elsp mathematics yr 2€¦ · eg: “i know that 2 x 5 cents is the same as 10 cents” i can count...

ELSP MATHEMATICS YR 2

What is it that we want our students to know, understand, do and communicate KUDCO?

Year Level: Two Semester: Two Subject: Mathematics Team Members: Juliet Taylor, Joshua Shuttleworth, Donna Lourensz, Gael Howard, Debbie Arnheim

Essential Learning What is the essential learning? Describe in student friendly vocabulary.

ExampleRigor What does proficient student work look like? Provide an example and/or description.

Prior Skills Needed What prior knowledge, skills and/or vocabulary are needed for a student to master this essential learning?

Common Assessments What assessment/s will be used to measure student mastery?

When taught? When will this essential learning be taught?

Extension Skills What will we do when students have already learned this essential learning?

I can represent, solve and explain multiplication problems using strategies of repeated addition, groups and arrays. Learning Targets: I can: 1. Use skip counting to

count sets of numbers shown as groups and arrays.

2. Express repeated addition as multiplication

3. Express groups as multiplication

4. Use arrays to show and explain the commutative law.

5. Use arrays and groups to solve a worded problem and reserve.

FLUENCY: Skip counting using groups and arrays.

Transpose repeated addition to multiplication

Express groups as multiplication

Commutative expressions of an array

PROBLEM SOLVING: Using an array or groups to solve a worded problem and reverse.

UNDERSTANDING: Commutative law:“I know 4x5 is 20 because there are four groups of five, and that it is the same as 5x4 or five groups of four.”

Multiplication in place repeated addition: “It is

I can skip count in 2’s, 5’s and 10’s starting from 0. I can use repeated addition to solve a problem. An array has columns and rows

Preassessment test designed by the team that is linked to the learning targets Post assessment test (same test given at the end of the unit)

Term 4, Weeks 2,3,4 & 5 Using arrays, I can explain and demonstrate the rules of Commutative Associative and Distributive multiplication I can verbally recall the multiplication facts of the 2’s/5’s/10s in sequence and out of sequence; eg: I know that 7x5 = 35

*Working in Collaborative teams, examine all relevant documents, school scope and sequence, regional documents and AusVELS, and then apply the criteria of endurance, leverage and readiness to determine which standards are essential for all students to master. Remember, less is more. For each standard selected, complete the remaining columns. Complete the chart by the second or third week of each term/semester. BLUE= Number and Algebra, RED= Measurement and Geometry, GREEN= Statistics and Probability.


use calculators to produce patterns by repeated addition.

quicker and more accurate”

REASONING: the difference between multiplication shown as an array (commutative) and groups (set groups of)

Estimation;“I know 4x5 is 20 because there are four groups of five, so I can estimate that 4x6 will be larger than 20”

Vocabulary: Repeated addition, multiply, arrays, rows, columns, groups of, commutativity, sets

I can recognise and represent division as sharing and grouping into equal sets and solve simple problems using these representations Learning Targets: I can: represent division by

grouping into sets. relate division to

multiplication by recognising that one

FLUENCY: I can share a collection into equal groups. PROBLEM SOLVING: I can share the same collection into different equal groups I can share a collection into equal groups to solve a worded problem and reverse. UNDERSTANDING: Sharing into 3 equal groups

I can share a collection of up to 20 into equal groups (one by one sharing). I can explain an array as groups of numbers.


Term 4, Weeks 5,6,7 I can divide a number and show numbers that are remainders. I can create my own worded problems.



is the inverse of the other.

explain the difference between sharing equal groups and sharing into groups of.

Sharing the same set of objects into groups of 3 REASONING: I can use fact families/ ‘three for free’ to explain the link between multiplication and division. Vocab: Fact families, inverse, equal (fair) groups, fair groups, sharing, three for free,

I can recognise and interpret fractions (½, ¼, ⅛) of shapes, length and collections. Learning Targets: I can: understand that

fractions are equal parts

use partitioning (halving) to create different fractions.

show fractions as numbers (symbol), pictures and words.

I can find a fraction of a collection.

FLUENCY: I can recognise that something is a fraction because it is in equal parts. I can instantly recognise what is a ¼ a ½ and ⅛ of a shape. I can instantly recognise what is a ¼ a ½ and ⅛ of length I can express fractions as words and symbols PROBLEM SOLVING: I can use length to solve what is half or a quarter of a whole amount. I can work out what is a ½, ¼ and ⅛ of a collection of 8. UNDERSTANDING:

I know and can show what one half looks like.

I know and can show what one quarter looks like.


Term 3 Weeks 4,5,6,7, 8 I can divide a given number into quarters and eighths using a numberline.

Being able to divide a remainder (eg 1 into quarters).

I can divide a given number into thirds.



I can show my understanding using thinkboards:

REASONING: I can explain why fractions need to be in equal parts. Vocab: Fraction, Halves, quarters, eighths, Partitioning, equal parts, denominator, numerator, vinculum, whole.

I can find the total value of simple collections of Australian notes and coins. Learning Targets: I can:

use place value as increments of 10c.

FLUENCY: I can identify equivalent values of a total dollar and cent amount. EG: “I know that 2 x 5 cents is the same as 10 cents” I can count up in 10 cents to make dollars.

I know the features of Australian notes and coins. I can order Australian coins and notes. I know the names and value of Australian coins.

Pre and post assessment recording student achievement against each learning target.

