Develop & use multiple strategies (visual, oral, role-play, experimental, written, symbolic) to engage in problem solving Engage in problem-solving experiences that are connected (in daily activities, local and traditional practices, the environment, popular media and news events, integration; Patterns are important in First Peoples technology, architecture, and artwork.; Have students pose and solve problems or ask questions connected to place, stories, and cultural practices.) to place, story, and cultural practices relevant to the local First Peoples communities, the local community and other cultures Communicating and representing Communicate (concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, and apply mathematical ideas; using technology such as screencasting apps, digital photos) math thinking in many ways Use mathematical vocabulary and language to contribute to mathematical discussions How do tables and charts help us understand number patterns? How do tables help us see the relationship between a variable within number patterns? How do rules for increasing and decreasing patterns help us solve equations? benchmarks (e.g., zero, half, whole); equal partitioning) Addition and subtraction of whole numbers to 1 000 000 (using flexible computation strategies involving taking apart (e.g., decomposing using friendly numbers and compensating) and combining numbers in a variety of ways; estimating sums and differences to 10 000; using addition and subtraction in real-life contexts and problem-based situations; whole-class number talks) Multiplication and division (understanding the relationships between multiplication and division, multiplication and addition, division and subtraction; using flexible computation strategies (e.g., decomposing, distributive principle, commutative principle, repeated addition, repeated subtraction); using addition and subtraction in real-life contexts and problem-based situations; whole-class number talks) to three digits including division with remainders Addition and subtraction of decimals to thousandths (estimating decimal sums and differences; using visual models such as base 10 blocks, place value mats, grid paper, and number lines; using addition and subtraction in real-life contexts and problem-based situations; whole-class number talks) Addition and subtraction facts to 20 (Teachers can provide opportunities for
BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Data represented in graphs can be used to show many-to-one correspondence. Questions to support inquiry with students: How do graphs help us understand data? In what different ways can we represent many-to-one correspondence in a graph? Why would you choose correspondence rather than one-to-one correspondence in a graph? One-to-one correspondence and correspondence (one symbol represents a group or value (e.g., on a bar graph, one square may represent five cookies)) using double bar graphs Probability experiments (predicting outcomes of independent events (e.g., when you spin using one spinner and it lands on a single colour); predicting single outcomes (e.g., when you spin using one spinner and it lands on a single colour) using spinners, rolling dice, pulling objects out of a bag; representing single outcome probabilities using fractions) focusing on independence Evidence of Experience (Show)