| 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 K |
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. |
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| Curricular Competency |
Develop and use multiple strategies to engage in problem solving |
Mathematics K |
Understanding and solving |
| Keyword: multiple strategies |
Elaboration: visual, oral, play, experimental, written, symbolic |
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| Curricular Competency |
Visualize to explore mathematical concepts |
Mathematics K |
Understanding and solving |
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| Curricular Competency |
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |
Mathematics K |
Understanding and solving |
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| Curricular Competency |
Model mathematics in contextualized experiences |
Mathematics K |
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 K |
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 K |
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 K |
Reasoning and analyzing |
| Keyword: Estimate reasonably |
Elaboration: estimating by comparing to something familiar (e.g., more than 5, taller than me)First Peoples used specific estimating and measuring techniques in daily life (e.g., seaweed drying and baling). |
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| Curricular Competency |
Use reasoning to explore and make connections |
Mathematics K |
Reasoning and analyzing |
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| Big Ideas |
Analyzing and interpreting experiments in data probability develops an understanding of chance. |
Mathematics 4 |
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 is the probability of an event determined and described?What events in our lives are left to chance?How do probability experiments help us understand chance? |
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| Big Ideas |
Polygons are closed shapes with similar attributes that can be described, measured, and compared. |
Mathematics 4 |
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 polygons alike and different?How can we measure polygons?How do the properties of shapes contribute to buildings and design? |
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| Big Ideas |
Regular changes in patterns can be identified and represented using tools and tables. |
Mathematics 4 |
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 regularities can you identify in these patterns?Where do we see patterns in the world around us?How can we represent increasing and decreasing regularities that we see in number patterns?How do tables and charts help us understand number patterns? |
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| Big Ideas |
Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and division. |
Mathematics 4 |
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 multiplication and division?What patterns in our number system connect to our understanding of multiplication?How does fluency with basic multiplication facts (e.g., 2x, 3x, 5x) help us compute more complex multiplication facts? |
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| Big Ideas |
Fractions and decimals are types of numbers that can represent quantities. |
Mathematics 4 |
No CCG |
| Keyword: numbers |
Elaboration: Number: Number represents and describes quantity.Sample questions to support inquiry with students:What is the relationship between fractions and decimals?How are these fractions (e.g., 1/2 and 7/8) alike and different?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? |
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| Content |
financial literacy — monetary calculations, including making change with amounts to 100 dollars and making simple financial decisions |
Mathematics 4 |
No CCG |
| Keyword: financial literacy |
Elaboration: making monetary calculations, including decimal notation 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 decisions involving earning, spending, saving, and givingequitable trade rules |
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