# Math Lessons for a Living Education Level 2

#### number concepts to 100

Lesson 1: Place Value Village, Telling Time, Shapes and Patterns

Lesson 4: Writing Numbers to 100, Simple Fractions

Lesson 6: Skip Counting by Using Dimes and Nickels, Minutes on the Clock

Lesson 7: Skip Counting by 2, Review Even and Odd Numbers

#### benchmarks of 25, 50, and 100 and personal referents

Lesson 4: Writing Numbers to 100, Simple Fractions

#### addition and subtraction facts to 20 (introduction of computational strategies)

Lesson 2: Addition – Horizontal and Vertical Shapes

Lesson 3: Subtraction

Lesson 8: Addition – Double Digit Plus Single Digit

Lesson 15: More Work with Subtraction

#### addition and subtraction to 100

Lesson 16: Introducing Addition with Carrying of the Tens’ Place

Lesson 17: Introducing Subtraction with Borrowing from the Tens’ Place

Lesson 18: Review of Regrouping Concepts

#### repeating and increasing patterns

Lesson 1, page 26

Lesson 8, page 83

#### change in quantity, using pictorial and symbolic representation

Lesson 3, page 38

Lesson 7, page 78

Lesson 8, page 86

Lesson 9, page 94

#### symbolic representation of equality and inequality

Supplementation Required

#### direct linear measurement, introducing standard metric units

Supplementation Required

#### multiple attributes of 2D shapes and 3D objects

Supplementation Required

#### pictorial representation of concrete graphs, using one-to-one correspondence

Lesson 22: Reading Bar Graphs and Line Graphs

#### likelihood of familiar life events, using comparative language

Supplementation Required

#### financial literacy — coin combinations to 100 cents, and spending and saving

Note, the coins and bills shown are US currency.

Lesson 19: Understanding Dollars and Cents – Writing Money Terms

Lesson 20: Review – Money

Lesson 26: Adding Money – No Regrouping

Lesson 27: Subtracting Money – Making Change

Lesson 34: Review of Money Concepts

## Curricular Competencies

### Reasoning/Analyzing

#### Use reasoning to explore and make connections

Lesson 2, page 22

Lesson 2, page 29

Lesson 3, page 40

Lesson 5, page 58

Lesson 7, page 74

Lesson 14, page 144

Lesson 16, page 163

#### Estimate reasonably

Supplementation Required

#### Develop mental math strategies and abilities to make sense of quantities

Supplementation Required

#### Use technology to explore mathematics

Supplementation Required

#### Model mathematics in contextualized experiences

Lesson 5, page 61

Lesson 7, page 74

Lesson 34, page 315

### Understanding/Solving

#### Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving

Lesson 2, page 29

Lesson 7, page 74

Lesson 34, page 315

#### Visualize to explore mathematical concepts

Lesson 1, page 22

Lesson 10, page 97

Lesson 14, page 144

Lesson 19, page 189

Lesson 34, page 315

#### Develop and use multiple strategies to engage in problem solving

Well covered.  This resource consistently encourages students to develop and use multiple strategies to engage in problem solving.

#### Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures

Supplementation Required

### Communicating/Representing

#### Communicate mathematical thinking in many ways

Lesson 1, page 22

Lesson 10, page 96 – 98

Lesson 11, pages 109-110

Lesson 28, page 274

Lesson 34, page 311

#### Use mathematical vocabulary and language to contribute to mathematical discussions

Lesson 2, page 22

Lesson 3, page 40

Lesson 10, page 96

Lesson 16, page 163

Lesson 28, page 274

Lesson 34, page 311

#### Explain and justify mathematical ideas and decisions

Lesson 10, page 96

Lesson 34, page 312

#### Represent mathematical ideas in concrete, pictorial, and symbolic forms

Lesson 10, page 97

Lesson 16, page 163

Lesson 19, page 189

Lesson 22, page 209

Lesson 34, page 315

Subtraction Mat, page 342

Right-Brain Flashcards, page 351

### Connecting/Reflecting

#### Reflect on mathematical thinking

Lesson 5, page 61

Lesson 7, pages 74-76

Lesson 14, page 137, 138

#### Connect mathematical concepts to each other and to other areas and personal interests

Lesson 5, page 58

Lesson 14, page 144

#### Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts

Supplementation Required