Primary Math Resources and Websites
The following links have various activities and games to help you practice the math skills that you are learning in class.

Patterning
Fun Brain Patterning
Number Patterns
Number and Shape Patterns
Pattern Chomper
- Crack the Code- Introduction to Patterns- Review sheet for math test - Patterns on Hundreds Chart and Place Value Review.pdf

Money
- Count the Money (click on Canadian Money on left side)- Money Master (click on Canadian Currency on the left side)- Change Maker (click on Canadian Flag)Number Sense- Various Number Sense GamesAdding and Subtracting Review:Adding 2 Digits.pdf
Subtracting 2-3 Digits.pdf
Subtracting by Regrouping.pdf
Subtracting Hundreds.pdf Time Math Focus - Grade 2
Measurement - Time, Temperature and Calendar
The grade 2 students are expected to be able to tell and write time to the quarter-hour using both digital and analog clocks; describe how changes in temperature affect everyday experiences; use a standard thermometer to determine if the temperature is rising or falling; and determine through investigation, the relationship between days and weeks and between months and years.

Time, Temperature and Calendar - Grade 3
The grade 3 students are expected to be able to read, tell and write time to the nearest five-minutes using both digital and analog clocks; estimate, read, and record temperature to the nearest degree Celsius; identify benchmarks for freezing, cold, cool, warm, hot, and boiling temperatures; solve problems involving the relationship between minutes and hours, hours and days, days and weeks, and weeks and years.

- Match the Time- Clock Shoot
(Choose level 3)

Multiplicatio
n Multiplication GamesEven More Multiplication GamesWinter Colouring FunChristmas Multiplication Measurement Mass and Capacity Review Mass and Capacity Review.PDF Math Review for Length, Perimeter and Area:
kilometers1.PDF
kilometers2.PDF
Meters.PDF
meters2.PDF
Perimeter.PDF
Rulers - cm.PDF
Area Square units
Area half units
Length, Perimeter, and Area Expectations

In this unit students will be
estimating, measuring, and recording length,height, and distance, using standard units (i.e., centimetre, metre,kilometre).  They will learn how to estimate, measure, and record theperimeter of two-dimensional shapes, through investigation using standard units (distance around the object).  The students will also be  estimating,measuring (i.e., using centimetre grid paper, arrays), and recording area(e.g., if a row of 10 connecting cubes is approximately the width of a book, skip counting down the cover of the book with the row of cubes[i.e., counting 10, 20, 30, ...] is one way to determine the area of thebook cover). Once they have learned about length, perimeter and area,they will be able to describe, through investigation using grid paper, therelationship between the size  of a unit of area and the number of unitsneeded to cover a surface (Sample problem: What is the differencebetween the numbers of squares needed to cover the front of a book,using centimetre grid paper and using two-centimetre grid paper?).
Choose the Better Estimate
Perimeter and Area of Rectangles
Design a Party
Shape Surveyor

Geometry
GEOMETRY UNIT EXPECTATIONS
The third math unit that we will be exploring this year is on Geometry.  The first part of the unit focuses on investigating the attributes on two-dimensional figures and shapes and learning the language of how to describe them (i.e. congruent, angles, parallel, vertex).  The second part of the unit focuses on exploring solids. This involves naming and comparingthree-dimensional figures and learning how to draw and build them.Geometry Review - Geometry Review.PDF
- Matching Shapes with Names- Fit the Robot in the Suitcase- Cover the Figure with Tangrams- Describing 3D Shapes-- Guess the Net- Interactive GeoboardGraphing:Graphing Unit Expectations
In this unit, students will be collecting and organizing data and displaying the informationusing charts, and graphs.  They are expected to create and label the graphs on the verticalaxis, horizontal axis, and provide a title.  Students will also learn how to read, describe, andinterpret various graphs, including bar graphs, pictographs, and tally charts. Students alsoneed to understand and describe the mode (the number that occurs the most often) of a giveset of data.
- Reading Graphs - Find the Dinosaur- Feed the Bug- Graphing Review:Graphing Review
MOTION GEOMETRY
In this unit, students will be identifying and describing the locationsand movements of various shapes and objects.  By the end of this unit,students should be able to describe movement from one location toanother using a grid map (i.e. move 3 squares to the right and 2squares down).  They will be able to identify flips, slides, and turnsthrough investigation using concrete materials and physical motionas well as describe pictures that have a vertical, horizontal ordiagonal line of symmetry.
Coordinate Systems and Maps.PDF
Coordinate Systems.PDF
Flips and Slides.PDF
Flips, Slides and Turns.PDF
Flips.PDF
Into to Coordinates.PDF
More Flips, Slides and Turns.PDF
More Rotations.PDF
Reflections.PDF
Slides on a Grid.PDF
Slides.PDF
Turns.PDF

