| Content |
increasing and decreasing patterns |
Mathematics 3 |
No CCG |
| Keyword: patterns |
Elaboration: creating patterns using concrete, pictorial, and numerical representationsrepresenting increasing and decreasing patterns in multiple waysgeneralizing what makes the pattern increase or decrease (e.g., doubling, adding 2) |
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| Content |
multiplication and division concepts |
Mathematics 3 |
No CCG |
| Keyword: multiplication and division |
Elaboration: understanding concepts of multiplication (e.g., groups of, arrays, repeated addition)understanding concepts of division (e.g., sharing, grouping, repeated subtraction)Multiplication and division are related.Provide opportunities for concrete and pictorial representations of multiplication.Use games to develop opportunities for authentic practice of multiplication computations.looking for patterns in numbers, such as in a hundred chart, to further develop understanding of multiplication computationConnect multiplication to skip-counting.Connect multiplication to division and repeated addition.Memorization of facts is not intended for this level.fish drying on rack; sharing of food resources in First Peoples communities |
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| Content |
addition and subtraction facts to 20 (emerging computational fluency) |
Mathematics 3 |
No CCG |
| Keyword: computational fluency |
Elaboration: adding and subtracting of numbers to 20demonstrating fluency with math strategies for addition and subtraction (e.g., decomposing, making and bridging 10, related doubles, and commutative property)Addition and subtraction are related.At the end of Grade 3, most students should be able to recall addition facts to 20. |
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| Content |
addition and subtraction to 1000 |
Mathematics 3 |
No CCG |
| Keyword: addition and subtraction |
Elaboration: using flexible computation strategies, involving taking apart (e.g., decomposing using friendly numbers and compensating) and combining numbers in a variety of ways, regroupingestimating sums and differences of all operations to 1000using addition and subtraction in real-life contexts and problem-based situationswhole-class number talks |
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| Content |
fraction concepts |
Mathematics 3 |
No CCG |
| Keyword: fraction concepts |
Elaboration: Fractions are numbers that represent an amount or quantity.Fractions can represent parts of a region, set, or linear model.Fraction parts are equal shares or equal-sized portions of a whole or unit.Provide opportunities to explore and create fractions with concrete materials.recording pictorial representations of fraction models and connecting to symbolic notationequal partitioningequal sharing, pole ratios as visual parts, medicine wheel, seasons |
|
| Content |
number concepts to 1000
|
Mathematics 3 |
No CCG |
| Keyword: number concepts |
Elaboration: counting:skip-counting by any number from any starting point, increasing and decreasing (i.e., forward and backward)skip-counting is related to multiplicationinvestigating place-value based counting patterns (e.g., counting by 10s, 100s; bridging over a century; noticing the role of zero as a placeholder 698, 699, 700, 701; noticing the predictability of our number system)Numbers to 1000 can be arranged and recognized:comparing and ordering numbersestimating large quantitiesplace value:100s, 10s, and 1sunderstanding the relationship between digit places and their values, to 1000 (e.g., the digit 4 in 342 has the value of 40 or 4 tens)understanding the importance of 0 as a place holder (e.g., in the number 408, the zero indicates that there are 0 tens)instructional resource: Math in a Cultural Context, by Jerry Lipka |
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| Curricular Competency |
Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts |
Mathematics 3 |
Connecting and reflecting |
| Keyword: Incorporate |
Elaboration: Invite local First Peoples Elders and knowledge keepers to share their knowledge. |
| Keyword: make connections |
Elaboration: Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining (csus.edu/indiv/o/oreyd/ACP.htm_files/abishop.htm)aboriginaleducation.caTeaching Mathematics in a First Nations Context, FNESC fnesc.ca/k-7/ |
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| Curricular Competency |
Connect mathematical concepts to each other and to other areas and personal interests |
Mathematics 3 |
Connecting and reflecting |
| Keyword: other areas and personal interests |
Elaboration: to develop a sense of how mathematics helps us understand ourselves and the world around us (e.g., daily activities, local and traditional practices, the environment, popular media and news events, social justice, and cross-curricular integration) |
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| Curricular Competency |
Reflect on mathematical thinking |
Mathematics 3 |
Connecting and reflecting |
| Keyword: Reflect |
Elaboration: sharing the mathematical thinking of self and others, including evaluating strategies and solutions, extending, and posing new problems and questions |
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| Curricular Competency |
Represent mathematical ideas in concrete, pictorial, and symbolic forms |
Mathematics 3 |
Communicating and representing |
| Keyword: concrete, pictorial, and symbolic forms |
Elaboration: Use local materials gathered outside for concrete and pictorial representations. |
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| Curricular Competency |
Explain and justify mathematical ideas and decisions |
Mathematics 3 |
Communicating and representing |
| Keyword: Explain and justify |
Elaboration: using mathematical arguments“Prove it!” |
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| Curricular Competency |
Use mathematical vocabulary and language to contribute to mathematical discussions |
Mathematics 3 |
Communicating and representing |
|
| Curricular Competency |
Communicate mathematical thinking in many ways |
Mathematics 3 |
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 |
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| 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 3 |
Understanding and solving |
| Keyword: connected |
Elaboration: in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integrationHave students pose and solve problems or ask questions connected to place, stories, and cultural practices. |
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| Curricular Competency |
Develop and use multiple strategies to engage in problem solving |
Mathematics 3 |
Understanding and solving |
| Keyword: multiple strategies |
Elaboration: visual, oral, play, experimental, written, symbolic |
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