Area of Learning: ARTS EDUCATION



Area of Learning: MATHEMATICS Kindergarten

BIG IDEAS

|Numbers represent quantities that can | |

|be decomposed into smaller parts. | |

|Students are expected to do the following: |Students are expected to know the following: |

|Reasoning and analyzing |number concepts to 10 |

|Use reasoning to explore and make connections |ways to make 5 |

|Estimate reasonably |decomposition of numbers to 10 |

|Develop mental math strategies and abilities to make sense of quantities |repeating patterns with two or three elements |

|Use technology to explore mathematics |change in quantity to 10, using concrete materials |

|Model mathematics in contextualized experiences |equality as a balance and inequality as an imbalance |

|Understanding and solving |direct comparative measurement (e.g., linear, mass, capacity) |

|Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |single attributes of 2D shapes and 3D objects |

|Visualize to explore mathematical concepts |concrete or pictorial graphs as a visual tool |

|Develop and use multiple strategies to engage in problem solving |likelihood of familiar life events |

|Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to|financial literacy — attributes of coins, and financial |

|local First Peoples communities, the local community, and other cultures |role-play |

|Communicating and representing | |

|Communicate mathematical thinking in many ways | |

|Use mathematical vocabulary and language to contribute to mathematical discussions | |

|Explain and justify mathematical ideas and decisions | |

|Represent mathematical ideas in concrete, pictorial, and symbolic forms | |

|Connecting and reflecting | |

|Reflect on mathematical thinking | |

|Connect mathematical concepts to each other and to other areas and personal interests | |

|Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts | |

Area of Learning: MATHEMATICS Grade 1

BIG IDEAS

|Numbers to 20 represent quantities that can be decomposed into 10s and 1s. | |

|Students are expected to do the following: |Students are expected to know the following: |

|Reasoning and analyzing |number concepts to 20 |

|Use reasoning to explore and make connections |ways to make 10 |

|Estimate reasonably |addition and subtraction to 20 (understanding of operation and process) |

|Develop mental math strategies and abilities to make sense of quantities |repeating patterns with multiple elements and attributes |

|Use technology to explore mathematics |change in quantity to 20, concretely and verbally |

|Model mathematics in contextualized experiences |meaning of equality and inequality |

|Understanding and solving |direct measurement with non-standard units (non-uniform and uniform) |

|Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |comparison of 2D shapes and 3D objects |

|Visualize to explore mathematical concepts |concrete graphs, using one-to-one correspondence |

|Develop and use multiple strategies to engage in problem solving |likelihood of familiar life events, using comparative language |

|Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local|financial literacy — values of coins, and monetary exchanges |

|First Peoples communities, the local community, and other cultures | |

|Communicating and representing | |

|Communicate mathematical thinking in many ways | |

|Use mathematical vocabulary and language to contribute to mathematical discussions | |

|Explain and justify mathematical ideas and decisions | |

|Represent mathematical ideas in concrete, pictorial, and symbolic forms | |

|Connecting and reflecting | |

|Reflect on mathematical thinking | |

|Connect mathematical concepts to each other and to other areas and personal interests | |

|Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts | |

Area of Learning: MATHEMATICS Grade 2

BIG IDEAS

|Numbers to 100 represent quantities that can be decomposed into 10s and 1s. | |

|Students are expected to do the following: |Students are expected to know the following: |

|Reasoning and analyzing |number concepts to 100 |

|Use reasoning to explore and make connections |benchmarks of 25, 50, and 100 and personal referents |

|Estimate reasonably |addition and subtraction facts to 20 (introduction of computational strategies) |

|Develop mental math strategies and abilities to make sense of quantities |addition and subtraction to 100 |

|Use technology to explore mathematics |repeating and increasing patterns |

|Model mathematics in contextualized experiences |change in quantity, using pictorial and symbolic representation |

|Understanding and solving |symbolic representation of equality and inequality |

|Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |direct linear measurement, introducing standard metric units |

|Visualize to explore mathematical concepts |multiple attributes of 2D shapes and 3D objects |

|Develop and use multiple strategies to engage in problem solving |pictorial representation of concrete graphs, using one-to-one correspondence |

|Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to |likelihood of familiar life events, using comparative language |

|local First Peoples communities, the local community, and other cultures |financial literacy — coin combinations to 100 cents, and spending and saving |

