Queensland Curriculum achievement standards.
Year 2 scope and sequence:
Concepts and facts
– repeated addition, or subtraction
- based on addition or subtraction
– (increasing and decreasing patterns)
Essential Learnings
Ways of working
Students are able to:
Knowledge and understanding
Algebra
Relationships between objects or numbers can be described using patterns and simple rules.
Students know and understand that:
Students also have the opportunity to engage with the following content.
Patterns and functions
Observations, discussions, student responses to questions, work samples and self- and peer-assessment help teachers make judgements about a student’s development. After completing the ‘Learn’ and ‘Investigate’ sections:
Students should know:
Year 2 scope and sequence:
Concepts and facts
- Repeating patterns
- Increasing and decreasing patterns:
– repeated addition, or subtraction
- Missing values in patterns
- Simple rules:
- based on addition or subtraction
– (increasing and decreasing patterns)
- Equivalent collections: different combinations and arrangements for the same number value, e.g. 5 and 3 and 4 and 4 are equivalent
- Non-patterns, patterns with errors
Essential Learnings
Ways of working
Students are able to:
- identify mathematics in everyday situations
- plan activities and investigations to explore mathematical concepts, questions, issues and problems in familiar situations
- use everyday and mathematical language, mental computations, representations and technology to generate solutions and check for reasonableness of the solution
- communicate thinking and reasoning, using everyday and mathematical language, concrete materials, visual representations, and technologies
- reflect on and identify the contribution of mathematics to everyday situations
- reflect on learning to identify new understandings.
Knowledge and understanding
Algebra
Relationships between objects or numbers can be described using patterns and simple rules.
Students know and understand that:
- simple relationships between objects or numbers can be described in terms of order, sequence and arrangement
- number patterns and sequences based on simple rules involve repetition, order and regular increases or decreases.
Students also have the opportunity to engage with the following content.
Patterns and functions
- missing terms
- non-patterns or patterns with errors
- spatial patterns
- translating patterns into number patterns
- number patterns
- rules based on previous term
- skip counting with calculators (constant function key)
Observations, discussions, student responses to questions, work samples and self- and peer-assessment help teachers make judgements about a student’s development. After completing the ‘Learn’ and ‘Investigate’ sections:
Students should know:
- patterns are based on rules
- rules describe relationships between terms
- how to identify terms
- how to create patterns using rules
- how to explain patterns using rules.
- describe rules for repeating patterns and growing patterns
- identify non-patterns
- explain repeating parts of a pattern
- explain growing parts of a pattern
- use the rule for a pattern to determine the next term
- identify the term before the starting point of a pattern using the rule
- record patterns in a variety of ways
- identify and explain missing parts in repeating and growing patterns
- use the rule to translate repeating and growing patterns into number patterns
- use the rule to determine the next, other or missing number in a pattern.