British Columbia

Fractions are a type of number that can represent quantities.

NUMBER CONCEPTS TO 1000

counting

numbers to 1000 can be arranged and recognized

place value

fraction concepts

fractions are numbers that represent an amount or quantity

fractions can represent parts of a region, set, or linear model

fraction parts are equal shares or equal-sized portions of a whole or unit

recording pictorial representations of fraction models and connecting to symbolic notation

equal partitioning

equal sharing, pole ratios as visual parts, medicine wheel, seasons

Development of computational fluency in addition, subtraction, multiplication, and division of whole numbers requires flexible decomposing and composing.

addition and subtraction to 1000

using flexible computation strategies, involving taking apart and combining numbers in a variety of ways, regrouping

estimating sums and differences of all operations to 1000

using addition and subtraction in real-life contexts and problem-based situations

whole-class number talks

addition and subtraction facts to 20 (emerging computational fluency)

adding and subtracting of numbers to 20

demonstrating fluency with math strategies for addition and subtraction (e.g., decomposing, making and bridging 10, related doubles, and commutative property)

Addition and subtraction are related.

multiplication and division concepts

understanding concepts of multiplication (e.g., groups of, arrays, repeated addition)

understanding concepts of division (e.g., sharing, grouping, repeated subtraction)

Multiplication and division are related.

Provide opportunities for concrete and pictorial representations of multiplication.

Use games to develop opportunities for authentic practice of multiplication computations.

looking for patterns in numbers, such as in a hundred chart, to further develop understanding of multiplication computation

Connect multiplication to skip-counting.

Connect multiplication to division and repeated addition.

Regular increases and decreases in patterns can be identified and used to make generalizations.

increasing and decreasing patterns

creating patterns using concrete, pictorial, and numerical representations

representing increasing and decreasing patterns in multiple ways

generalizing what makes the pattern increase or decrease (e.g., doubling, adding 2)

pattern rules using words and numbers, based on concrete experiences

from a concrete pattern, describing the pattern rule using words and numbers

predictability in song rhythm and patterns

Share examples of local First Peoples art with the class, and ask students to notice patterns in the artwork.

one-step addition and subtraction equations with an unknown number

start unknown

change unknown

result unknown

investigating even and odd numbers

Standard units are used to describe, measure, and compare attributes of objects’ shapes.

measurement, using standard units (linear, mass, and capacity)

linear measurements, using standard units (e.g., centimetre, metre, kilometre)

capacity measurements, using standard units (e.g., millilitre, litre)

Introduce concepts of perimeter, area, and circumference (the distance around); use of formula and pi to calculate not intended — the focus is on the concepts.

area measurement, using square units (standard and non-standard)

mass measurements, using standard units (e.g., gram, kilogram)

estimation of measurements, using standard referents (e.g., If this cup holds 100 millilitres, about how much does this jug hold?)

time concepts

understanding concepts of time (e.g., second, minute, hour, day, week, month, year)

understanding the relationships between units of time

construction of 3D objects

identifying 3D objects according to the 2D shapes of the faces and the number of edges and vertices (e.g., construction of nets, skeletons)

describing the attributes of 3D objects (e.g., faces, edges, vertices)

identifying 3D objects by their mathematical terms (e.g., sphere, cube, prism, cone, cylinder)

comparing 3D objects (e.g., How are rectangular prisms and cubes the same or different?)

understanding the preservation of shape (e.g., the orientation of a shape will not change its properties)

The likelihood of possible outcomes can be examined, compared, and interpreted.

one-to-one correspondence with bar graphs, pictographs, charts, and tables

collecting data, creating a graph, and describing, comparing, and discussing the results

choosing a suitable representation

likelihood of simulated events, using comparative language

using comparative language (e.g., certain, uncertain; more, less, or equally likely)

developing an understanding of chance (e.g., tossing a coin creates a 50-50 chance of landing a head or tail; drawing from a bag, using spinners, and rolling dice all simulate probability events)

Financial literacy — fluency with coins and bills to 100 dollars, and earning and payment

counting mixed combinations of coins and bills up to $100

understanding that payments can be made in flexible ways

understanding that there are different ways of earning money to reach a financial goal

Using pictures of First Peoples trade items with the values indicated on the back, have students play a trading game.