences

• Number LO1: Students interpret place value within 100 000. [100]
• Number LO2: Students apply strategies for addition and subtraction with 1000. [100]
• Number LO3: Students interpret fractions in relation to one whole.
• Algebra LO1: Students illustrate equality with equations.
• Measurement LO1: Students determine length using standard units.
• Patterns LO1: Students analyze patterns in numerical sequences.
• Statistics LO1: Students interpret and explain representations of data.

Outcomes

• Repeat grade 2 experiences but
• numbers to 100 instead.
• place value focus of numbers to 100.

Experiences

ADDITION / SUBTRACTION

Equality

Place Value (Grade 2/3)

Patterns

Algebra

Money

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Optional Toppings

Statistics

Geometry

Time

Measurement

EQUALITY

Addition / Subtraction

Multiplication / Division (Grade 3)

Patterns

Algebra

Money

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Optional Toppings

Fractions

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MULTIPLICATION / DIVISION (GRADE 3)

Equality

Place Value

Patterns

Algebra

Money

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Optional Toppings

Statistics

Geometry

Time

Measurement

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PLACE VALUE (GRADE 2/3)

Equality

Addition / Subtraction

Multiplication / Division (Grade 3)

Patterns

Algebra

Money

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Optional Toppings

Fractions

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Take the rest of the time to explore your curriculum and look for opportunities to deliberately and thoughtfully connect outcomes