NL--Newfoundland and Labrador Curriculum

1.5N1: Represent and describe whole numbers to 1 000 000.

1.5N1.4: Describe the meaning of each digit in a given numeral.

Cannonball Clowns (Number Line Estimation)

Rounding Whole Numbers (Number Line)

Target Sum Card Game (Multi-digit Addition)

1.5N8: Describe and represent decimals (tenths, hundredths, thousandths) concretely, pictorially and symbolically.

1.5N8.1: Express orally and in written form the decimal for a given symbolic, concrete or pictorial representation of a part of a set, part of a region, or part of a unit of measure.

Fraction, Decimal, Percent (Area and Grid Models)

1.5N8.2: Describe the value of each digit in a given decimal.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Comparing and Ordering Decimals

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Treasure Hunter (Decimals on the Number Line)

1.5N8.3: Represent a given decimal, using concrete materials, pictorial representation, or a grid.

Comparing and Ordering Decimals

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Multiplying Decimals (Area Model)

Treasure Hunter (Decimals on the Number Line)

1.5N8.4: Express a given tenth as an equivalent hundredth and thousandth.

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

1.5N8.5: Express a given hundredth as an equivalent thousandth.

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

1.5N10: Compare and order decimals (to thousandths) by using:

1.5N10.b: place value

Adding Whole Numbers and Decimals (Base-10 Blocks)

Comparing and Ordering Decimals

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Treasure Hunter (Decimals on the Number Line)

1.5N10.c: equivalent decimals.

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

1.5N10.1: Order a given set of decimals including only tenths, using place value.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Comparing and Ordering Decimals

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Treasure Hunter (Decimals on the Number Line)

1.5N10.2: Order a given set of decimals including only hundredths, using place value.

Comparing and Ordering Decimals

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Treasure Hunter (Decimals on the Number Line)

1.5N10.3: Order a given set of decimals including only thousandths, using place value.

Comparing and Ordering Decimals

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Treasure Hunter (Decimals on the Number Line)

1.5N10.5: Order a given set of decimals including tenths, hundredths and thousandths, using equivalent decimals.

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

1.5N10.6: Explain what is the same and what is different about 0.2, 0.20 and 0.200.

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

2.5N2: Use estimation strategies, including:

2.5N2.1: Round decimals to the nearest whole number, nearest tenth or nearest hundredth.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

2.5N2.6: Select and use an estimation strategy for a given problem.

Cannonball Clowns (Number Line Estimation)

Multiplying Decimals (Area Model)

2.5N11: Demonstrate an understanding of addition and subtraction of decimals (limited to thousandths).

2.5N11.2: Place the decimal point in a sum or difference, using estimation.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

2.5N11.3: Explain why keeping track of place value positions is important when adding and subtracting decimals.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

2.5N11.4: Solve a given problem that involves addition and subtraction of decimals, limited to thousandths.

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

2.5N11.5: Create and solve problems that involve addition and subtractions of decimals, limited to thousandths.

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

2.5N11.6: Correct errors of decimal point placements in sums and differences without using pencil and paper.

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

3.5SS1: Design and construct different rectangles given either perimeter or area, or both (whole numbers), and draw conclusions.

3.5SS1.3: Illustrate that for any given perimeter, the square or shape closest to a square will result in the greatest area.

Fido's Flower Bed (Perimeter and Area)

3.5SS1.4: Illustrate that for any given perimeter, the rectangle with the smallest possible width will result in the least area.

Fido's Flower Bed (Perimeter and Area)

3.5SS2: Demonstrate an understanding of measuring length (mm and km) by:

3.5SS2.a: selecting and justifying referents for the unit mm

Cannonball Clowns (Number Line Estimation)

3.5SS2.b: modelling and describing the relationship between mm and cm units, and between mm and m units

Cannonball Clowns (Number Line Estimation)

3.5SS2.c: selecting and justifying referents for the unit km

Cannonball Clowns (Number Line Estimation)

3.5SS2.d: modelling and describing the relationship between m and km units.

Cannonball Clowns (Number Line Estimation)

3.5SS2.4: Provide a referent for one kilometre, and explain the choice.

Cannonball Clowns (Number Line Estimation)

3.5SS2.5: Know that 1 000 metres is equivalent to 1 kilometre.

Cannonball Clowns (Number Line Estimation)

3.5SS2.8: Provide a referent for 1 millimetre and explain the choice.

Cannonball Clowns (Number Line Estimation)

3.5SS2.9: Provide a referent for 1 centimetre and explain the choice.

Cannonball Clowns (Number Line Estimation)

3.5SS2.10: Provide a referent for 1 metre and explain the choice.

