British Columbia

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

NUMBER CONCEPTS TO 20

base 10

counting and skip-counting by 2 and 5

comparing and ordering numbers to 20

numbers to 20 can be arranged and recognized

subitizing

WAYS TO MAKE 10

decomposing 10 into parts

numbers to 10 can be arranged and recognized

benchmarks of 10 and 20

Traditional First Peoples counting methods involved using fingers to count to 5 and for groups of 5.

traditional songs/singing and stories

Addition and subtraction with numbers to 10 can be modelled concretely, pictorially, and symbolically to develop computational fluency.

addition and subtraction to 20 (understanding of operation and process)

decomposing 20 into parts

mental math strategies

addition and subtraction are related

whole-class number talks

Repeating elements in patterns can be identified.

REPEATING PATTERNS WITH MULTIPLE ELEMENTS AND ATTRIBUTES

identifying sorting rules

repeating patterns with multiple elements/attributes

translating patterns from one representation to another (e.g., an orange-blue pattern could be translated to a circle-square pattern)

letter coding of pattern

predicting an element in repeating patterns using a variety of strategies

patterns using visuals (ten‐frames, hundred charts)

investigating numerical patterns (e.g., skip-counting by 2s or 5s on a hundred chart)

beading using 3–5 colours

change in quantity to 20, concretely and verbally

verbally describing a change in quantity (e.g., I can build 7 and make it 10 by adding 3)

meaning of equality and inequality

demonstrating and explaining the meaning of equality and inequality

recording equations symbolically, using = and ≠

Objects and shapes have attributes that can be described, measured, and compared.

direct measurement with non-standard units (non-uniform and uniform)

Non‐uniform units are not consistent in size (e.g., children’s hands, pencils); uniform units are consistent in size

understanding the importance of using a baseline for direct comparison in linear measurement

iterating a single unit for measuring (e.g., to measure the length of a string with only one cube, a student iterates the cube over and over, keeping track of how many cubes long the string is)

tiling an area

using body parts to measure

comparison of 2D shapes and 3D objects

sorting 3D objects and 2D shapes using one attribute, and explaining the sorting rule

comparing 2D shapes and 3D objects in the environment

describing relative positions, using positional language

replicating composite 2D shapes and 3D objects (e.g., putting two triangles together to make a square)

Concrete graphs help us to compare and interpret data and show one-to-one correspondence.

concrete graphs, using one-to-one correspondence

creating, describing, and comparing concrete graphs

likelihood of familiar life events, using comparative language

using the language of probability (e.g., never, sometimes, always, more likely, less likely)

cycles (Elder or knowledge keeper to speak about ceremonies and life events)

Financial literacy — values of coins, and monetary exchanges.

identifying values of coins

counting multiples of the same denomination (nickels, dimes, loonies, and toonies)

money is a medium of exchange

role-playing financial transactions (e.g., using coins and whole numbers), integrating the concept of wants and needs

trade games, with understanding that objects have variable value or worth (shells, beads, furs, tools)