| Curricular Competency |
Model mathematics in contextualized experiences |
Mathematics 2 |
Reasoning and analyzing |
| Keyword: Model |
Elaboration: acting it out, using concrete materials, drawing pictures |
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| Curricular Competency |
Use technology to explore mathematics |
Mathematics 2 |
Reasoning and analyzing |
| Keyword: technology |
Elaboration: calculators, virtual manipulatives, concept-based apps |
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| Curricular Competency |
Develop mental math strategies and abilities to make sense of quantities |
Mathematics 2 |
Reasoning and analyzing |
| Keyword: mental math strategies |
Elaboration: working toward developing fluent and flexible thinking about number |
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| Curricular Competency |
Estimate reasonably |
Mathematics 2 |
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 2 |
Reasoning and analyzing |
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| Big Ideas |
Concrete graphs help us to compare and interpret data and show one-to-one correspondence. |
Mathematics 1 |
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 stories can data tell us?When might we use words like never, sometimes, always, more likely, and less likely?How does organizing concrete data help us understand the data? |
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| Big Ideas |
Objects and shapes have attributes that can be described, measured, and compared. |
Mathematics 1 |
No CCG |
| Keyword: attributes |
Elaboration: Geometry and Measurement: We can describe, measure, and compare spatial relationships.Sample questions to support inquiry with students:How are these shapes alike and different?What stories live in these shapes?What 2D shapes can you find in nature? |
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| Big Ideas |
Repeating elements in patterns can be identified. |
Mathematics 1 |
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 patterns be used to make predictions?What is the relationship between increasing patterns and addition?What do you notice about this pattern? What is the part that repeats?What number patterns live in a hundred chart? |
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| Big Ideas |
Addition and subtraction with numbers to 10 can be modelled concretely, pictorially, and symbolically to develop computational fluency. |
Mathematics 1 |
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 does knowing that 4 and 6 make 10 help you understand other ways to make 10?How many different ways can you solve…? (e.g., 8 + 5) |
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| Big Ideas |
Numbers to 20 represent quantities that can be decomposed into 10s and 1s. |
Mathematics 1 |
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?Why is it useful to use 10 frames to represent quantities?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? |
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| Content |
financial literacy — values of coins, and monetary exchanges |
Mathematics 1 |
No CCG |
| Keyword: financial literacy |
Elaboration: identifying values of coins (nickels, dimes, quarters, loonies, and toonies)counting multiples of the same denomination (nickels, dimes, loonies, and toonies)Money is a medium of exchange.role-playing financial transactions (e.g., using coins and whole numbers), integrating the concept of wants and needstrade games, with understanding that objects have variable value or worth (shells, beads, furs, tools) |
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| Content |
likelihood of familiar life events, using comparative language |
Mathematics 1 |
No CCG |
| Keyword: familiar life events |
Elaboration: using the language of probability (e.g., never, sometimes, always, more likely, less likely)cycles (Elder or knowledge keeper to speak about ceremonies and life events) |
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| Content |
concrete graphs, using one-to-one correspondence |
Mathematics 1 |
No CCG |
| Keyword: concrete graphs |
Elaboration: creating, describing, and comparing concrete graphs |
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| Content |
comparison of 2D shapes and 3D objects |
Mathematics 1 |
No CCG |
| Keyword: 2D shapes and 3D objects |
Elaboration: sorting 3D objects and 2D shapes using one attribute, and explaining the sorting rulecomparing 2D shapes and 3D objects in the environmentdescribing relative positions, using positional language (e.g., up and down, in and out)replicating composite 2D shapes and 3D objects (e.g., putting two triangles together to make a square) |
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| Content |
direct measurement with non-standard units (non-uniform and uniform) |
Mathematics 1 |
No CCG |
| Keyword: direct measurement |
Elaboration: Non-uniform units are not consistent in size (e.g., children’s hands, pencils); uniform units are consistent in size (e.g., interlocking cubes, standard paper clips).understanding the importance of using a baseline for direct comparison in linear measurementusing multiple copies of a unititerating a single unit for measuring (e.g., to measure the length of a string with only one cube, a student iterates the cube over and over, keeping track of how many cubes long the string is)tiling an arearope knots at intervalsusing body parts to measurebook: An Anishnaabe Look at Measurement, by Rhonda Hopkins and Robin King-Stonefish (strongnations.com/store/item_display.php?i=3494&f=)hand/foot tracing for mitten/moccasin making |
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