Ministry of Education BIG IDEAS Numbers represent quantities that can be decomposed into smaller parts. One-to-one correspondence and a sense of 5 and 10 are essential for fluency with numbers. Repeating elements in patterns can be identified. Objects have attributes that can be described, measured, and compared. Familiar events can be described as likely or unlikely and compared. Learning Standards Curricular Competencies Content Students are expected to do the following: Reasoning and analyzing Use reasoning to explore and make connections Estimate reasonably Develop mental math strategies and abilities to make sense of quantities Use technology to explore mathematics Model mathematics in contextualized experiences Understanding and solving Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving Visualize to explore mathematical concepts Develop and use multiple strategies to engage in problem solving 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 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 Students are expected to know the following: number concepts to 10 ways to make 5 decomposition of numbers to 10 repeating patterns with two or three elements change in quantity to 10, using concrete materials equality as a balance and inequality as an imbalance direct comparative measurement (e.g., linear, mass, capacity) single attributes of 2D shapes and 3D objects concrete or pictorial graphs as a visual tool likelihood of familiar life events financial literacy — attributes of coins, and financial Ministry of Education Learning Standards (continued) play
BIG IDEAS Numbers to 20 represent quantities that can be decomposed into 10s and 1s. Addition and subtraction with numbers to 10 can be modelled concretely, pictorially, and symbolically to develop computational fluency. Repeating elements in patterns can be identified. Objects and shapes have attributes that can be described, measured, and compared. Concrete graphs help us to compare and interpret data and show one-to-one correspondence. Learning Standards Curricular Competencies Content Students are expected to do the following: Reasoning and analyzing Use reasoning to explore and make connections Estimate reasonably Develop mental math strategies and abilities to make sense of quantities Use technology to explore mathematics Model mathematics in contextualized experiences Understanding and solving Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving Visualize to explore mathematical concepts Develop and use multiple strategies to engage in problem solving 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 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 Students are expected to know the following: number concepts to 20 ways to make 10 addition and subtraction to 20 (understanding of operation and process) repeating patterns with multiple elements and attributes change in quantity to 20, concretely and verbally meaning of equality and inequality direct measurement with non-standard units (non-uniform and uniform) comparison of 2D shapes and 3D objects concrete graphs, using one-to-one correspondence likelihood of familiar life events, using comparative language financial literacy — values of coins, and monetary exchanges Ministry of Education Learning Standards (continued) Curricular Competencies Content
Numbers describe quantities that can be represented by equivalent fractions. Computational fluency and flexibility with numbers extend to operations with larger (multi-digit) numbers. Identified regularities in number patterns can be expressed in tables. Closed shapes have area and perimeter that can be described, measured, and compared. Data represented in graphs can be used to show many-to-one correspondence. Learning Standards Curricular Competencies Content Students are expected to do the following: Reasoning and analyzing Use reasoning to explore and make connections Estimate reasonably Develop mental math strategies and abilities to make sense of quantities Use technology to explore mathematics Model mathematics in contextualized experiences Understanding and solving Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving Visualize to explore mathematical concepts Develop and use multiple strategies to engage in problem solving 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 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 Students are expected to know the following: number concepts to 1 000 000 decimals to thousandths equivalent fractions whole-number, fraction, and decimal benchmarks addition and subtraction of whole numbers to 1 000 000 multiplication and division to three digits, including division with remainders addition and subtraction of decimals to thousandths addition and subtraction facts to 20 (extending computational fluency) multiplication and division facts to 100 (emerging computational fluency) rules for increasing and decreasing patterns with words, numbers, symbols, and variables one-step equations with variables area measurement of squares and rectangles relationships between area and perimeter duration, using measurement of time classification of prisms and pyramids single transformations Ministry of Education Learning Standards (continued) Curricular Competencies Content
