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 Games- Fact Families- Alien Addition- Addition Matching

Adding and Subtracting Review:Adding 2 Digits.pdf

Adding 3 Digits.pdf

Adding with Regrouping.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.

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

Math Review Sheets for Grade 2 and Grade 3

Multiplicatio**n** Multiplication GamesEven More Multiplication GamesWinter Colouring FunChristmas Multiplication Review:

Arrays 2.PDF

Arrays.PDF

Drawing Arrays.PDF

Number of Sets.PDF

Sets 2.PDF

Skip Counting 2.PDF

Skip counting.PDF

Topics in Multiplication.PDF

Word Problems.PDF

**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 â€¨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

Everything about Perimeter and Area

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- Sides, Edges, Faces, Vertices- Guess the Net**- **Interactive Geoboard**Graphing:****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**

**Grade 2**

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.

Grade 3

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 **

involving the addition and subtraction of whole numbers that add

up to no more than 1000, using various tools and algorithms

Math Expectations for Data Management and Graphing

**Grade 2**

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,

experiments, and interviews to answer questions of interest that

focus on two pieces of information, and organize the data in

two-way tally tables; display sets of data, using one-to-one

correspondence, in concrete graphs, pictographs, line 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

answering questions about the data and drawing conclusions,

then make convincing arguments and informed decisions.

**Grade 3**

Students are expected to sort sets of data about people or things

according to two and three attributes, using tables and logic

diagrams, including Venn, Carroll, and tree diagrams, as

appropriate; collect data through observations, experiments, and

interviews to answer questions of interest that focus on

qualitative and quantitative data, and organize the data using

frequency tables; display 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

graphs with different scales, by asking and answering questions

about the data and drawing conclusions, then make convincing

arguments and informed decisions

**
Math Expectations for Patterning**

**Grade 2**

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.

**Grade 3**

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**
**Grade 2**

Students are expected to read, represent, compose, and decompose whole numbers up to and including 200, using a variety of tools and strategies, and describe various ways they are used in everyday life; compare and order whole numbers up to and including 200, in various contexts; estimate the number of objects in collections of up to 200 and verify their estimates by counting; count to 200, including by 20s, 25s, and 50s, using a variety of tools and strategies; describe what makes a number even or odd.