| Curricular Competency |
Explain and justify mathematical ideas and decisions |
Mathematics 9 |
Communicating and representing |
| Keyword: Explain and justify |
Elaboration: using mathematical arguments |
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| Curricular Competency |
Use mathematical vocabulary and language to contribute to mathematical discussions |
Mathematics 9 |
Communicating and representing |
|
| 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 9 |
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 art.Have students pose and solve problems or ask questions connected to place, stories, and cultural practices. |
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| Curricular Competency |
Visualize to explore mathematical concepts |
Mathematics 9 |
Understanding and solving |
|
| Curricular Competency |
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |
Mathematics 9 |
Understanding and solving |
|
| Curricular Competency |
Apply multiple strategies to solve problems in both abstract and contextualized situations |
Mathematics 9 |
Understanding and solving |
| Keyword: multiple strategies |
Elaboration: includes familiar, personal, and from other cultures |
|
| Curricular Competency |
Model mathematics in contextualized experiences |
Mathematics 9 |
Reasoning and analyzing |
| Keyword: Model |
Elaboration: acting it out, using concrete materials (e.g., manipulatives), drawing pictures or diagrams, building, programming |
|
| Curricular Competency |
Use tools or technology to explore and create patterns and relationships, and test conjectures |
Mathematics 9 |
Reasoning and analyzing |
|
| Curricular Competency |
Demonstrate and apply mental math strategies |
Mathematics 9 |
Reasoning and analyzing |
| Keyword: apply |
Elaboration: extending whole-number strategies to rational numbers and algebraic expressionsworking toward developing fluent and flexible thinking about number |
|
| Curricular Competency |
Estimate reasonably |
Mathematics 9 |
Reasoning and analyzing |
| Keyword: Estimate reasonably |
Elaboration: estimating using referents, approximation, and rounding strategies (e.g., the distance to the stop sign is approximately 1 km, the width of my finger is about 1 cm) |
|
| Curricular Competency |
Use reasoning and logic to explore, analyze, and apply mathematical ideas |
Mathematics 9 |
Reasoning and analyzing |
| Keyword: reasoning and logic |
Elaboration: making connections, using inductive and deductive reasoning, predicting, generalizing, drawing conclusions through experiences |
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| Curricular Competency |
Use logic and patterns to solve puzzles and play games |
Mathematics 9 |
Reasoning and analyzing |
| Keyword: logic and patterns |
Elaboration: including coding |
|
| Big Ideas |
Analyzing data by determining averages is one way to make sense of large data sets and enables us to compare and interpret. |
Mathematics 8 |
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:How does determining averages help us understand large data sets?What do central tendencies represent?How are central tendencies best used to describe a quality of a large data set? |
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| Big Ideas |
The relationship between surface area and volume of 3D objects can be used to describe, measure, and compare spatial relationships. |
Mathematics 8 |
No CCG |
| Keyword: 3D objects |
Elaboration: Geometry and Measurement: We can describe, measure, and compare spatial relationships.Sample questions to support inquiry with students:What is the relationship between the surface area and volume of regular solids?How can surface area and volume of regular solids be determined?How are the surface area and volume of regular solids related?How does surface area compare with volume in patterning and cubes? |
|
| Big Ideas |
Discrete linear relationships can be represented in many connected ways and used to identify and
make generalizations. |
Mathematics 8 |
No CCG |
| Keyword: Discrete linear relationships |
Elaboration: Patterning: We use patterns to represent identified regularities and to make generalizations.Sample questions to support inquiry with students:What is a discrete linear relationship?How can discrete linear relationships be represented?What factors can change a discrete linear relationship? |
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