Cannonball Clowns (Number Line Estimation)

3.5SS3: Demonstrate an understanding of volume by:

3.5SS3.1: Identify the cube as the most efficient unit for measuring volume and explain why.

3.5SS3.8: Estimate the volume of a given 3-D object using personal referents.

Cannonball Clowns (Number Line Estimation)

3.5SS4: Demonstrate an understanding of capacity by:

3.5SS4.7: Estimate the capacity of a given container using personal referents.

Cannonball Clowns (Number Line Estimation)

4.5SP1: Differentiate between first-hand and second-hand data.

4.5SP1.2: Formulate a question that can best be answered using first-hand data, and explain why.

Movie Reviewer (Mean and Median)

Reaction Time 2 (Graphs and Statistics)

4.5SP1.4: Formulate a question that can best be answered using second-hand data, and explain why.

Movie Reviewer (Mean and Median)

Reaction Time 2 (Graphs and Statistics)

4.5SP2: Construct and interpret double bar graphs to draw conclusions.

4.5SP2.1: Determine the attributes (title, axes, intervals and legend) of double bar graphs by comparing a given set of double bar graphs.

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

4.5SP2.2: Draw conclusions from a given double bar graph to answer questions.

Graphing Skills

Reaction Time 1 (Graphs and Statistics)

4.5SP2.3: Provide examples of double bar graphs used in a variety of print and electronic media, such as newspapers, magazines and the Internet.

Reaction Time 1 (Graphs and Statistics)

4.5SP2.4: Represent a given set of data by creating a double bar graph, labelling the title and axes, and creating a legend without the use of technology.

Graphing Skills

Mascot Election (Pictographs and Bar Graphs)

Prairie Ecosystem

Reaction Time 1 (Graphs and Statistics)

4.5SP2.5: Solve a given problem by constructing and interpreting a double bar graph.

Graphing Skills

Reaction Time 1 (Graphs and Statistics)

5.5SS7: Perform a single transformation (translation, rotation or reflection) of a 2-D shape, and draw and describe the image.

5.5SS7.1: Translate a given 2-D shape horizontally, vertically or diagonally, and describe the position and orientation of the image.

5.5SS8: Identify and describe a single transformation, including a translation, rotation and reflection of 2-D shapes.

5.5SS8.4: Provide an example of a translation, a rotation and a reflection.

5.5SS8.5: Identify and describe a given single transformation as a translation, rotation or reflection.

6.5N2: Use estimation strategies, including:

6.5N2.2: Determine the approximate solution to a given problem not requiring an exact answer.

Multiplying Decimals (Area Model)

6.5N2.6: Select and use an estimation strategy for a given problem.

Critter Count (Modeling Multiplication)

Multiplying Decimals (Area Model)

6.5N3: Apply mental mathematics strategies and number properties, such as:

6.5N3.a: skip counting from a known fact

Chocomatic (Multiplication, Arrays, and Area)

6.5N3.3: Demonstrate recall of multiplication facts to 9 x 9 and related division facts.

Critter Count (Modeling Multiplication)

6.5N3.4: Demonstrate recall of multiplication and related division facts to 9 x 9.

Critter Count (Modeling Multiplication)

6.5N4: Apply mental mathematics strategies for multiplication, such as:

6.5N4.a: annexing (adding) zero

Multiplying Decimals (Area Model)

6.5N4.c: using the distributive property.

Chocomatic (Multiplication, Arrays, and Area)

6.5N5: Demonstrate, with and without concrete materials, an understanding of multiplication (two-digit by two-digit) to solve problems.

6.5N5.1: Model the steps for multiplying two-digit factors, using an array and base ten blocks, and record the process symbolically.

Chocomatic (Multiplication, Arrays, and Area)

6.5N5.2: Describe a solution procedure for determining the product of two given two-digit factors, using a pictorial representation such as an area model.

Chocomatic (Multiplication, Arrays, and Area)

6.5N5.7: Create and solve a multiplication problem, and record the process.

Critter Count (Modeling Multiplication)

Factor Trees (Factoring Numbers)

Multiplying Decimals (Area Model)

7.5PR1: Determine the pattern rule to make predictions about subsequent elements.

7.5PR1.1: Extend a given pattern with and without concrete materials, and explain how each element differs from the preceding one.

Pattern Finder

Pattern Flip (Patterns)

7.5PR1.2: Describe, orally or in writing, a given pattern, using mathematical language, such as one more, one less, five more.

7.5PR1.3: Predict subsequent elements in a given pattern.

Pattern Finder

Pattern Flip (Patterns)

7.5PR1.4: Represent a given pattern visually to verify predictions.

