| Content |
meaning of equality and inequality |
Mathematics 1 |
No CCG |
| Keyword: equality and inequality |
Elaboration: demonstrating and explaining the meaning of equality and inequalityrecording equations symbolically, using = and ≠ |
|
| Content |
change in quantity to 20, concretely and verbally |
Mathematics 1 |
No CCG |
| Keyword: change in quantity to 20 |
Elaboration: verbally describing a change in quantity (e.g., I can build 7 and make it 10 by adding 3) |
|
| Content |
repeating patterns with multiple elements and attributes |
Mathematics 1 |
No CCG |
| Keyword: repeating patterns |
Elaboration: identifying sorting rulesrepeating patterns with multiple elements/attributestranslating patterns from one representation to another (e.g., an orange-blue pattern could be translated to a circle-square pattern)letter coding of patternpredicting an element in repeating patterns using a variety of strategiespatterns using visuals (ten-frames, hundred charts)investigating numerical patterns (e.g., skip-counting by 2s or 5s on a hundred chart)beading using 3–5 colours |
|
| Content |
addition and subtraction to 20 (understanding of operation and process) |
Mathematics 1 |
No CCG |
| Keyword: addition and subtraction to 20 |
Elaboration: decomposing 20 into partsmental math strategies:counting onmaking 10doublesAddition and subtraction are related.whole-class number talksnature scavenger hunt in Kaska Counting Book (yukon-ed-show-me-your-math.wikispaces.com/file/detail/Kaska Counting Book.pdf) |
|
| Content |
ways to make 10 |
Mathematics 1 |
No CCG |
| Keyword: make 10 |
Elaboration: decomposing 10 into partsNumbers to 10 can be arranged and recognized.benchmarks of 10 and 20Traditional First Peoples counting methods involved using fingers to count to 5 and for groups of 5.traditional songs/singing and stories |
|
| Content |
number concepts to 20 |
Mathematics 1 |
No CCG |
| Keyword: number concepts |
Elaboration: counting:counting on and counting backskip-counting by 2 and 5sequencing numbers to 20comparing and ordering numbers to 20Numbers to 20 can be arranged and recognized.subitizingbase 1010 and some morebooks published by Native Northwest: Learn to Count, by various artists; Counting Wild Bears, by Gryn White; We All Count, by Jason Adair; We All Count, by Julie Flett (nativenorthwest.com) using counting collections made of local materials; counting in different languages; different First Peoples counting systems (e.g., Tsimshian)Tlingit Math Book (yukon-ed-show-me-your-math.wikispaces.com/file/detail/Tlingit Math Book.pdf) |
|
| Curricular Competency |
Incorporate First Peoples worldviews and perspectives to make connectionsto mathematical concepts |
Mathematics 1 |
Connecting and reflecting |
| Keyword: Incorporate |
Elaboration: how an ovoid has a different look to represent different animal partsInvite 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 |
Connect mathematical concepts to each other and to other areas and personal interests |
Mathematics 1 |
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., daily activities, local and traditional practices, the environment, popular media and news events, social justice, and cross-curricular integration) |
|
| Curricular Competency |
Reflect on mathematical thinking |
Mathematics 1 |
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 1 |
Communicating and representing |
| Keyword: concrete, pictorial, and symbolic forms |
Elaboration: Use local materials gathered outside for concrete and pictorial representations. |
|
| Curricular Competency |
Explain and justify mathematical ideas and decisions |
Mathematics 1 |
Communicating and representing |
| Keyword: Explain and justify |
Elaboration: using mathematical arguments“Prove it!” |
|
| Curricular Competency |
Use mathematical vocabulary and language to contribute to mathematical discussions |
Mathematics 1 |
Communicating and representing |
|
| Curricular Competency |
Communicate mathematical thinking in many ways |
Mathematics 1 |
Communicating and representing |
| Keyword: Communicate |
Elaboration: concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, justify, and apply mathematical ideasusing technology such as screencasting apps, digital photos |
|
| 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 1 |
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 artwork.Have students pose and solve problems or ask questions connected to place, stories, and cultural practices. |
|
| Curricular Competency |
Develop and use multiple strategies to engage in problem solving |
Mathematics 1 |
Understanding and solving |
| Keyword: multiple strategies |
Elaboration: visual, oral, play, experimental, written, symbolic |
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