| Content |
factors and multiples — greatest common factor and least common multiple |
Mathematics 6 |
No CCG |
| Keyword: factors and multiples |
Elaboration: prime and composite numbers, divisibility rules, factor trees, prime factor phrase (e.g., 300 = 22 x 3 x 52 )using graphic organizers (e.g., Venn diagrams) to compare numbers for common factors and common multiples |
|
| Content |
order of operations with whole numbers |
Mathematics 6 |
No CCG |
| Keyword: order of operations |
Elaboration: includes the use of brackets, but excludes exponentsquotients can be rational numbers |
|
| Content |
multiplication and division facts to 100 (developing computational fluency) |
Mathematics 6 |
No CCG |
| Keyword: facts to 100 |
Elaboration: mental math strategies (e.g., the double-double strategy to multiply 23 x 4) |
|
| Content |
small to large numbers (thousandths to billions) |
Mathematics 6 |
No CCG |
| Keyword: small to large numbers |
Elaboration: place value from thousandths to billions, operations with thousandths to billionsnumbers used in science, medicine, technology, and mediacompare, order, estimate |
|
| Curricular Competency |
Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts |
Mathematics 6 |
Connecting and reflecting |
| Keyword: Incorporate First Peoples |
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/ |
|
| Curricular Competency |
Use mathematical arguments to support personal choices |
Mathematics 6 |
Connecting and reflecting |
| Keyword: personal choices |
Elaboration: including anticipating consequences |
|
| Curricular Competency |
Connect mathematical concepts to each other and to other areas and personal interests |
Mathematics 6 |
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., cross-discipline, daily activities, local and traditional practices, the environment, popular media and news events, and social justice) |
|
| Curricular Competency |
Reflect on mathematical thinking |
Mathematics 6 |
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 |
|
| Curricular Competency |
Represent mathematical ideas in concrete, pictorial, and symbolic forms |
Mathematics 6 |
Communicating and representing |
|
| Curricular Competency |
Communicate mathematical thinking in many ways |
Mathematics 6 |
Communicating and representing |
| Keyword: Communicate |
Elaboration: concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, justify, and apply mathematical ideas; may use technology such as screencasting apps, digital photos |
|
| Curricular Competency |
Explain and justify mathematical ideas and decisions |
Mathematics 6 |
Communicating and representing |
| Keyword: Explain and justify |
Elaboration: using mathematical arguments |
|
| Curricular Competency |
Use mathematical vocabulary and language to contribute to mathematical discussions |
Mathematics 6 |
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 6 |
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. |
|
| Curricular Competency |
Visualize to explore mathematical concepts |
Mathematics 6 |
Understanding and solving |
|
| Curricular Competency |
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |
Mathematics 6 |
Understanding and solving |
|