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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