|Communicating and representing | |

|Communicate mathematical thinking in many ways | |

|Use mathematical vocabulary and language to contribute to mathematical discussions | |

|Explain and justify mathematical ideas and decisions | |

|Represent mathematical ideas in concrete, pictorial, and symbolic forms | |

|Connecting and reflecting | |

|Reflect on mathematical thinking | |

|Connect mathematical concepts to each other and to other areas and personal interests | |

|Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts | |

Area of Learning: MATHEMATICS Grade 3

BIG IDEAS

|Fractions are a type of number that can represent quantities. | |

|Students are expected to do the following: |Students are expected to know the following: |

|Reasoning and analyzing |number concepts to 1000 |

|Use reasoning to explore and make connections |fraction concepts |

|Estimate reasonably |addition and subtraction to 1000 |

|Develop mental math strategies and abilities to make sense of quantities |addition and subtraction facts to 20 (emerging computational fluency) |

|Use technology to explore mathematics |multiplication and division concepts |

|Model mathematics in contextualized experiences |increasing and decreasing patterns |

|Understanding and solving |pattern rules using words and numbers, based on concrete experiences |

|Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |one-step addition and subtraction equations with an unknown number |

|Visualize to explore mathematical concepts |measurement, using standard units (linear, mass, and capacity) |

|Develop and use multiple strategies to engage in problem solving |time concepts |

|Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to|construction of 3D shapes |

|local First Peoples communities, the local community, and other cultures |one-to-one correspondence with bar graphs, pictographs, charts, and tables |

|Communicating and representing |likelihood of simulated events, using comparative language |

|Communicate mathematical thinking in many ways |financial literacy — fluency with coins and bills to 100 dollars, and earning and payment|

|Use mathematical vocabulary and language to contribute to mathematical discussions | |

|Explain and justify mathematical ideas and decisions | |

|Represent mathematical ideas in concrete, pictorial, and symbolic forms | |

|Connecting and reflecting | |

|Reflect on mathematical thinking | |

|Connect mathematical concepts to each other and to other areas and personal interests | |

|Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts | |

Area of Learning: MATHEMATICS Grade 4

BIG IDEAS

|Fractions and decimals are types of numbers that can represent quantities. | |

|Students are expected to do the following: |Students are expected to know the following: |

|Reasoning and analyzing |number concepts to 10 000 |

|Use reasoning to explore and make connections |decimals to hundredths |

|Estimate reasonably |ordering and comparing fractions |

|Develop mental math strategies and abilities to make sense of quantities |addition and subtraction to 10 000 |

|Use technology to explore mathematics |multiplication and division of two- or three-digit numbers by one-digit numbers |

|Model mathematics in contextualized experiences |addition and subtraction of decimals to hundredths |

|Understanding and solving |addition and subtraction facts to 20 (developing computational fluency) |

|Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |multiplication and division facts to 100 (introductory computational strategies) |

|Visualize to explore mathematical concepts |increasing and decreasing patterns, using tables and charts |

|Develop and use multiple strategies to engage in problem solving |algebraic relationships among quantities |

|Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local|one-step equations with an unknown number, using all operations |

|First Peoples communities, the local community, and other cultures |how to tell time with analog and digital clocks, using 12- and 24-hour clocks |

|Communicating and representing |regular and irregular polygons |

|Communicate mathematical thinking in many ways |perimeter of regular and irregular shapes |

|Use mathematical vocabulary and language to contribute to mathematical discussions |line symmetry |

|Explain and justify mathematical ideas and decisions |one-to-one correspondence and many-to-one correspondence, using bar graphs and |

|Represent mathematical ideas in concrete, pictorial, and symbolic forms |pictographs |

|Connecting and reflecting |probability experiments |

|Reflect on mathematical thinking |financial literacy — monetary calculations, including making change with amounts to |

|Connect mathematical concepts to each other and to other areas and personal interests |100 dollars and making simple financial decisions |

|Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts | |

Area of Learning: MATHEMATICS Grade 5

BIG IDEAS

|Numbers describe quantities that can be represented by equivalent fractions. | |

|Students are expected to do the following: |Students are expected to know the following: |

|Reasoning and analyzing |number concepts to 1 000 000 |

|Use reasoning to explore and make connections |decimals to thousandths |

|Estimate reasonably |equivalent fractions |

|Develop mental math strategies and abilities to make sense of quantities |whole-number, fraction, and decimal benchmarks |

