| Curricular Competency |
Apply multiple strategies to solve problems in both abstract and contextualized situations |
Mathematics 6 |
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 6 |
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 6 |
Reasoning and analyzing |
|
| Curricular Competency |
Demonstrate and apply mental math strategies |
Mathematics 6 |
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 6 |
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 6 |
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 6 |
Reasoning and analyzing |
| Keyword: logic and patterns |
Elaboration: including coding |
|
| Big Ideas |
Data represented in graphs can be used to show many-to-one correspondence. |
Mathematics 5 |
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 do graphs help us understand data?In what different ways can we represent many-to-one correspondence in a graph?Why would you choose many-to-one correspondence rather than one-to-one correspondence in a graph? |
|
| Big Ideas |
Closed shapes have area and perimeter that can be described, measured, and compared. |
Mathematics 5 |
No CCG |
| Keyword: area and perimeter |
Elaboration: Geometry and Measurement: We can describe, measure, and compare spatial relationships.Sample questions to support inquiry with students:What is the relationship between area and perimeter?What standard units do we use to measure area and perimeter?When might an understanding of area and perimeter be useful? |
|
| Big Ideas |
Identified regularities in number patterns can be expressed in tables. |
Mathematics 5 |
No CCG |
| Keyword: patterns |
Elaboration: Patterning: We use patterns to represent identified regularities and to make generalizations.Sample questions to support inquiry with students:How do tables and charts help us understand number patterns?How do tables help us see the relationship between a variable within number patterns?How do rules for increasing and decreasing patterns help us solve equations? |
|
| Big Ideas |
Computational fluency and flexibility with numbers extend to operations with larger (multi-digit) numbers. |
Mathematics 5 |
No CCG |
| Keyword: fluency |
Elaboration: Computational Fluency: Computational fluency develops from a strong sense of number.Sample questions to support inquiry with students:How many different ways can you solve…? (e.g., 16 x 7)What flexible strategies can we apply to use operations with multi-digit numbers?How does fluency with basic multiplication facts (e.g., 2x, 3x, 5x) help us compute more complex multiplication facts? |
|
| Big Ideas |
Numbers describe quantities that can be represented by equivalent fractions. |
Mathematics 5 |
No CCG |
| Keyword: Numbers |
Elaboration: Number: Number represents and describes quantity.Sample questions to support inquiry with students:How can you prove that two fractions are equivalent?In how many ways can you represent the fraction ___?How do we use fractions and decimals in our daily life?What stories live in numbers?How do numbers help us communicate and think about place?How do numbers help us communicate and think about ourselves? |
|
| Content |
financial literacy — monetary calculations, including making change with amounts to 1000 dollars and developing simple financial plans |
Mathematics 5 |
No CCG |
| Keyword: financial literacy |
Elaboration: making monetary calculations, including making change and decimal notation to $1000 in real-life contexts and problem-based situationsapplying a variety of strategies, such as counting up, counting back, and decomposing, to calculate totals and make changemaking simple financial plans to meet a financial goaldeveloping a budget that takes into account income and expenses |
|
| Content |
probability experiments, single events or outcomes |
Mathematics 5 |
No CCG |
| Keyword: probability experiments |
Elaboration: predicting outcomes of independent events (e.g., when you spin using a spinner and it lands on a single colour)predicting single outcomes (e.g., when you spin using a spinner and it lands on a single colour)using spinners, rolling dice, pulling objects out of a bagrepresenting single outcome probabilities using fractions |
|
| Content |
one-to-one correspondence and many-to-one correspondence, using double bar graphs |
Mathematics 5 |
No CCG |
| Keyword: many-to-one correspondence |
Elaboration: many-to-one correspondence: one symbol represents a group or value (e.g., on a bar graph, one square may represent five cookies) |
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