N4.2 Demonstrate an understanding of addition of whole numbers with answers to 10 000 and their corresponding subtractions (limited to 3 and numerals) by: using personal strategies for adding and subtracting estimating sums and differences solving problems involving addition and subtraction. I can use a few strategies to add OR subtract 3-digit OR 4-digit numbers. I can use a few strategies to add AND subtract 3-digit OR 4-digit numbers. I can use personal strategies to add AND subtract 3 AND 4-digit numbers. I can use personal strategies to add OR subtract numbers with more than 4 digits. I can use a few strategies to estimate OR 4-digit numbers sums OR differences. I can use a few strategies to estimate AND 4-digit numbers sums OR differences. I can use several strategies to estimate 3 and 4-digit sums and differences. I can use strategies to estimate sums and differences with more than 4 digits. I can solve addition OR subtraction problems OR 4-digit numbers. I can solve addition AND subtraction problems OR 4-digit numbers. I can solve addition AND subtraction problems using 3 AND 4-digit numbers. I can create AND solve addition and subtraction problems using numbers with more than 4 digits. Comments given given
N4.4 Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) by: using personal strategies for multiplication, with and without concrete materials using arrays to represent multiplication connecting concrete representations to symbolic representations estimating products solving problems. I can use a teacher-given strategy to multiply a number by a 1-digit number. I can use a few strategies with OR without the use of concrete materials when multiplying 2 or 3-digit numbers by a number. I can apply personal strategies with AND without the use of concrete materials when multiplying 2 or 3-digit numbers by a number. I can apply and explain personal strategies with and without the use of concrete materials when multiplying numbers with at least 3 digits by a 1-digit number. With help, I can sketch an array to represent the multiplication of a 2-digit OR a 3-digit number by a number. I can sketch arrays to represent the multiplication of a 2-digit OR 3-digit number by a number. I can sketch arrays to represent the multiplication of a 2-digit AND 3-digit number by a number. I can create arrays to represent the multiplication of a number with at least 3 digits by a 1-digit number, and explain my reasoning. With help, I can represent multiplication using concrete materials or pictures. I can represent multiplication using concrete materials or pictures. I can represent multiplication using concrete materials or pictures, and record the process with symbols. I can associate a representation of multiplication using concrete materials or pictures AND symbols with a real-life situation. With help, I can use a few teacher-given strategies to estimate the product created from the multiplication a 2-digit OR 3-digit number by a 1-digit number. I can use a few strategies to estimate the product created from the multiplication a 2-digit OR 3-digit number by a number. I can use several personal strategies to estimate the product created from the multiplication a 2-digit OR 3-digit number by a 1-digit number. I can use several personal strategies to estimate the product created from the multiplication a 2-digit AND 3-digit number by a 1-digit number. I can solve multiplication problems (1 by 1 digit). I can solve multiplication problems (2-digit OR by 1 digit). I can solve multiplication problems (2-digit AND by 1 digit). I can create AND solve (2- digit AND 3-digit by 1 digit). Comments 1-
N4.5 Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by: using personal strategies for dividing with and without concrete materials estimating quotients explaining the results of dividing by 1 solving problems involving division of whole numbers relating division to multiplication I can use a personal strategy for dividing a divisor into a 1-digit dividend with AND without the use of concrete materials. I can use a few strategies for dividing a 1-digit divisor into a 2-digit dividend with OR without the use of concrete materials I can apply several personal strategies for dividing a 1- digit divisor into a 2-digit dividend with AND without the use of concrete materials. I can transfer personal strategies for dividing to dividing a 1-digit divisor into a 3-digit dividend with and without the use of concrete materials. I can model a strategy for estimating quotients when dividing a 1-digit divisor into a 1-digit dividend. I can model a strategy for estimating quotients when dividing a 1-digit divisor into a 2-digit dividend. I can apply several strategies for estimating quotients when dividing a 1-digit divisor into a 2-digit dividend. I can transfer strategies for estimating quotients to dividing a 1-digit divisor into a 3-digit dividend. With help, I can divide a number by 1. I can divide a number by 1. I can explain the quotient when a number is divided by 1. I can apply the property for division by 1 to real-life situations. With help, I can solve problems using the division of whole numbers where the quotient is a digit AND 1-digit number. I can solve problems using the division of whole numbers with a 1-digit divisor AND a 1-digit dividend. I can solve problems using the division of whole numbers with a 1-digit divisor and a 2-digit dividend. I can create AND solve problems using the division of whole numbers with a divisor and a 2-digit dividend. With help, I can represent the relationship between division and multiplication. I can represent the relationship between division and multiplication. I can explain the relationship between division and multiplication using concrete materials OR examples. I can explain the relationship between division and multiplication using concrete materials AND examples. Comments