limited to first quadrant transforming, drawing, and describing image Use shapes in First Peoples art to integrate printmaking (e.g., Inuit, Northwest coastal First Nations, frieze work) (http://mathcentral.uregina.ca/RR/database/RR.09.01/mcdonald1/) line graphs: table of values, data set; creating and interpreting a line graph from a given set of data single-outcome probability: single-outcome probability events (e.g., spin a spinner, roll a die, toss a coin) listing all possible outcomes to determine theoretical probability comparing experimental results with theoretical expectation Lahal stick games financial literacy: informed decision making on saving and purchasing How many weeks of allowance will it take to buy a bicycle? Ministry of Education BIG IDEAS Decimals, fractions, and percents are used to represent and describe parts and wholes of numbers. Computational fluency and flexibility with numbers extend to operations with integers and decimals. Linear relations can be represented in many connected ways to identify regularities and make generalizations. The constant ratio between the circumference and diameter of circles can be used to describe, measure, and compare spatial relationships. Data from circle graphs can be used to illustrate proportion and to compare and interpret. Learning Standards Curricular Competencies Content
Students are expected to do the following: Reasoning and analyzing Use logic and patterns to solve puzzles and play games Use reasoning and logic to explore, analyze, and apply mathematical ideas Estimate reasonably Demonstrate and apply mental math strategies Use tools or technology to explore and create patterns and relationships, and test conjectures Model mathematics in contextualized experiences Understanding and solving Apply multiple strategies to solve problems in both abstract and contextualized situations 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 Students are expected to know the following: multiplication and division facts to 100 (extending computational fluency) operations with integers (addition, subtraction, multiplication, division, and order of operations) operations with decimals (addition, subtraction, multiplication, division, and order of operations) relationships between decimals, fractions, ratios, and percents discrete linear relations, using expressions, tables, and graphs two-step equations with whole-number coefficients, constants, and solutions circumference and area of circles volume of rectangular prisms and cylinders Cartesian coordinates and graphing combinations of transformations circle graphs experimental probability with two independent events financial literacy — financial percentage Ministry of Education Learning Standards (continued) Curricular Competencies Content 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 combinations of transformations line graphs single-outcome probability, both theoretical and experimental financial literacy — simple budgeting and consumer math
Learning Standards Curricular Competencies Content Students are expected to do the following: Reasoning and analyzing Use logic and patterns to solve puzzles and play games Use reasoning and logic to explore, analyze, and apply mathematical ideas Estimate reasonably Demonstrate and apply mental math strategies Use tools or technology to explore and create patterns and relationships, and test conjectures Model mathematics in contextualized experiences Understanding and solving Apply multiple strategies to solve problems in both abstract and contextualized situations 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 Students are expected to know the following: perfect squares and cubes square and cube roots percents less than 1 and greater than 100 (decimal and fractional percents) numerical proportional reasoning (rates, ratio, proportions, and percent) operations with fractions (addition, subtraction, multiplication, division, and order of operations) discrete linear relations (extended to larger numbers, limited to integers) expressions- writing and evaluating using substitution two-step equations with integer coefficients, constants, and solutions surface area and volume of regular solids, including triangular and other right prisms and cylinders Pythagorean theorem construction, views, and nets of 3D objects central tendency theoretical probability with two independent events financial literacy — best buys Ministry of Education Learning Standards (continued) Curricular Competencies Content
operations: includes brackets and exponents simplifying (–3/4) ÷ 1/5 + ((–1/3) x (–5/2)) simplifying 1 – 2 x (4/5)2 paddle making exponents: includes variable bases 27 = 2 x 2 x 2 x 2 x 2 x 2 x 2 = 128; n4 = n x n x n x n exponent laws (e.g., 60 = 1; m1 = m; n5 x n3 = n8; y7/y3 = y4; (5n)3 = 53 x n3 = 125n3; (m/n)5 = m5/n5; and (32)4 = 38) limited to whole-number exponents and whole-number exponent outcomes when simplified (–3)2 does not equal –32 3x(x – 4) = 3x2 – 12x polynomials: variables, degree, number of terms, and coefficients, including the constant term (x2 + 2x – 4) + (2x2 – 3x – 4) (5x – 7) – (2x + 3) • 2n(n + 7) (15k2 –10k) ÷ (5k) using algebra tiles two-variable linear relations: two-variable continuous linear relations; includes rational coordinates horizontal and vertical lines graphing relation and analyzing interpolating and extrapolating approximate values spirit canoe journey predictions and daily checks multi-step: includes distribution, variables on both sides of the equation, and collecting like terms includes rational coefficients, constants, and solutions solving and verifying 1 + 2x = 3 – 2/3(x + 6) solving symbolically and pictorially MATHEMATICS Content – Elaborations Grade 9