elsp mathematics yr 2 what is it that we want our students ... · ‘rocket writing’ skip...

ELSP MATHEMATICS YR 2

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

Year Level: Two Semester: One Subject: Maths Team Members: AnneMarie Sterjovski, Vanessa Brown, Kelly Laidlaw, Debbie Arnheim, Nathan Welsh, Gramatiki Alexiou

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 skip count by 2’s, 5’s and 10’s. LEARNING TARGET: I can skip count in both directions. I can skip count from any given starting point under 1000

I can skip count (vocally) in 2’s, 5’s and 10’s from zero to beyond 100 I can skip count in 10’s from any number beyond 100 I can use a number chart to show my skip counting in 2’s, 5’s, and 10’s from zero to 1,000

I can name in correct sequence the numbers from 0100. I understand that when I skip count, I miss regular groups of numbers out.

Students will complete ‘rocket writing’ skip counting in 2’s, 5’s and 10’s from zero. To assess extension: I can skip count in 2’s, 5’s or 10’s from 73 to beyond 100.

Term 1, Weeks 4 & 5 I can skip count by 2’s, 5’s and 10’s starting from any given number between 010 and continue to beyond 1,000 I can skip count by 4’s and 8’s from 0.

1 *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.


I can use a number chart to explain patterns in skip counting. Vocabulary: Skip count, numbers, pattern, 2’s, 5’s, 10’s, rows, columns,

I can add numbers from 0 to 10 together.

I can automatically (without applying addition strategies) add numbers 0 to 10 together Example: 9 + 7 = 16 I can describe and show the addition of the two numbers as part/part/whole I know that the equals symbol means ‘the same as’

I can automatically add numbers together to make a total of ten. I know that when I add two numbers together, it will result in a new answer.

Students are given a series of addition problems to solve in a given time. Examples; 4 + 10 = 8 + 10 = They tally their results and resit this test periodically and measure their improvement against their initial results.

Term 2, Week 1 & 2 I can use and explain my place value knowledge to add together bigger numbers; example 7 + 3 = 10 70 + 30 = 100 I can use fact families to find the missing number.



Vocabulary: add, fluency, part part whole, equal, friends of ten.

I can split numbers according to place value when I add and subtract.

I can show and explain that numbers are made up of different place values “21 is made up of two groups of two and 1 one”

I can split two 3 digit numbers into their place value parts and then add them together. “I can add the hundreds, the tens and then ones to make 342” I can split a 3 digit number into its place value parts to then subtract another number.. “I can subtract from the hundreds tens and ones to make 124” Vocabulary:

I can make, name and explain a three digit number on a place value chart, according to their place value parts (hundreds, tens and ones). I know that adding two numbers together makes the answer bigger. I know that subtracting one number from another number makes the answer smaller.

Students are given a PV T Chart and two 2 digit numbers (21 + 32). They use MAB materials to add together and subtract using the split strategy.

Term 2, week 3 I can add and subtract four digit numbers using the split strategy. I can identify which addition and subtraction problems that would be best solved using this strategy. I can understand that I cannot always use the split strategy when it comes to subtraction.



Place value, split, add, subtract, hundreds, tens, ones, groups of, part part whole.

I can solve simple addition and subtraction problems using given strategies. Learning Targets: Counting on and back Commutativity addition Building to 10 Doubles and Near Doubles 10s facts Adding 10 Finding the difference

Counting on and back: I can count on the smaller number from the largest number when adding two numbers together. EG: 3 + 12 “(12), 13, 14, 15. So 12 + 3 = 15” I can use tools such as: empty number lines, hundreds charts, etc to solve addition and subtraction problems I can count back from the larger number to the amount of the smaller number when subtracting. EG: 12 3 “(12), 11, 10, 9. So 123 = 9” Commutativity addition I can explain that when adding, it doesn’t matter what order you add the numbers, the answer will be the same.

I can count all items in a collection up to 100 (Counting all) When given a said amount (eg 5) I can count on or back to find a total (trust the count). I automatically know addition facts that total 10 (subitising) Vocabulary: Addition, Subtraction (and associated language developed in class), count on and back commutativity, building to 10, doubles, near doubles, 10’s facts, adding 10, equals, strategy.