N4.6 Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to: name and record fractions for the parts of a whole or a set compare and order fractions model and explain that for different wholes, two identical fractions may not represent the same quantity provide examples of where fractions are used With help, I can name the fractions for the included parts of a whole OR a set. I can name the fractions for the included parts of a whole OR a set. I can name AND record the fractions for the included and NOT-included parts of a whole OR a set. I can name AND record the fractions for the included and NOT-included parts of a whole AND a set. With help, I can order a set of fractions with the same denominator, using benchmarks. I can order a set of fractions with the same denominator, using benchmarks. I can order a set of fractions with the same denominator, using given benchmarks, and explain the ordering. I can order a set of fractions that have the same denominator, using my own benchmarks, and explain the ordering. I can represent the quantity of a fraction. I can give a few examples of when two identical fractions may not represent the same quantity. I can give several examples of when two identical fractions may not represent the same quantity, and explain my reasoning. I can describe and compare the quantities represented by fractions to the quantities represented by whole numbers, and explain my reasoning. I can identify a few examples of the use of fractions in everyday life.. I can describe a few examples of the use of fractions in everyday life.. I can describe many examples of the use of fractions in everyday life. I can provide examples of fractions that represent part of a set, part of a whole, AND part of a length, from everyday life. Comments
N4.7 Demonstrate an understanding of decimal numbers in tenths and hundredths (pictorially, orally, in writing, and symbolically) by: describing representing relating to fractions I can represent a decimal number in tenths pictorially AND concretely. I can represent a decimal number in tenths and hundredths pictorially OR concretely. I can represent a decimal number in tenths and hundredths pictorially AND concretely. I can represent a decimal number in tenths and hundredths pictorially AND concretely, and explain the representation. I can express orally, in writing, OR in symbolic form a decimal number in tenths in the form of a fraction. I can express orally, in writing, OR in symbolic form a decimal number in tenths and hundredths in the form of a fraction. I can express orally, in writing, AND in symbolic form a decimal number in tenths and hundredths in the form of a fraction. I can express orally, in writing, AND in symbolic form a decimal number in tenths and hundredths in the form of a fraction, and explain my answer. I can express orally, in writing, OR in symbolic form a fraction with a denominator of 10 a decimal. I can express orally, in writing, OR in symbolic form a fraction with a denominator of 10 AND 100 as a decimal. I can express orally, in writing, AND in symbolic form a fraction with a denominator of 10 AND 100 as a decimal. I can express orally, in writing, AND in symbolic form a fraction with a denominator of 10 AND 100 as a decimal, and explain my answer. Comments
N4.8 Demonstrate an understanding of addition and subtraction of decimals limited to hundredths (concretely, pictorially, and symbolically) by: using compatible numbers estimating sums and differences using mental math strategies solving problems With help, I can estimate the sum OR difference of decimals to hundredths using compatible numbers. I can estimate the sum OR difference of decimals to hundredths using compatible numbers. I can estimate the sum AND difference of decimals to hundredths using compatible numbers. I can estimate the sum AND difference of decimals to hundredths using compatible numbers, and explain my process. With help, I can use a few mental math strategies to estimate the sums OR differences of decimals to hundredths. I can use a few mental math strategies to estimate the sums OR differences of decimals to hundredths. I can use several mental math strategies to estimate the sums AND differences of decimals to hundredths. I can choose my own mental math strategies to estimate the sums AND differences of decimals to hundredths, and explain my choice. With help, I can represent a sum AND difference of two decimals to hundredths concretely OR pictorially. I can represent a sum OR difference of two decimals to hundredths concretely OR pictorially, AND record the solution symbolically. I can represent a sum AND difference of two decimals to hundredths concretely OR pictorially, AND record the solution symbolically. I can represent a sum AND difference of two decimals to hundredths concretely AND pictorially, AND record the solution symbolically. With help, I can solve problems involving the addition OR subtraction of decimals, to hundredths, including money problems. I can solve problems involving the addition OR subtraction of decimals, to hundredths, including money problems. I can solve problems involving the addition AND subtraction of decimals, to hundredths, including money problems. I can create AND solve problems involving the addition AND subtraction of decimals, to hundredths, including money problems. Comments