|Use technology to explore mathematics |addition and subtraction of whole numbers to 1 000 000 |

|Model mathematics in contextualized experiences |multiplication and division to three digits, including division with remainders |

|Understanding and solving |addition and subtraction of decimals to thousandths |

|Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |addition and subtraction facts to 20 (extending computational fluency) |

|Visualize to explore mathematical concepts |multiplication and division facts to 100 (emerging computational fluency) |

|Develop and use multiple strategies to engage in problem solving |rules for increasing and decreasing patterns with words, numbers, symbols, and variables |

|Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives |one-step equations with variables |

|relevant to local First Peoples communities, the local community, and other cultures |area measurement of squares and rectangles |

|Communicating and representing |relationships between area and perimeter |

|Communicate mathematical thinking in many ways |duration, using measurement of time |

|Use mathematical vocabulary and language to contribute to mathematical discussions |classification of prisms and pyramids |

|Explain and justify mathematical ideas and decisions |single transformations |

|Represent mathematical ideas in concrete, pictorial, and symbolic forms |one-to-one correspondence and many-to-one correspondence, using double bar graphs |

|Connecting and reflecting |probability experiments, single events or outcomes |

|Reflect on mathematical thinking |financial literacy — monetary calculations, including making change with amounts to 1000 |

|Connect mathematical concepts to each other and to other areas and personal interests |dollars and developing simple financial plans |

|Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts | |

Area of Learning: MATHEMATICS Grade 6

BIG IDEAS

|Mixed numbers and decimal numbers represent quantities that can be decomposed into parts and wholes. | |

|Students are expected to do the following: |Students are expected to know the following: |

|Reasoning and analyzing |small to large numbers (thousandths to billions) |

|Use logic and patterns to solve puzzles and play games |multiplication and division facts to 100 (developing computational fluency) |

|Use reasoning and logic to explore, analyze, and apply mathematical ideas |order of operations with whole numbers |

|Estimate reasonably |factors and multiples — greatest common factor and least common multiple |

|Demonstrate and apply mental math strategies |improper fractions and mixed numbers |

|Use tools or technology to explore and create patterns and relationships, and test conjectures |introduction to ratios |

|Model mathematics in contextualized experiences |whole-number percents and percentage discounts |

|Understanding and solving |multiplication and division of decimals |

|Apply multiple strategies to solve problems in both abstract and contextualized situations |increasing and decreasing patterns, using expressions, tables, and graphs as |

|Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |functional relationships |

|Visualize to explore mathematical concepts |one-step equations with whole-number coefficients and solutions |

|Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local|perimeter of complex shapes |

|First Peoples communities, the local community, and other cultures |area of triangles, parallelograms, and trapezoids |

|Communicating and representing |angle measurement and classification |

|Use mathematical vocabulary and language to contribute to mathematical discussions |volume and capacity |

|Explain and justify mathematical ideas and decisions |triangles |

|Communicate mathematical thinking in many ways |combinations of transformations |

|Represent mathematical ideas in concrete, pictorial, and symbolic forms |line graphs |

|Connecting and reflecting |single-outcome probability, both theoretical and experimental |

|Reflect on mathematical thinking |financial literacy — simple budgeting and consumer math |

|Connect mathematical concepts to each other and to other areas and personal interests | |

|Use mathematical arguments to support personal choices | |

|Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts | |

Area of Learning: MATHEMATICS Grade 7

BIG IDEAS

|Decimals, fractions, and percents are used to represent and describe parts and wholes of numbers. | |

|Students are expected to do the following: |Students are expected to know the following: |

|Reasoning and analyzing |multiplication and division facts to 100 (extending computational fluency) |

|Use logic and patterns to solve puzzles and play games |operations with integers (addition, subtraction, multiplication, division, and order|

|Use reasoning and logic to explore, analyze, and apply mathematical ideas |of operations) |

|Estimate reasonably |operations with decimals (addition, subtraction, multiplication, division, and order|

|Demonstrate and apply mental math strategies |of operations) |

|Use tools or technology to explore and create patterns and relationships, and test conjectures |relationships between decimals, fractions, ratios, and percents |

|Model mathematics in contextualized experiences |discrete linear relations, using expressions, tables, and graphs |

|Understanding and solving |two-step equations with whole-number coefficients, constants, and solutions |

