| Curricular Competency |
Demonstrate and apply mental math strategies |
Mathematics 8 |
Reasoning and analyzing |
| Keyword: apply |
Elaboration: extending whole-number strategies to decimalsworking toward developing fluent and flexible thinking about number |
|
| Curricular Competency |
Estimate reasonably |
Mathematics 8 |
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 8 |
Reasoning and analyzing |
| Keyword: reasoning and logic |
Elaboration: making connections, using inductive and deductive reasoning, predicting, generalizing, drawing conclusions through experiences |
|
| Curricular Competency |
Use logic and patterns to solve puzzles and play games |
Mathematics 8 |
Reasoning and analyzing |
| Keyword: logic and patterns |
Elaboration: including coding |
|
| Big Ideas |
Data from circle graphs can be used to illustrate proportion and to compare and interpret. |
Mathematics 7 |
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 is a circle graph similar to and different from other types of visual representations of data?When would you choose to use a circle graph to represent data?How are circle graphs related to ratios, percents, decimals, and whole numbers?How would circle graphs be informative or misleading? |
|
| Big Ideas |
The constant ratio between the circumference and diameter of circles can be used to describe, measure, and compare spatial relationships. |
Mathematics 7 |
No CCG |
| Keyword: spatial relationships |
Elaboration: Geometry and Measurement: We can describe, measure, and compare spatial relationships.Sample questions to support inquiry with students:What is unique about the properties of circles?What is the relationship between diameter and circumference?What are the similarities and differences between the area and circumference of circles? |
|
| Big Ideas |
Linear relations can be represented in many connected ways to identify regularities and make generalizations. |
Mathematics 7 |
No CCG |
| Keyword: Linear relations |
Elaboration: Patterning: We use patterns to represent identified regularities and to make generalizations.Sample questions to support inquiry with students:What is a linear relationship?In how many ways can linear relationships be represented?How do linear relationships differ?What factors can change a linear relationship? |
|
| Big Ideas |
Computational fluency and flexibility with numbers extend to operations with integers and decimals. |
Mathematics 7 |
No CCG |
| Keyword: fluency |
Elaboration: Computational Fluency: Computational fluency develops from a strong sense of number.Sample questions to support inquiry with students:When we are working with integers, what is the relationship between addition and subtraction?When we are working with integers, what is the relationship between multiplication and division?When we are working with integers, what is the relationship between addition and multiplication?When we are working with integers, what is the relationship between subtraction and division? |
|
| Big Ideas |
Decimals, fractions, and percents are used to represent and describe parts and wholes of numbers. |
Mathematics 7 |
No CCG |
| Keyword: numbers |
Elaboration: Number: Number represents and describes quantity.Sample questions to support inquiry with students:In how many ways can you represent the number ___?What is the relationship between decimals, fractions, and percents?How can you prove equivalence?How are parts and wholes best represented in particular contexts? |
|
| Content |
financial literacy — financial percentage |
Mathematics 7 |
No CCG |
| Keyword: financial literacy |
Elaboration: financial percentage calculationssales tax, tips, discount, sale price |
|
| Content |
experimental probability with two independent events |
Mathematics 7 |
No CCG |
| Keyword: experimental probability |
Elaboration: experimental probability, multiple trials (e.g., toss two coins, roll two dice, spin a spinner twice, or a combination thereof)dice games (web.uvic.ca/~tpelton/fn-math/fn-dicegames.html) |
|
| Content |
circle graphs |
Mathematics 7 |
No CCG |
| Keyword: circle graphs |
Elaboration: constructing, labelling, and interpreting circle graphstranslating percentages displayed in a circle graph into quantities and vice versavisual representations of tidepools or traditional meals on plates |
|
| Content |
combinations of transformations |
Mathematics 7 |
No CCG |
| Keyword: transformations |
Elaboration: four quadrants, integral coordinatestranslation(s), rotation(s), and/or reflection(s) on a single 2D shape; combination of successive transformations of 2D shapes; tessellationsFirst Peoples art, jewelry making, birchbark biting |
|
| Content |
Cartesian coordinates and graphing |
Mathematics 7 |
No CCG |
| Keyword: Cartesian coordinates |
Elaboration: origin, four quadrants, integral coordinates, connections to linear relations, transformationsoverlaying coordinate plane on medicine wheel, beading on dreamcatcher, overlaying coordinate plane on traditional maps |
|
| Content |
volume of rectangular prisms and cylinders
|
Mathematics 7 |
No CCG |
| Keyword: volume |
Elaboration: volume = area of base x heightbentwood boxes, wiigwaasabak and mide-wiigwaas (birch bark scrolls)Exploring Math through Haida Legends: Culturally Responsive Mathematics |
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