| 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 7 |
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 7 |
Understanding and solving |
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| Curricular Competency |
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |
Mathematics 7 |
Understanding and solving |
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| Curricular Competency |
Apply multiple strategies to solve problems in both abstract and contextualized situations |
Mathematics 7 |
Understanding and solving |
| Keyword: multiple strategies |
Elaboration: includes familiar, personal, and from other cultures |
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| Curricular Competency |
Model mathematics in contextualized experiences |
Mathematics 7 |
Reasoning and analyzing |
| Keyword: Model |
Elaboration: acting it out, using concrete materials (e.g., manipulatives), drawing pictures or diagrams, building, programming |
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| Curricular Competency |
Use tools or technology to explore and create patterns and relationships, and test conjectures |
Mathematics 7 |
Reasoning and analyzing |
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| Curricular Competency |
Demonstrate and apply mental math strategies |
Mathematics 7 |
Reasoning and analyzing |
| Keyword: apply |
Elaboration: extending whole-number strategies to integersworking toward developing fluent and flexible thinking about number |
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| Curricular Competency |
Estimate reasonably |
Mathematics 7 |
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) |
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| Curricular Competency |
Use reasoning and logic to explore, analyze, and apply mathematical ideas |
Mathematics 7 |
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 7 |
Reasoning and analyzing |
| Keyword: logic and patterns |
Elaboration: including coding |
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| Big Ideas |
Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret. |
Mathematics 6 |
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:What is the relationship between theoretical and experimental probability?What informs our predictions?What factors would influence the theoretical probability of an experiment? |
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| Big Ideas |
Properties of objects and shapes can be described, measured, and compared using volume, area, perimeter, and angles. |
Mathematics 6 |
No CCG |
| Keyword: Properties |
Elaboration: Geometry and Measurement: We can describe, measure, and compare spatial relationships.Sample questions to support inquiry with students:How are the areas of triangles, parallelogram, and trapezoids interrelated?What factors are considered when selecting a viable referent in measurement? |
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| Big Ideas |
Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations. |
Mathematics 6 |
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?How do linear expressions and line graphs represent linear relations?What factors can change or alter a linear relationship? |
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| Big Ideas |
Computational fluency and flexibility with numbers extend to operations with whole numbers and decimals. |
Mathematics 6 |
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 decimal numbers, what is the relationship between addition and subtraction?When we are working with decimal numbers, what is the relationship between multiplication and division?When we are working with decimal numbers, what is the relationship between addition and multiplication?When we are working with decimal numbers, what is the relationship between subtraction and division? |
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| Big Ideas |
Mixed numbers and decimal numbers represent quantities that can be decomposed into parts and wholes. |
Mathematics 6 |
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 are the connections between fractions, mixed numbers, and decimal numbers?How are mixed numbers and decimal numbers alike? Different? |
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