|Apply multiple strategies to solve problems in both abstract and contextualized situations |circumference and area of circles |

|Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |volume of rectangular prisms and cylinders |

|Visualize to explore mathematical concepts |Cartesian coordinates and graphing |

|Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local|combinations of transformations |

|First Peoples communities, the local community, and other cultures |circle graphs |

|Communicating and representing |experimental probability with two independent events |

|Use mathematical vocabulary and language to contribute to mathematical discussions |financial literacy — financial percentage |

|Explain and justify mathematical ideas and decisions | |

|Communicate mathematical thinking in many ways | |

|Represent mathematical ideas in concrete, pictorial, and symbolic forms | |

|Connecting and reflecting | |

|Reflect on mathematical thinking | |

|Connect mathematical concepts to each other and to other areas and personal interests | |

|Use mathematical arguments to support personal choices | |

|Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts | |

Area of Learning: MATHEMATICS Grade 8

BIG IDEAS

|Number represents, describes, and compares the quantities of ratios, rates, and percents. | |

|Students are expected to do the following: |Students are expected to know the following: |

|Reasoning and analyzing |perfect squares and cubes |

|Use logic and patterns to solve puzzles and play games |square and cube roots |

|Use reasoning and logic to explore, analyze, and apply mathematical ideas |percents less than 1 and greater than 100 (decimal and fractional percents) |

|Estimate reasonably |numerical proportional reasoning (rates, ratio, proportions, and percent) |

|Demonstrate and apply mental math strategies |operations with fractions (addition, subtraction, multiplication, division, and |

|Use tools or technology to explore and create patterns and relationships, and test conjectures |order of operations) |

|Model mathematics in contextualized experiences |discrete linear relations (extended to larger numbers, limited to integers) |

|Understanding and solving |expressions- writing and evaluating using substitution |

|Apply multiple strategies to solve problems in both abstract and contextualized situations |two-step equations with integer coefficients, constants, and solutions |

|Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving |surface area and volume of regular solids, including triangular and other right |

|Visualize to explore mathematical concepts |prisms and cylinders |

|Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local|Pythagorean theorem |

|First Peoples communities, the local community, and other cultures |construction, views, and nets of 3D objects |

|Communicating and representing |central tendency |

|Use mathematical vocabulary and language to contribute to mathematical discussions |theoretical probability with two independent events |

|Explain and justify mathematical ideas and decisions |financial literacy — best buys |

|Communicate mathematical thinking in many ways | |

|Represent mathematical ideas in concrete, pictorial, and symbolic forms | |

|Connecting and reflecting | |

|Reflect on mathematical thinking | |

|Connect mathematical concepts to each other and to other areas and personal interests | |

|Use mathematical arguments to support personal choices | |

|Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts | |

Area of Learning: MATHEMATICS Grade 9

BIG IDEAS

|The principles and processes underlying operations with numbers apply equally to algebraic situations and can be described and | |

|analyzed. | |

|Students are expected to do the following: |Students are expected to know the following: |

|Reasoning and analyzing |operations with rational numbers (addition, subtraction, multiplication, division, |

|Use logic and patterns to solve puzzles and play games |and order of operations) |

|Use reasoning and logic to explore, analyze, and apply mathematical ideas |exponents and exponent laws with whole-number exponents |

|Estimate reasonably |operations with polynomials, of degree less than or equal to 2 |

|Demonstrate and apply mental math strategies |two-variable linear relations, using graphing, interpolation, and extrapolation |

|Use tools or technology to explore and create patterns and relationships, and test conjectures |multi-step one-variable linear equations |

|Model mathematics in contextualized experiences |spatial proportional reasoning |

|Understanding and solving |statistics in society |

|Apply multiple strategies to solve problems in both abstract and contextualized situations |financial literacy — simple budgets and transactions |

|Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving | |

|Visualize to explore mathematical concepts | |

|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 | |

|Communicating and representing | |

|Use mathematical vocabulary and language to contribute to mathematical discussions | |

|Explain and justify mathematical ideas and decisions | |

|Communicate mathematical thinking in many ways | |

|Represent mathematical ideas in concrete, pictorial, and symbolic forms | |

|Connecting and reflecting | |

|Reflect on mathematical thinking | |

|Connect mathematical concepts to each other and to other areas and personal interests | |

|Use mathematical arguments to support personal choices | |

|Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts | |

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