| Big Ideas |
People create art to express who they are as individuals and community. |
Arts Education 1 |
No CCG |
|
| Big Ideas |
Engagement in the arts creates opportunities for inquiry through purposeful play. |
Arts Education 1 |
No CCG |
| Keyword: arts |
Elaboration: includes but is not limited to the four disciplines of dance, drama, music, and visual arts |
| Keyword: inquiry |
Elaboration: an approach to learning based on students’ questions, wonderings and observations |
|
| Big Ideas |
Dance, drama, music, and visual arts express meaning in unique ways. |
Arts Education 1 |
No CCG |
|
| Big Ideas |
People connect to others and share ideas through the arts. |
Arts Education 1 |
No CCG |
| Keyword: arts |
Elaboration: includes but is not limited to the four disciplines of dance, drama, music, and visual arts |
|
| Curricular Competency |
Use reasoning to explore and make connections |
Mathematics 1 |
Reasoning and analyzing |
|
| Curricular Competency |
Estimate reasonably |
Mathematics 1 |
Reasoning and analyzing |
| Keyword: Estimate reasonably |
Elaboration: estimating by comparing to something familiar (e.g., more than 5, taller than me)First Peoples people used specific estimating and measuring techniques in daily life (e.g., estimating time using environmental references and natural daily/seasonal cycles, estimating temperatures based on weather systems). |
|
| Curricular Competency |
Develop mental math strategies and abilities to make sense of quantities |
Mathematics 1 |
Reasoning and analyzing |
| Keyword: mental math strategies |
Elaboration: working toward developing fluent and flexible thinking about number |
|
| Curricular Competency |
Use technology to explore mathematics |
Mathematics 1 |
Reasoning and analyzing |
| Keyword: technology |
Elaboration: calculators, virtual manipulatives, concept-based apps |
|
| Curricular Competency |
Model mathematics in contextualized experiences |
Mathematics 1 |
Reasoning and analyzing |
| Keyword: Model |
Elaboration: acting it out, using concrete materials, drawing pictures |
|
| Curricular Competency |
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |
Mathematics 1 |
Understanding and solving |
|
| Curricular Competency |
Visualize to explore mathematical concepts |
Mathematics 1 |
Understanding and solving |
|
| Curricular Competency |
Develop and use multiple strategies to engage in problem solving |
Mathematics 1 |
Understanding and solving |
| Keyword: multiple strategies |
Elaboration: visual, oral, play, experimental, written, symbolic |
|
| Curricular Competency |
Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures |
Mathematics 1 |
Understanding and solving |
| Keyword: connected |
Elaboration: in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integrationPatterns are important in First Peoples technology, architecture, and artwork.Have students pose and solve problems or ask questions connected to place, stories, and cultural practices. |
|
| Curricular Competency |
Communicate mathematical thinking in many ways |
Mathematics 1 |
Communicating and representing |
| Keyword: Communicate |
Elaboration: concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, justify, and apply mathematical ideasusing technology such as screencasting apps, digital photos |
|
| Curricular Competency |
Use mathematical vocabulary and language to contribute to mathematical discussions |
Mathematics 1 |
Communicating and representing |
|