Addition and subtraction envision assessments completed and analysed by the team. Students are given a number of simple addition and subtraction problems. They explain in words and pictures how they solved these. “Get out of my house” game (Chris B). https://docs.google.com/document/d/1PT6mEerZdcLcVHyBJdGM3YnbEnsisrlzht7IzC6hSCY/edit?usp=sharing

Term 2, Weeks 1,2,3,4, 5 & 6

I can transfer these strategies to add and subtract complex three digit numbers. I can apply and justify the strategy that best suits the problem. To apply strategies to add and subtract three digit numbers and beyond.


https://docs.google.com/document/d/1PT6mEerZdcLcVHyBJdGM3YnbEnsisrlzht7IzC6hSCY/edit?usp=sharing






EG: 4 + 5 is the same as 5 + 4. But I can also explain why this isn’t the same when I subtract. Building to 10 When adding and subtracting numbers together that are close to ten, I can ‘build them to ten’ to make the problem simpler to solve. EG: 7 + 9 “7 + 10 is 17 then subtract one” Doubles I know that two identical numbers make a ‘double’ and can automatically add doubles from 0 to 10 together. E.G: 6 + 6 = 12 Near doubles I can use my knowledge of doubles to help me add numbers together that are close to being doubles. E.G: “4+5 is close to 5+5 then subtract 1”. 10’s facts



I can use my automatic knowledge of tens facts to help me solve other addition and subtraction problems: E.G. “I know that 2 + 3 = 5 so I know that 12+13=25 Adding 10 I can show what is 10 more or 10 less than a given number. Understanding addition and subtraction I can explain addition and subtraction problems as a part part and a whole. Finding the difference I can use my addition skills to find the difference between numbers. (Note: Not subtraction/ take away. Observing difference between numbers) Reasoning for strategy I can explain how the strategy I have used is best matched to the addition or subtraction problem I had to solve.



Vocabulary: Place value, columns, hundreds, tens, ones, split, addition, subtraction, (and associated terms), equals.

I know how to model and order numbers to 1000 using a variety of resources. Targets: I can group and rearrange numbers up to 1000 into thousands, hundreds, tens and ones. I know zero has a place value

I can recognise that 981 can be represented as 9 hundreds, 8 tens, 1 one, or 98 tens and 1 one, etc

Numbers can be expressed as symbols, words, pictures and stories. I can use a variety of resources to express place value (examples are spike abacus, place value houses, place value chart) Vocabulary: Place value, hundreds, tens, ones

I know that numbers are made up of place value parts.

Students are given an assortment of 0 to 1000 students have to order them (without PV chart).

Term 1, Weeks 6, 7 & 8 I can order numbers that contain an internal zero or that have similar digits: EG: 1,021 and 1,201



I can solve worded problems and write the matching number sentence.

I can recognise key words (vocabulary) that tell me that I need to add or subtract. I can turn a number sentence into a worded problem. I can turn a worded problem into a number sentence. Examples: I went to shop and bought four apples and three oranges..how much fruit do I have altogether? 4 + 3 = 7 I had twelve cupcakes. Josh ate three. How many do I have left over? 12 3 = 9 Vocabulary: All words that can be substituted by the words addition and subtraction, all words and phrases that indicate addition and subtraction (eg ‘altogether’ and ‘left

I know that addition and subtraction problems can be shown in numbers and words. I recognise and understand some words or phrases that link to addition or subtraction. I can solve a simple subtraction problem when I need to find how much is ‘left over?’ I can solve a simple subtraction problem when I need to find ‘how much was missing?’

Students are given 2 ‘think boards’. On one there is a worded problem, on the other a number sentence. They complete both by filling in the missing information.

Term 2, week 7 and 8 I can complete multi step worded problems with both addition and subtraction.



over’), worded problem, number sentence

I can read simple maps and identify the position of key features.

I can find and mark places I know on a map of Wembley Primary School. I can describe coordinates of a given point on a map I can use directional language to describe the most efficient (direct) way to get from one point to another. Vocabulary: Map, bird’s eye view, place, directional language, describe, features, and directional language developed with the class (eg: left, right, around, forwards, etc).

I can use some simple words to describe how to get somewhere (eg: forward, straight, next to).

Students receive a map of the school and they mark places that are familiar to them. Students write a short paragraph that describes how to get from one place to another on the map.

Term 1, Weeks 6, 7 & 8 Students add to their gridlines and describe the location of features using coordinates.

I can tell quarter hour times using the words ‘past’ and ‘to’.

I can show on a analogue clock face what is quarter past and quarter to the hour. EG: “Show what is a quarter past six”

I know and can show what is o’clock. I know and can show what is half past the hour. I know and can show that one quarter is one

Students will be given a short individual interview to establish prior knowledge. Students will be given a short assessment that asks them to show (in words, numbers and on

Term 2, Week 1,2,3&4 I can read an analogue by minutes EG: 6.25 I can calculate the duration between two events.



I can show on a digital clock what is quarter past and quarter to the hour. I can write in words and numbers what is a quarter past and a quarter to the hour. EG: “Write in words and numbers what time is shown on the clock” 12.45 A quarter to one

I can match different representations of times up to quarter past and quarter to Vocabulary: Time, clock, analogue, hour hand, minute hand, quarter, quarter to, quarter past, duration, clock face.

part out of four equal parts.

an analogue clock), what is a quarter to and a quarter past the hour.

