| Curricular Competency |
Recognize the diversity within and across First Peoples societies as represented in texts |
Creative Writing 10 |
Comprehend and connect (reading, listening, viewing) |
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| Curricular Competency |
Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view |
Creative Writing 10 |
Comprehend and connect (reading, listening, viewing) |
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| Big Ideas |
The likelihood of possible outcomes can be examined, compared, and interpreted. |
Mathematics 3 |
No CCG |
| Keyword: outcomes |
Elaboration: Data and Probability: Analyzing data and chance enables us to compare and interpret.Sample questions to support inquiry with students:How is the probability of an event determined and described?What events in our lives are left to chance?What are the possible outcomes of these events? |
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| Big Ideas |
Standard units are used to describe, measure, and compare attributes of objects’ shapes. |
Mathematics 3 |
No CCG |
| Keyword: attributes |
Elaboration: Geometry and Measurement: We can describe, measure, and compare spatial relationships.Sample questions to support inquiry with students:Where do 2D shapes live in 3D objects?How do standard units help us to compare and communicate measurements?How do the properties of shapes contribute to buildings and designs? |
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| Big Ideas |
Regular increases and decreases in patterns can be identified and used to make generalizations. |
Mathematics 3 |
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 are these patterns alike and different (e.g., increasing and decreasing)?How are place value patterns repeated in large numbers?How do numbers help us describe patterns? |
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| Big Ideas |
Development of computational fluency in addition, subtraction, multiplication, and division of whole numbers requires flexible decomposing and composing. |
Mathematics 3 |
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 multiplication?How can we decompose and compose numbers to help us add, subtract, multiply, and divide?How might we use mental math strategies to solve equations? |
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| Big Ideas |
Fractions are a type of number that can represent quantities. |
Mathematics 3 |
No CCG |
| Keyword: number |
Elaboration: Number: Number represents and describes quantity.Sample questions to support inquiry with students:In how many ways can you represent the fraction ____?What is the relationship between parts and wholes when we think about fractions?How do these materials help you think about fractions?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? |
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| Content |
financial literacy — fluency with coins and bills to 100 dollars, and earning and payment |
Mathematics 3 |
No CCG |
| Keyword: financial literacy |
Elaboration: counting mixed combinations of coins and bills up to $100:totalling up a set of coins and billsusing different combinations of coins and bills to make the same amountunderstanding that payments can be made in flexible ways (e.g., cash, cheques, credit, electronic transactions, goods and services)understanding that there are different ways of earning money to reach a financial goal (e.g., recycling, holding bake sales, selling items, walking a neighbour’s dog)Using pictures of First Peoples trade items (e.g., dentalium shells, dried fish, or tools when available) with the values indicated on the back, have students play a trading game. |
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| Content |
likelihood of simulated events, using comparative language |
Mathematics 3 |
No CCG |
| Keyword: simulated events |
Elaboration: using comparative language (e.g., certain, uncertain; more, less, or equally likely)developing an understanding of chance (e.g., tossing a coin creates a 50-50 chance of landing a head or tail; drawing from a bag, using spinners, and rolling dice all simulate probability events)story: The Snowsnake Game (yukon-ed-show-me-your-math.wikispaces.com/file/view/The%20Snowsnake%20Game.pdf/203828506/The%20Snowsnake%20Game.pdf) |
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| Content |
one-to-one correspondence with bar graphs, pictographs, charts, and tables |
Mathematics 3 |
No CCG |
| Keyword: one-to-one correspondence |
Elaboration: collecting data, creating a graph, and describing, comparing, and discussing the resultschoosing a suitable representation |
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| Content |
construction of 3D objects |
Mathematics 3 |
No CCG |
| Keyword: 3D objects |
Elaboration: identifying 3D objects according to the 2D shapes of the faces and the number of edges and vertices (e.g., construction of nets, skeletons)describing the attributes of 3D objects (e.g., faces, edges, vertices)identifying 3D objects by their mathematical terms (e.g., sphere, cube, prism, cone, cylinder)comparing 3D objects (e.g., How are rectangular prisms and cubes the same or different?)understanding the preservation of shape (e.g., the orientation of a shape will not change its properties)jingle dress bells, bentwood box, birch bark baskets, pithouses |
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| Content |
time concepts |
Mathematics 3 |
No CCG |
| Keyword: time |
Elaboration: understanding concepts of time (e.g., second, minute, hour, day, week, month, year)understanding the relationships between units of timeTelling time is not expected at this level.estimating time, using environmental references and natural daily/seasonal cycles, temperatures based on weather systems, traditional calendar |
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| Content |
measurement, using standard units (linear, mass, and capacity) |
Mathematics 3 |
No CCG |
| Keyword: standard units |
Elaboration: linear measurements, using standard units (e.g., centimetre, metre, kilometre)capacity measurements, using standard units (e.g., millilitre, litre)Introduce concepts of perimeter, area, and circumference (the distance around); use of formula and pi to calculate not intended — the focus is on the concepts.area measurement, using square units (standard and non-standard)mass measurements, using standard units (e.g., gram, kilogram)estimation of measurements, using standard referents (e.g., If this cup holds 100 millilitres, about how much does this jug hold?) |
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| Content |
one-step addition and subtraction equations with an unknown number
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Mathematics 3 |
No CCG |
| Keyword: equations |
Elaboration: start unknown (e.g., n + 15 = 20 or □ + 15 + 20)change unknown ( e.g., 12 + n = 20 or 12 + □ = 20)result unknown (e.g., 6 + 13 = n or 6 + 13 = □;)investigating even and odd numbers |
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| Content |
pattern rules using words and numbers, based on concrete experiences |
Mathematics 3 |
No CCG |
| Keyword: pattern rules |
Elaboration: from a concrete pattern, describing the pattern rule using words and numberspredictability in song rhythm and patternsShare examples of local First Peoples art with the class, and ask students to notice patterns in the artwork. |
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