Term 3, Weeks 12 I can calculate the change due from a purchase. I can use addition to find the cost of two items.



add collections of notes or coins

make equivalent values.

PROBLEM SOLVING: I can make a dollar. I can add together notes and coins to show a total amount. (EG: I have $3 and 50cents. This totals to $3.50) UNDERSTANDING: I can show ‘how many ways to make a dollar’. REASONING: This is $2.50 and I can explain why. Vocab: Dollars, cents, total amount, cash,

“This is the: 5 cent…. 10 cent… 20cent… 50 cent…. 1 dollar … 2 dollar….Coin $1 is worth 100 cents $2 is worth 200 cents

I can describe, create, and continue patterns with numbers and shapes and identify missing elements Learning Targets: I can: identify the rule in a

pattern find the missing

number/shape in a pattern

create number patterns with 2’s, 5’s, 3’s and 10’s

create and describe patterns using ordinal numbers

FLUENCY: I can skip count in

2’s, 3’s, 5’s and 10’s starting from any number under 100.

PROBLEM SOLVING:

To investigate features of number patterns resulting from adding 2s, 3s, 5s and 10s.

To describe a pattern created by skip counting and representing the

Ongoing anecdotal notes against the learning targets.

Term 3, Weeks 3 & 9 Term 4, Week 10

I can identify and continue a pattern with variables. I can continue a pattern including other numbers under 10.



pattern on a number line.

UNDERSTANDING: I can identify the

rule in a pattern REASONING:

I know a pattern is something that repeats.

* create and describe patterns using ordinal numbers eg. ‘Every 5th circle is blue” see below VOCAB: Pattern, rule, continue, missing.

I can compare the mass of objects using balance scales. Learning Targets: I can measure

using informal units (eg teddies)

I can find objects that weigh less than, equal to and

I know that I need to estimate first so I can assess the reasonableness of my measurements. (greater than, less than, the same) I can describe and compare the different mass of objects using

I can estimate compare and order what is heavier and lighter (hefting).

Ongoing anecdotal notes against the learning targets.

Term 4 , week 8 and 9 I can use subtraction to find the difference between two formal mass measurements. I can find objects that weigh less than, equal to and more than 1 kg.



more than another object.

language; heavier than, lighter than. I use informal measurements to compare the mass of objects EG: “5 teddies weighs the same as 1 glue stick” Vocabulary: mass, weight, measure, informal, objects, compare, estimate.

I can identify, describe, classify and draw simple two dimensional shapes, using their features.

I can identify and name a square, rectangle, circle, triangle, kite, rhombus I can describe and classify two dimensional shapes based on straight and curved lines, edges and corner. EG: “all these shapes are triangles because they have three sides”

I know that a shape has different features.

Pre and post test developed by the CT

Term 3, Weeks 1 & 2 I can investigate the properties of more complex two dimensional shapes such as a hexagon. I can describe irregular two dimensional shapes. I can create more complex classifications for two dimensional shapes (based on more than one category).



I can draw different twodimensional objects and explain their features. e.g. “I have drawn a square. I know this because it has four equal sides, four corners and straight lines.” I can use iPads to show my understandings of shapes. I know that a two dimensional shape is closed (not open) VOCAB: Open and closed, two dimensions (length and height), corner, edges, straight lines, curved lines, compare, flat, right angle.

I can describe, recognise and classify threedimensional objects based on their features.

I can identify and name a cube, sphere, pyramid, cylinder, prism, cone. I can describe and classify three dimensional objects based on faces, vertices, edges.

I know what some 3D objects look like and can explain using some everyday words. I can recognise some 3D shapes in my world.

Pre and post test developed by the CT

Term 4, Weeks 2, 3, 5 I can make 3D objects using a net. I can draw 3D objects.



EG: “all these shapes are pyramids because they have triangular faces. ” VOCAB: three dimensions (length, height, width), corner/vertices, apex, face, edges, triangular, spherical, cuboid, pyramid.

I can investigate and describe transformations of shapes. Learning targets: I can: make patterns

using half and quarter turns.

Describe turns as a half (straight angle) or quarter (right angle).

describe patterns that have onestep slides, flips and turns

use an iPad App to demonstrate the transformation of shapes.

I know that a slide is when you slide a shape or object across. I know that a flip is when you flip over a shape or object.

I understand that a transformation doesn't change the properties of the shape itself. I know that a right angle (to the right and the left) is an equivalent to a quarter turn.

I know what is left and right I know what is up and down I know what is across I know what is around

Ongoing assessments against rigour in the form of anecdotal notes.

Term 4, Weeks 8 & 9 I know that a straight turn is the equivalent to half a turn.



VOCAB: transformation, object, position, move, slide, flip/reflection, turn, half, quarter, right angles.

I can describe outcomes of familiar events using everyday language.

I can create a probability line of chance events that includes numbers and chance language.

I can justify outcomes based on what I know or what have seen. I can classify a list of everyday events

I know what events in my life are familiar event and can describe these using everyday language.

Pre and Post assessment task as created by the CT

Term 3, Weeks 5,6,7 I can describe a chance event numerically as a fraction or a percent.



according to their likelihood. VOCAB: certain, impossible, likely, highly likely, unlikely, highly unlikely, percentages, numberline, even, fractions, prediction,

Essential Learnings Student Tracking Chart

Year Level: Semester: Subject: Student:

Essential Learning Common Assessment Date Achieved Teachers Initials


elsp mathematics yr 2€¦ · eg: “i know that 2 x 5 cents is the same as 10 cents” i can count...

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