Math Expectations for Addition and Subtraction
Students will use the properties of addition and subtraction,
and the
relationships between addition and multiplication and
between subtraction and division, to solve problems and check
calculations. Recall and demonstrate addition facts for numbers
up to 20, and related subtraction facts. Use mental math
strategies
, including estimation, to add and subtract whole
numbers that add up to no more than 50, and explain the
strategies used. Use objects, diagrams, and equations to
represent, describe, and solve situations involving addition and
subtraction of whole numbers that add up to no more than 100.

Students will use the properties of operations, and the
relationships between multiplication and division, to solve
problems and check calculations. Recall and demonstrate
multiplication facts of 2, 5, and 10, and related division facts.
Use mental math strategies, including estimation, to add and
subtract whole numbers that add up to no more than 1000, and
explain the strategies used. Demonstrate an understanding of
algorithms for adding and subtracting whole numbers by making
connections to and describing the way other tools and strategies
are used to add and subtract. R
epresent and solve problems
up to no more than 1000, using various tools and algorithms

Math Expectations for Data Management and Graphing
Students are expected to
sort sets of data about people or things
according to two
attributes, using tables and logic diagrams, including
Venn and Carroll diagrams ; collect data through observations,
questions of interest that
focus on two pieces of information, and organize the data in
two-way tally tablesdisplay sets of data, using one-to-one
correspondence
, in concrete graphspictographsline plots, and
bar graphs with proper sources, titles, and labels; identify the
mode(s), if any, for various data sets presented in concrete
graphs, pictographs, line plots, bar graphs, and tables, and
explain what this measure indicates about the data; analyse
different sets of data presented in various ways, including in
logic diagrams, line plots, and bar graphs, by asking and
then make convincing arguments and informed decisions.

Students are expected to sort sets of data about people or things
according to two and three
attributes, using tables and logic
diagrams, including
VennCarroll, and tree diagrams, as
appropriate; collect data through observations, experiments, and
questions of interest that focus on
qualitative and quantitative data, and organize the data using
frequency tablesdisplay sets of data, using many-to-one
correspondence
, in pictographs and bar graphs with proper
sources, titles, and labels, and appropriate scales;
determine
the
mean and identify the mode(s), if any, for various data sets
involving whole numbers, and explain what each of these
measures indicates about the data; analyse different sets of data
presented in various ways, including in frequency tables and in
about the data and drawing conclusions, then make convincing
arguments and informed decisions

Math Expectations for Patterning
Students are expected to identify, extend, create and make
predictions about a variety of patterns including those found in
real-life contexts. They need to create and translate patterns using
various representations, including shapes and numbers. Students
need to determine pattern rules and use them to extend patterns,
make and justify predictions, and identify missing
elements in
patterns represented with shapes and numbers. They need to
create and describe patterns to illustrate relationships among
whole numbers up to 100.
Students are expected to identify and describe repeating
elements and operations in a variety of patterns, including
patterns found in real-life contexts; create and translate patterns
that have repeating elements, movements, or operations using
various
representations, including shapes, numbers, and tables
of values
determine pattern rules and use them to extend
patterns, make and justify predictions, and identify missing
elements in patterns that have repeating elements, movements,
or operations; create and describe patterns to illustrate
relationships among whole numbers up to 1000.

Math Expectations for Whole Numbers