I can describe time using other minute intervals. EG: “it is ten minutes past four”



I know the months of the year and can order them and the seasons.

I can name the 12 months of the year in sequence. I can sequence the seasons of the year and match them with the right months. I know how many days are in each month. Vocabulary: months (the names of all months using capital letters), year, sequence, summer, autumn, winter, spring.

I know that the year has different seasons. I know the year is divided into four seasons. I know that the year has different months in it.

Students are asked to list the months of the year in order. Students are asked to list the seasons and match them to the months of the year.

Term 2, Week 9 I can use my understanding of months and seasons to solve to worded problems

I know how to use calendars

I can find a specific date on a calendar and tell you what day of the week that is. EG: “This year my birthday will be on a Saturday”

I know that calendars can have different formats. I can explain the duration of time for familiar family

I can say the names of the seven days of the week. I know that a calendar measures time over a whole year.

Students are given a calendar and answer simple questions; EG “What day of the week will Christmas be this year?” Students are given a blank calendar, and are asked to fill missing dates and days of a month.

Term 2, Week 9, 10, 11 I can use a calendar to find a date that is a week before/after and a month before/after.



events (e.g. I went on holidays for a fortnight)

I can use informal measurement to compare and order shapes and objects: Length, Area

I know that I need to estimate first so I can assess my measurements. I can compare and order shapes and objects based on length and area. I can select the most appropriate informal measurements and explain my choice. EG: “I used my hand and not unifix because the table is very long”. I can explain the need to use the same informal measurement to compare shapes or objects. EG: “I need to use unifix for both so then I know how much longer the book is than the ruler” Vocabulary: measure, informal, objects, length, area, volume, capacity, estimate, compare, appropriate,

I know that length measures how long or short something is. I know that area is the size a surface takes up.

Students complete an envision assessment related to measurement.

Term 2, (Preassessment wk 7). Week 8 and 9

I can estimate, measure and compare formal measurements in length and volume.

I can collect, check and group my data.

I can show my data in groups of five and show as tally marks EG:

I know that data can be collected on a subject.

Students are shown a coloured spinner and is

Term 1, week 45 I can describe the result of a survey as a simple



“This shows 16”

I can explain why tally marks are useful because they make counting easier. EG: “I can see and then count in groups of five” I can collect my tally marks into a table. EG:

I know that my total of tally marks needs to equal the number of people surveyed. EG: “I have checked my tally marks and the total of 22 equals the amount of people we have in our class’ Vocabulary: Survey, tally marks, groups of five, table, equal.

divided equally into 4 parts. They are asked to predict the likelihood of it falling on a ‘red’ It is spun 20 times and students record results Extension question: “What are my chances of now getting a red?”

fraction of the whole amount.



I can make and interpret and compare displays of simple data using: Lists Tables Picture graphs

I can identify what is a list and what is a table. I can explain the difference between a list and a table based on their features. EG: “I know a list is just a group of things, but a table is numbers that have been organised into groups using rows and columns” I can explain the difference between picture and column graphs based on their features. EG: “Both show how many people like different sports, but the picture graph shows this with pictures of sports, while the column graph just has columns to show how much”. I can remember the difference between an X and a Y axis on a picture and column graph. I know that a scale on a picture graph always starts on a zero and has numbers going up in equal amounts.

Data can be shown in different ways. I can see what is more, what is less, and what is the same (equal).

Students complete an Envision assessment on the application and interpretation of lists, tables, and graphs. Open ended activity: Students are given a column graph with no title, or title axis. They are asked to explain what the graph might be about and to interpret the data.

Term 1, week 45 I can express the data in a table or a graph as a simple percentage or fraction of a whole amount. I can create from scratch a picture or column graph based on data in a table or list. Features might include:

a key an appropriate

scale columns

spaced equally.

neat presentation using a ruler

appropriate use of colour



I can explain the difference between a table and a graph. EG: “A table shows amounts in tallies or numbers, but a graph shows how much in a picture so you can see the difference”. I can use data from a table and/or list to plot a given picture graph. EG:

I can include on a picture graph, a title, titled axis and columns. I can interpret the data in a column and picture graph by comparing the number difference and describing results in words.



I can use a ruler to draw a straight line. Vocabulary: Rows, columns, count, collect, groups, gather, question, response, answer, information, survey, research, graph, table, list, conclusion, data, category, result, record, tally, total, axis, table, title,


elsp mathematics yr 2 what is it that we want our students ... · ‘rocket writing’ skip...

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