Saskatchewan Foundational and Learning Objective

N3.1.1: representing (including place value)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

N3.1.2: describing

Modeling Whole Numbers and Decimals (Base-10 Blocks)

N3.1.4: comparing two numbers

Modeling Whole Numbers and Decimals (Base-10 Blocks)

N3.1.5: ordering three or more numbers.

Modeling Whole Numbers and Decimals (Base-10 Blocks)

N3.1.j: Sort a set of numbers into ascending or descending order and justify the result (e.g., using hundred charts, a number line, or by explaining the place value of the digits in the numbers).

Fraction Garden (Comparing Fractions)

N3.1.m: Analyze a sequence of numbers and justify the conclusion of whether or not the sequence is ordered.

Pattern Finder

Pattern Flip (Patterns)

N3.1.o: Record, in more than one way, the quantity represented by proportional (e.g., base ten blocks) or non-proportional (e.g., coins) concrete materials.

Equivalent Fractions (Fraction Tiles)

Fraction Garden (Comparing Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Fractions (Area Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

N3.1.q: Provide examples of how different representations of quantities, including place value, can be used to determine sums and differences of whole numbers.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

N3.2.1: representing strategies for adding and subtracting concretely, pictorially, and symbolically

Chocomatic (Multiplication, Arrays, and Area)

Fractions Greater than One (Fraction Tiles)

N3.2.2: solving situational questions involving addition and subtraction

Adding Fractions (Fraction Tiles)

Adding Whole Numbers and Decimals (Base-10 Blocks)

Cargo Captain (Multi-digit Subtraction)

Equivalent Fractions (Fraction Tiles)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Number Line Frog Hop (Addition and Subtraction)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

N3.2.3: estimating using personal strategies for adding and subtracting.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

N3.2.b: Observe and generalize personal strategies from different types of representations for adding 2-digit quantities (given concrete materials, pictures, and symbolic decompositions) such as:

N3.2.b.1: Adding from left to right (e.g., for 23 + 46 think 20 + 40 and 3 + 6)

Adding Whole Numbers and Decimals (Base-10 Blocks)

N3.2.c: Observe and generalize personal strategies for subtracting 2-digit quantities (given concrete materials, pictures, and symbolic decompositions) such as:

N3.2.c.1: Taking the subtrahends to the nearest multiple or 10 (e.g., for 48 - 19, think 48 ? 20 + 1)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

N3.2.d: Apply and explain personal mental mathematics strategies to determine the sums and differences of two-digit quantities.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Number Line Frog Hop (Addition and Subtraction)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

N3.2.e: Create a situational question that involves either addition or subtraction and that has a given quantity as the solution.

Cargo Captain (Multi-digit Subtraction)

Number Line Frog Hop (Addition and Subtraction)

N3.2.i: Extend personal mental mathematics strategies to determine sums and differences (of quantities less than 1000) and explain the reasoning used.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

N3.2.l: Provide examples to show why knowing about place value is useful when adding and subtracting quantities.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Cargo Captain (Multi-digit Subtraction)

Fractions Greater than One (Fraction Tiles)

Number Line Frog Hop (Addition and Subtraction)

Rounding Whole Numbers (Number Line)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Target Sum Card Game (Multi-digit Addition)

N3.3.1: representing and explaining using repeated addition or subtraction, equal grouping, and arrays

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

Multiplying Decimals (Area Model)

No Alien Left Behind (Division with Remainders)

N3.3.2: creating and solving situational questions

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

N3.3.3: modelling processes using concrete, physical, and visual representations, and recording the process symbolically

Critter Count (Modeling Multiplication)

N3.3.c: Explain and represent concretely, pictorially, orally, or physically, as well as symbolically, the relationship between repeated addition and multiplication and the relationship between repeated subtraction and division.

Chocomatic (Multiplication, Arrays, and Area)

No Alien Left Behind (Division with Remainders)

N3.3.d: Represent and solve an orally presented multiplication or division statement, concretely, physically, or pictorially, using equal groupings, an array, repeated addition, or repeated subtraction (e.g., 3 x 4 shown using equal groupings of snowballs).

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

Multiplying Decimals (Area Model)

No Alien Left Behind (Division with Remainders)

N3.3.e: Apply and explain personal strategies for determining products and quotients.

Multiplying Decimals (Area Model)

N3.3.g: Represent and solve an orally presented situational question that involves division.

No Alien Left Behind (Division with Remainders)

Pattern Flip (Patterns)

N3.3.h: Relate multiplication and division orally and by using concrete, physical, or pictorial models, including repeated addition/subtraction and arrays/dimensions.

