| Curricular Competency |
Estimate reasonably |
Mathematics 5 |
Reasoning and analyzing |
| Keyword: Estimate reasonably |
Elaboration: estimating by comparing to something familiar (e.g., more than 5, taller than me) |
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| Curricular Competency |
Use reasoning to explore and make connections |
Mathematics 5 |
Reasoning and analyzing |
|
| Big Ideas |
Concrete items can be represented, compared, and interpreted pictorially in graphs. |
Mathematics 2 |
No CCG |
| Keyword: graphs |
Elaboration: Data and Probability: Analyzing data and chance enables us to compare and interpret.Sample questions to support inquiry with students:When you look at this graph, what do you notice? What do you wonder?How do graphs help us understand data?What are some different ways to represent data pictorially? |
|
| Big Ideas |
Objects and shapes have attributes that can be described, measured, and compared. |
Mathematics 2 |
No CCG |
| Keyword: attributes |
Elaboration: Geometry and Measurement: We can describe, measure, and compare spatial relationships.Sample questions to support inquiry with students:What 2D shapes live in objects in our world?How can you combine shapes to make new shapes? |
|
| Big Ideas |
The regular change in increasing patterns can be identified and used to make generalizations. |
Mathematics 2 |
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 can we represent patterns in different ways/modes?How can you create repeating patterns with objects that are all one colour?What stories live in patterns? |
|
| Big Ideas |
Development of computational fluency in addition and subtraction with numbers to 100 requires an understanding of place value. |
Mathematics 2 |
No CCG |
| Keyword: fluency |
Elaboration: Computational Fluency: Computational fluency develops from a strong sense of number.Sample questions to support inquiry with students:What is the relationship between addition and subtraction?How can you use addition to help you subtract?How does understanding 10 help us to add and subtract two-digit numbers? |
|
| Big Ideas |
Numbers to 100 represent quantities that can be decomposed into 10s and 1s. |
Mathematics 2 |
No CCG |
| Keyword: Numbers |
Elaboration: Number: Number represents and describes quantity.Sample questions to support inquiry with students:How does understanding 5 or 10 help us think about other numbers?What is the relationship between 10s and 1s?What patterns do you notice in numbers?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 — coin combinations to 100 cents, and spending and saving |
Mathematics 2 |
No CCG |
| Keyword: financial literacy |
Elaboration: counting simple mixed combinations of coins to 100 centsintroduction to the concepts of spending and saving, integrating the concepts of wants and needsrole-playing financial transactions (e.g., using bills and coins) |
|
| Content |
likelihood of familiar life events, using comparative language |
Mathematics 2 |
No CCG |
| Keyword: familiar life events |
Elaboration: using comparative language (e.g., certain, uncertain; more, less, or equally likely) |
|
| Content |
pictorial representation of concrete graphs, using one-to-one correspondence |
Mathematics 2 |
No CCG |
| Keyword: pictorial representation |
Elaboration: collecting data, creating a concrete graph, and representing the graph, using a pictorial representation through grids, stamps, drawingsone-to-one correspondence |
|
| Content |
multiple attributes of 2D shapes and 3D objects |
Mathematics 2 |
No CCG |
| Keyword: 2D shapes and 3D objects |
Elaboration: sorting 2D shapes and 3D objects, using two attributes, and explaining the sorting ruledescribing, comparing, and constructing 2D shapes, including triangles, squares, rectangles, circlesidentifying 2D shapes as part of 3D objectsusing traditional northwest coast First Peoples shapes (ovoids, U, split U, and local art shapes) reflected in the natural environment |
|
| Content |
direct linear measurement, introducing standard metric units |
Mathematics 2 |
No CCG |
| Keyword: direct linear measurement |
Elaboration: centimetres and metresestimating lengthmeasuring and recording length, height, and width, using standard units |
|
| Content |
symbolic representation of equality and inequality |
Mathematics 2 |
No CCG |
|
| Content |
change in quantity, using pictorial and symbolic representation |
Mathematics 2 |
No CCG |
| Keyword: change in quantity |
Elaboration: numerically describing a change in quantity (e.g., for 6 + n = 10, visualize the change in quantity by using ten-frames, hundred charts, etc.) |
|
| Content |
repeating and increasing patterns |
Mathematics 2 |
No CCG |
| Keyword: patterns |
Elaboration: exploring more complex repeating patterns (e.g., positional patterns, circular patterns)identifying the core of repeating patterns (e.g., the pattern of the pattern that repeats over and over)increasing patterns using manipulatives, sounds, actions, and numbers (0 to 100)Métis finger weavingFirst Peoples head/armband patterningonline video and text: Small Number Counts to 100 (mathcatcher.irmacs.sfu.ca/story/small-number-counts-100) |
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