Program of Study Report

Mathematics Grade 2
Jodi Thompson, Sophi Zruna
September 18, 2018
EDUC 3501 Section LM
Dr. Darlene St. Georges
Program Overview

The program of study for Mathematics Kindergarten to Grade 9 focuses on the idea of

students creating connections with their previous backgrounds and knowledge to improve

the development of their numeracy skills. Students benefit from working with a variety of

methods that can address different learning styles, developmental stages as well as cultural

backgrounds, including First Nations, Metis and Inuit. For students to become

mathematically literate they must be able to work through mathematical problems using

their own methods, acknowledging that problems can almost always be solved in more than

one way. To encourage student success, the mathematics classroom should display a

positive environment, encouraging risk taking and positive attitudes. Through mathematics,

students can begin to understand the world from a numerical standpoint, recognizing that

some aspects of mathematics are constantly changing and developing while others are a

constant and remain stable. When students understand the basics of mathematics they can

begin to develop number sense, which stems far beyond simple counting, as well as

understanding patterns, relationships and space. Finally, mathematics holds a significant

level of uncertainty. Throughout their mathematical learning students will be able to better

understand the above aspects of the program and in their own way begin to understand the

context of mathematics in our everyday world. The main goals of the Mathematics Program

of Study for Kindergarten to Grade 9 aims at students creating connections with

mathematics and its real life applications, appreciating mathematics, using mathematics

confidently and ultimately becoming mathematically literate students and adults.

Grade Level Structure and Content

The Grade 2 Mathematics Program of Study is broken into general sections or strands.

The General strands are: number, patterns and relations, shape and space and statistics and

probability. Under each general strand there are general outcomes listed which are further

broken down into specific outcomes. There is also a “key” on the top of each page outlining

mathematical learning processes that students are expected to understand: Communicate

[C], Connections [CN], Mental Mathematics and Estimation [ME], Problem Solving [PS],

Reasoning [R], Technology [T], and Visualization [V]. Each mathematical learning process

corresponds to a variety of the specific outcomes, showing that each specific outcome

contains multiple different learning processes. The model that we chose to represent this

begins with the simplicity of the Grade 2 Mathematics Program of Study, we then began to

branch out and add the general learning outcomes, then the specific learning outcomes and

eventually encapsulating the complexity of this program of study. The last image shows the

entire program of study and the connections between each of the parts, it represents a web

of sorts, showing that every part is somehow connected to others and that in the end

completing one general learning outcome will also address many other aspects of the

program as well.

In the Grade 1 Program of Study the students will have learned skills that will allow

them to have the prior knowledge to begin the Grade 2 program of study. In Grade 1 the

students will learn basic number sense, saying the number sequence from 0 to 100,

demonstrating an understanding of counting and basic mental math. They will also already

know about simple patterns, understanding repeating patterns and describing equalities
using the equal symbol. In the shape and space strand, the Grade 1 students will learn how

to use measurement as a process of comparing as well as sorting, replicating and comparing

2-D shapes with 3-D objects. Each of the above learning outcomes, as well as the others

completed in grade 1 will prepare the students with enough prior knowledge to begin their

Grade 2 program of study. While the Grade 1 Program of Study prepared the students for

Grade 2, the same will happen when the students enter Grade 3. The program of Study for

Grade 2 enables them to have the prior knowledge to complete the GLOs and SLOs of the

following year. Every new GLO or SLO completed in a current year of study will become

knowledge that the students will already have to act as scaffolding for the future years of

study.
In the next 4 pages we will be outlining the Grade 2 Mathematics Program of Study. There is a page by page outline of how the standards are related to the GLOs and the

SLOs for that particular grade level.

Mathematics Grade 2 Program of Study

The Mathematics Grade 2 Program of Study has 4 strands: Number, Patterns and Relations, Statistics and Probability, and Shape and Space. All four of these
strands are represented in blue boxes.
Each of the four strands has a general learning outcome (GLO) that the students are expected to reach by the end of Grade 2. The GLOs are represented
in the pink boxes.
Each of the GLOs has multiple specific learning outcomes (SLOs) that represent and provide examples of how the students will be able to complete the GLOs by the end
of Grade 2. The SLOs are clustered into different colors that appropriately represent their connection with a single GLO.
Each of the mathematical learning processes shown in the most outward (blue) boxes connect to many of the SLOs seen in this program of study. Each
colour of strands represents the connection that each mathematical learning process has to the entire Program of Study.
One Lesson Plan Idea
In our lesson we decided to target the General Learning Outcome under Patterns and

Relations: Represent algebraic expressions in multiple ways. The Specific Learning Outcome

is “Demonstrate and explain the meaning of equality and inequality, concretely and

pictorially [C, CN, R, V]”. The lesson begins with gathering basic knowledge on what the

students understand about equalities, having a small group discussion. The teacher will then

bring out a balance pan scale and physical objects to show how the scale works when

objects are equal and when they are not equal. The teacher can ask the students what they

observe and what they predict to see if they understand the basic concepts of the equality

scale. Next the teacher will go over what they just learned and introduce the idea of equality

and inequality and show the symbol for each as well as introduce some examples not using

the scale. To end the lesson, the students can work on a paper worksheet concluding all the

ideas learned in the lesson, including pictorial images of the scale, having students draw the

balance and determining which scales are equal and which are not. Another portion of the

worksheet will be only written, using equations and writing the equality or inequality sign.

During this lesson the teacher would begin by understanding what the students already

know about equalities and inequalities so that they know where to begin with the lesson,

assessing the prior knowledge. By asking the students questions during the teaching part of

the lesson, the teacher is assessing whether or not the students are understanding the

material being taught. The teacher explains the concept in more than one way (physically

and written) to help students understand the lesson in whatever way they can. When the

teacher reviews what they just learned, the students are able to hear it in multiple ways,

from their peers who answer the questions and from the teacher, giving them the
opportunity to have as many different explanations. Once the lesson portion is done and

the students are given their worksheet, the teacher will float around the classroom and help

the students, watching and assessing how much they understand or do not understand

about what is being taught and giving them extra help if needed.