Factor Trees (Factoring Numbers)

No Alien Left Behind (Division with Remainders)

N3.3.j: Create and solve a situational question that relates to a given symbolic multiplication or division statement.

Critter Count (Modeling Multiplication)

No Alien Left Behind (Division with Remainders)

N3.4.1: representing

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

N3.4.2: observing and describing situations

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

N3.4.3: comparing

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

N3.4.4: relating to quantity.

Fraction Artist 1 (Area Models of Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

N3.4.a: Identify and observe situations relevant to self, family, or community in which fractional quantities would be measured or used and explain what the fraction quantifies.

Fraction Artist 1 (Area Models of Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

N3.4.c: Explain the relationship of a representation of a fraction to both a quantity of zero and a quantity of one (the whole or entire group, region, or length).

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

N3.4.d: Divide a whole, group, region, or length into equal parts (concretely, physically, or pictorially), demonstrate that the parts are equal in quantity, and name the quantity represented by each part.

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

N3.4.e: Analyze a set of diagrams or concrete representations to sort the representations into those that represent the same fraction and those that do not, and explain the sorting.

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Factor Trees (Factoring Numbers)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

N3.4.f: Analyze representations of a set of fractions of a whole, group, region, or length that all have the same numerator (e.g., 2/3, 2/4, 2/5) and explain what about the fractional quantities is similar and what is different.

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

N3.4.g: Analyze representations of a set of fractions of a whole, group, region, or length that all have the same denominator (e.g., 0/5, 1/5, 2/5, 3/5, 4/5, 5/5) and explain what about the fractional quantities is similar and what is different.

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

N3.4.h: Explain the role of the numerator and denominator in a fraction.

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

N3.4.i: Demonstrate how a fraction can represent a different amount if a different size of whole, group, region, or length is used.

Fraction Artist 1 (Area Models of Fractions)

Fraction, Decimal, Percent (Area and Grid Models)

N3.4.j: Compare, concretely, pictorially, physically, or orally, and order a set of fractions with either equivalent denominators or equivalent numerators.

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

N3.4.k: Represent a fraction as part of a whole, group, region, or length and explain the representation.

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

N3.4.l: Explain how a region can be divided into unequal parts, but the parts still represent a fraction of the region (e.g., Canada divided into provinces and territories which are not equal in area).

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

P3.1.g: Describe strategies used to solve situational questions involving increasing or decreasing patterns, including determining missing elements within the pattern.

SS3.1.1: relating common activities to standard and non-standard units

SS3.1.3: solving situational questions.

SS3.2.3: estimating mass using referents

Cannonball Clowns (Number Line Estimation)

SS3.3.1: selecting and justifying referents

Cannonball Clowns (Number Line Estimation)

SS3.3.3: estimating length and perimeter using referents

Cannonball Clowns (Number Line Estimation)

SS3.3.4: measuring and recording length, width, height, and perimeter.

Cannonball Clowns (Number Line Estimation)

Fido's Flower Bed (Perimeter and Area)

Measuring Trees

SS3.3.a: Observe and describe situations relevant to self, family, and community that involve measuring lengths, including perimeter, in cm or m.

SS3.3.b: Measure and compare different lengths on 3-D objects to select personally relevant referents for 1 cm, 10 cm, and 1 m.

Cannonball Clowns (Number Line Estimation)

SS3.3.d: Pose and solve situational questions that involve the estimating or measuring of length (including perimeter) using cm or m.

Cannonball Clowns (Number Line Estimation)

Measuring Trees

SS3.3.e: Identify and determine the length of the dimensions of a personally relevant 2-D shape or 3-D object.

SS3.3.f: Explain why sometimes different names are used for different length measurements (e.g., height, width, or depth).

Cannonball Clowns (Number Line Estimation)

Measuring Trees

SS3.3.o: Critique the statement ?perimeter is a linear measurement?.

Fido's Flower Bed (Perimeter and Area)

SP3.1.1: collecting, organizing, and representing

Mascot Election (Pictographs and Bar Graphs)

Prairie Ecosystem

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

SP3.1.d: Analyze a set of bar graphs to determine the common attributes of bar graphs.

SP3.1.e: Answer questions related to the data presented in a bar graph or line plots.

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

SP3.1.f: Collect and represent data using bar graphs or line plots.

Mascot Election (Pictographs and Bar Graphs)

Prairie Ecosystem

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

SP3.1.g: Pose and solve situational questions related to self, family, or community by collecting and organizing data, representing the data using a bar graph or line plot, and interpreting the data display.

Graphing Skills

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

SP3.1.h: Analyze interpretations of bar graphs or line plots and explain whether or not the interpretation is valid based on the data display.

Graphing Skills

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

Correlation last revised: 9/24/2019

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.