Pattern Finder

Pattern Flip (Patterns)

8.5N7: Demonstrate an understanding of fractions by using concrete, pictorial and symbolic representations to:

8.5N7.a: create sets of equivalent fractions

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)

8.5N7.b: compare fractions with like and unlike denominators.

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)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

8.5N7.1: Create a set of equivalent fractions and explain, using concrete materials, why there are many equivalent fractions for any given fraction.

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)

8.5N7.2: Model and explain that equivalent fractions represent the same quantity.

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

8.5N7.3: Determine if two given fractions are equivalent using concrete materials or pictorial representations.

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)

8.5N7.4: Identify equivalent fractions for a given fraction.

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)

8.5N7.6: Compare two given fractions with unlike denominators by creating equivalent fractions.

Equivalent Fractions (Fraction Tiles)

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)

8.5N7.7: Position a given set of fractions with like and unlike denominators on a number line (horizontal or vertical), and explain strategies used to determine their order.

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

8.5N9: Relate decimals to fractions (to thousandths)

8.5N9.1: Express orally and in written form, a given decimal as a fraction with a denominator of 10, 100 or 1 000.

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

8.5N9.2: Express orally and in written form, a given fraction with a denominator of 10, 100 or 1 000 as a decimal.

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

8.5N9.3: Express a given pictorial or concrete representation as a fraction or a decimal.

Adding Fractions (Fraction Tiles)

Comparing and Ordering Decimals

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Decimals (Area and Grid Models)

Modeling Fractions (Area Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Toy Factory (Set Models of Fractions)

Treasure Hunter (Decimals on the Number Line)

9.5N3: Apply mental math strategies and number properties by:

9.5N3.a: skip counting from a known fact

Chocomatic (Multiplication, Arrays, and Area)

9.5N3.3: Demonstrate recall of multiplication facts to 9 × 9 and related division facts.

Critter Count (Modeling Multiplication)

9.5N6: Demonstrate, with and without concrete materials, an understanding of division (three-digit by one-digit) and interpret remainders to solve problems.

9.5N6.1: Students investigate a variety of strategies and become proficient in at least one appropriate and efficient division strategy that they understand.

No Alien Left Behind (Division with Remainders)

9.5N6.3: Explain that the interpretation of a remainder depends on the context:

9.5N6.3.a: ignore the remainder

No Alien Left Behind (Division with Remainders)

Pattern Flip (Patterns)

9.5N6.3.b: round up the quotient

No Alien Left Behind (Division with Remainders)

Pattern Flip (Patterns)

9.5N6.3.c: express remainders as a fraction or decimal

No Alien Left Behind (Division with Remainders)

Pattern Flip (Patterns)

9.5N6.6: Create and solve a division problem, and record the process.

Critter Count (Modeling Multiplication)

Factor Trees (Factoring Numbers)

Multiplying Decimals (Area Model)

10.5SS5: Describe and provide examples of edges and faces of 3-D objects, and sides of 2-D shapes that are:

10.5SS5.1: Identify parallel, intersecting, perpendicular, vertical and horizontal sides on 2-D shapes.

10.5SS5.3: Describe the sides of a given 2-D shape, using terms such as parallel, intersecting, perpendicular, vertical or horizontal.

10.5SS6: Identify and sort quadrilaterals, including:

10.5SS6.a: rectangles

10.5SS6.b: squares

10.5SS6.c: trapezoids

10.5SS6.d: parallelograms

10.5SS6.e: rhombi (or rhombuses) according to their attributes.

10.5SS6.1: Identify and describe the characteristics of a pre-sorted set of quadrilaterals.

10.5SS6.3: Sort a given set of quadrilaterals according to whether or not opposite sides are parallel.

11.5SP3: Describe the likelihood of a single outcome occurring, using words such as:

11.5SP3.a: impossible

Spin the Big Wheel! (Probability)

11.5SP3.b: possible

Spin the Big Wheel! (Probability)

11.5SP3.c: certain

Spin the Big Wheel! (Probability)

11.5SP3.2: Classify the likelihood of a single outcome occurring in a probability experiment as impossible, possible or certain.

Spin the Big Wheel! (Probability)

11.5SP3.3: Design and conduct a probability experiment in which the likelihood of a single outcome occurring is impossible, possible or certain.

Spin the Big Wheel! (Probability)

11.5SP4: Compare the likelihood of two possible outcomes occurring, using words such as:

11.5SP4.a: less likely

Spin the Big Wheel! (Probability)

11.5SP4.b: equally likely

Spin the Big Wheel! (Probability)

11.5SP4.c: more likely.

Spin the Big Wheel! (Probability)

11.5SP4.1: Identify outcomes from a given probability experiment that are less likely, equally likely or more likely to occur than other outcomes.

Spin the Big Wheel! (Probability)

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.