| Curricular Competency |
Visualize to explore mathematical concepts |
Mathematics 1 |
Understanding and solving |
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| Curricular Competency |
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |
Mathematics 1 |
Understanding and solving |
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| Curricular Competency |
Model mathematics in contextualized experiences |
Mathematics 1 |
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 1 |
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 1 |
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 1 |
Reasoning and analyzing |
| Keyword: Estimate reasonably |
Elaboration: estimating by comparing to something familiar (e.g., more than 5, taller than me)First Peoples people used specific estimating and measuring techniques in daily life (e.g., estimating time using environmental references and natural daily/seasonal cycles, estimating temperatures based on weather systems). |
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| Curricular Competency |
Use reasoning to explore and make connections |
Mathematics 1 |
Reasoning and analyzing |
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| Big Ideas |
Familiar events can be described as likely or unlikely and compared. |
Mathematics K |
No CCG |
| Keyword: Familiar events |
Elaboration: Data and Probability: Analyzing data and chance enables us to compare and interpret.Sample questions to support inquiry with students:When might we use words like unlikely and likely?How does data/information help us predict the likeliness of an event (e.g., weather)?What stories can data tell us? |
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| Big Ideas |
Objects have attributes that can be described, measured, and compared. |
Mathematics K |
No CCG |
| Keyword: attributes |
Elaboration: Geometry and Measurement: We can describe, measure, and compare spatial relationships.Sample questions to support inquiry with students:What do you notice about these shapes?How are these shapes alike and different? |
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| Big Ideas |
Repeating elements in patterns can be identified. |
Mathematics K |
No CCG |
| Keyword: patterns |
Elaboration: Patterning: We use patterns to represent identified regularities and to make generalizations.Sample questions to support inquiry with students:What makes a pattern a pattern?How are these patterns alike and different?Do all patterns repeat? |
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| Big Ideas |
One-to-one correspondence and a sense of 5 and 10 are essential for fluency with numbers. |
Mathematics K |
No CCG |
| Keyword: fluency |
Elaboration: Computational Fluency: Computational fluency develops from a strong sense of number.Sample questions to support inquiry with students:If you know that 4 and 6 make 10, how does that help you understand other ways to make 10?How does understanding 5 help us decompose and compose numbers to 10?What parts make up the whole? |
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| Big Ideas |
Numbers represent quantities that can be decomposed into smaller parts. |
Mathematics K |
No CCG |
| Keyword: Numbers |
Elaboration: Number: Number represents and describes quantity.Sample questions to support inquiry with students:How do these materials help us think about numbers and parts of numbers?Which numbers of counters/dots are easy to recognize and why?In how many ways can you decompose ____?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 — attributes of coins, and financial role-play
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Mathematics K |
No CCG |
| Keyword: financial literacy |
Elaboration: noticing attributes of Canadian coins (colour, size, pictures)identifying the names of coinsrole-playing financial transactions, such as in a restaurant, bakery, or store, using whole numbers to combine purchases (e.g., a muffin is $2.00 and a juice is $1.00), and integrating the concept of wants and needstoken value (e.g., wampum bead/trade beads for furs) |
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| Content |
likelihood of familiar life events |
Mathematics K |
No CCG |
| Keyword: familiar life events |
Elaboration: using the language of probability, such as unlikely or likely (e.g., Could it snow tomorrow?) |
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| Content |
concrete or pictorial graphs as a visual tool |
Mathematics K |
No CCG |
| Keyword: graphs |
Elaboration: creating concrete and pictorial graphs to model the purpose of graphs and provide opportunities for mathematical discussions (e.g., survey the students about how they got to school, then represent the data in a graph and discuss together as a class). |
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