| Content |
decimals to hundredths |
Mathematics 4 |
No CCG |
| Keyword: decimals to hundredths |
Elaboration: Fractions and decimals are numbers that represent an amount or quantity.Fractions and decimals can represent parts of a region, set, or linear model.Fractional parts and decimals are equal shares or equal-sized portions of a whole or unit.understanding the relationship between fractions and decimals |
|
| Content |
number concepts to 10 000 |
Mathematics 4 |
No CCG |
| Keyword: number concepts |
Elaboration: counting:multiplesflexible counting strategieswhole number benchmarksNumbers to 10 000 can be arranged and recognized:comparing and ordering numbersestimating large quantitiesplace value:1000s, 100s, 10s, and 1sunderstanding the relationship between digit places and their value, to 10 000 |
|
| Curricular Competency |
Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts |
Mathematics 4 |
Connecting and reflecting |
| Keyword: Incorporate |
Elaboration: Invite 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 4 |
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 4 |
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 4 |
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 4 |
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 4 |
Communicating and representing |
|
| Curricular Competency |
Communicate mathematical thinking in many ways |
Mathematics 4 |
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 4 |
Understanding and solving |
| Keyword: connected |
Elaboration: in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integrationHave 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 4 |
Understanding and solving |
| Keyword: multiple strategies |
Elaboration: visual, oral, play, experimental, written, symbolic |
|
| Curricular Competency |
Visualize to explore mathematical concepts |
Mathematics 4 |
Understanding and solving |
|
| Curricular Competency |
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |
Mathematics 4 |
Understanding and solving |
|
| Curricular Competency |
Model mathematics in contextualized experiences |
Mathematics 4 |
Reasoning and analyzing |
| Keyword: Model |
Elaboration: acting it out, using concrete materials, drawing pictures |
|
| Curricular Competency |
Use technology to explore mathematics |
Mathematics 4 |
Reasoning and analyzing |
| Keyword: technology |
Elaboration: calculators, virtual manipulatives, concept-based apps |
|