| Content |
financial literacy — values of coins, and monetary exchanges |
Mathematics 1 |
No CCG |
| Keyword: financial literacy |
Elaboration: identifying values of coins (nickels, dimes, quarters, loonies, and toonies)counting multiples of the same denomination (nickels, dimes, loonies, and toonies)Money is a medium of exchange.role-playing financial transactions (e.g., using coins and whole numbers), integrating the concept of wants and needstrade games, with understanding that objects have variable value or worth (shells, beads, furs, tools) |
|
| Big Ideas |
Numbers to 20 represent quantities that can be decomposed into 10s and 1s. |
Mathematics 1 |
No CCG |
| Keyword: Numbers |
Elaboration: Number: Number represents and describes quantity.Sample questions to support inquiry with students:How does understanding 5 or 10 help us think about other numbers?What is the relationship between 10s and 1s?Why is it useful to use 10 frames to represent quantities?What stories live in numbers?How do numbers help us communicate and think about place?How do numbers help us communicate and think about ourselves? |
|
| Big Ideas |
Addition and subtraction with numbers to 10 can be modelled concretely, pictorially, and symbolically to develop computational fluency. |
Mathematics 1 |
No CCG |
| Keyword: fluency |
Elaboration: Computational Fluency: Computational fluency develops from a strong sense of number.Sample questions to support inquiry with students:What is the relationship between addition and subtraction?How does knowing that 4 and 6 make 10 help you understand other ways to make 10?How many different ways can you solve…? (e.g., 8 + 5) |
|
| Big Ideas |
Repeating elements in patterns can be identified. |
Mathematics 1 |
No CCG |
| Keyword: patterns |
Elaboration: Patterning: We use patterns to represent identified regularities and to make generalizations.Sample questions to support inquiry with students:How can patterns be used to make predictions?What is the relationship between increasing patterns and addition?What do you notice about this pattern? What is the part that repeats?What number patterns live in a hundred chart? |
|
| Big Ideas |
Objects and shapes have attributes that can be described, measured, and compared. |
Mathematics 1 |
No CCG |
| Keyword: attributes |
Elaboration: Geometry and Measurement: We can describe, measure, and compare spatial relationships.Sample questions to support inquiry with students:How are these shapes alike and different?What stories live in these shapes?What 2D shapes can you find in nature? |
|
| Big Ideas |
Concrete graphs help us to compare and interpret data and show one-to-one correspondence. |
Mathematics 1 |
No CCG |
| Keyword: data |
Elaboration: Data and Probability: Analyzing data and chance enables us to compare and interpret.Sample questions to support inquiry with students:What stories can data tell us?When might we use words like never, sometimes, always, more likely, and less likely?How does organizing concrete data help us understand the data? |
|
| Curricular Competency |
Identify and appreciate their personal attributes, skills, interests, and accomplishments |
Career Education 1 |
No CCG |
|
| Curricular Competency |
Recognize the importance of positive relationships in their lives |
Career Education 1 |
No CCG |
|
| Curricular Competency |
Share ideas, information, personal feelings, and knowledge with others |
Career Education 1 |
No CCG |
|
| Curricular Competency |
Work respectfully and constructively with others to achieve common goals |
Career Education 1 |
No CCG |
|
| Curricular Competency |
Recognize the importance of learning in their lives and future careers |
Career Education 1 |
No CCG |
|
| Curricular Competency |
Set and achieve realistic learning goals for themselves |
Career Education 1 |
No CCG |
|
| Curricular Competency |
Identify and appreciate the roles and responsibilities of people in their schools, families, and communities |
Career Education 1 |
No CCG |
|
| Curricular Competency |
Demonstrate effective work habits and organizational skills appropriate to their level of development |
Career Education 1 |
No CCG |
| Keyword: effective work habits |
Elaboration: include completing assignments and staying on task |
|
| Curricular Competency |
Recognize the basic skills required in a variety of jobs in the community |
Career Education 1 |
No CCG |
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