In the IB Primary Years Programme (PYP), mathematics is also viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorized. The aim of our Mathematics programme is to develop students into confident mathematical thinkers, with a sound knowledge of number and the creativity to apply this knowledge to solve problems in many ways.

Instruction and assessment of Mathematics is organised around 4 strands/skills:

• Number
• Pattern and Function
• Data Handling
• Measurement
• Shape and Space

What will students will be working on this year?

Number (Phase 2)

• read and write whole numbers up to hundreds or beyond
• use the language of addition and subtraction, for example, add, take away, plus, minus, sum, difference
• model addition and subtraction of whole numbers
• use whole numbers up to hundreds or beyond in real-life situations
• develop strategies for memorizing addition and subtraction number facts
• estimate sums and differences
• estimate quantities to 100 or beyond
• use fast recall of addition and subtraction number facts in real-life situation
• model numbers to hundreds or beyond using the base 10 place value system
• read, write, compare and order cardinal and ordinal numbers
• use cardinal and ordinal numbers in real-life situations

Pattern and Function (Phase 2)

• understand that patterns can be found in numbers, for example, odd and even numbers, skip counting
• represent patterns in a variety of ways, for example, using words, drawings, symbols, materials, actions, numbers describe number patterns, for example, odd and even numbers, skip counting.
• understand the inverse relationship between addition and subtraction
• describe number patterns, for example, odd and even numbers, skip counting.
• extend and create patterns in numbers, for example, odd and even numbers, skip counting
• use the properties and relationships of addition and subtraction to solve problems.

Data Handling (Phase 2)

• understand that sets can be organized by one or more attributes
• understand the concept of chance in daily events (impossible, less likely, maybe, most likely, certain).
• collect and represent data in different types of graphs, for example, tally marks, bar graphs
• understand that information about themselves and their surroundings can be collected and recorded in different ways
• collect and represent data in different types of graphs, for example, tally marks, bar graphs
• represent the relationship between objects in sets using tree, Venn and Carroll diagrams
• use tree, Venn and Carroll diagrams to explore relationships between data

Measurement (Phase 2)

• read and write the time to the hour, half hour and quarter hour
• estimate and compare lengths of time: second, minute, hour, day, week and month.
• use measures of time to assist with problem solving in real-life situations. understand that tools can be used to measure
• understand that calendars can be used to determine the date, and to identify and sequence days of the week and months of the year
• estimate and measure objects using standard units of measurement: length, mass, capacity, money and temperature
• understand the use of standard units to measure, for example, length, mass, money, time, temperature
• understand that tools can be used to measure

Shape and Space (Phase 2)

• understand that there are relationships among and between 2D and 3D shapes
• understand that 2D and 3D shapes can be created by putting together and/or taking apart other shapes
• sort, describe and label 2D and 3D shapes
• analyse and describe the relationships between 2D and 3D shapes
• identify lines of reflective symmetry
• analyse and use what they know about 3D shapes to describe and work with 2D shapes

recognize and explain simple symmetrical designs in the environment