Students are expected to construct their own methods of addition, subtraction, estimation, multiplication, and division. They have to explain and discuss their methods, with the teacher acting as a facilitator. This even applies in cases where there have been conventional methods, such as the trading of ones for tens in addition, or the splitting of tens into ones for subtraction. Many key ideas are included by implication, rather than by explicit statement. Key ideas are included in the teacher materials, but not included in the student book.
Vocabulary development is confined to the teacher materials.
Outcomes related to measurement should be supplemented. The concepts related to the metric system of measurement are embedded in student tasks and not made explicit. Chance and probability should be linked with the idea of fairness. Version - Order no. Version - Order no.