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.
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.
1.5N8.2: Describe the value of each digit in a given decimal.
1.5N8.3: Represent a given decimal, using concrete materials, pictorial representation, or a grid.
1.5N8.4: Express a given tenth as an equivalent hundredth and thousandth.
1.5N8.5: Express a given hundredth as an equivalent thousandth.
1.5N10: Compare and order decimals (to thousandths) by using:
1.5N10.b: place value
1.5N10.c: equivalent decimals.
1.5N10.1: Order a given set of decimals including only tenths, using place value.
1.5N10.2: Order a given set of decimals including only hundredths, using place value.
1.5N10.3: Order a given set of decimals including only thousandths, using place value.
1.5N10.5: Order a given set of decimals including tenths, hundredths and thousandths, using equivalent decimals.
1.5N10.6: Explain what is the same and what is different about 0.2, 0.20 and 0.200.
2.5N2: Use estimation strategies, including:
2.5N2.1: Round decimals to the nearest whole number, nearest tenth or nearest hundredth.
2.5N2.6: Select and use an estimation strategy for a given problem.
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.
2.5N11.3: Explain why keeping track of place value positions is important when adding and subtracting decimals.
2.5N11.4: Solve a given problem that involves addition and subtraction of decimals, limited to thousandths.
2.5N11.5: Create and solve problems that involve addition and subtractions of decimals, limited to thousandths.
2.5N11.6: Correct errors of decimal point placements in sums and differences without using pencil and paper.
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.
3.5SS1.4: Illustrate that for any given perimeter, the rectangle with the smallest possible width will result in the least area.
3.5SS2: Demonstrate an understanding of measuring length (mm and km) by:
3.5SS2.a: selecting and justifying referents for the unit mm
3.5SS2.b: modelling and describing the relationship between mm and cm units, and between mm and m units
3.5SS2.c: selecting and justifying referents for the unit km
3.5SS2.d: modelling and describing the relationship between m and km units.
3.5SS2.4: Provide a referent for one kilometre, and explain the choice.
3.5SS2.5: Know that 1 000 metres is equivalent to 1 kilometre.
3.5SS2.8: Provide a referent for 1 millimetre and explain the choice.
3.5SS2.9: Provide a referent for 1 centimetre and explain the choice.
3.5SS2.10: Provide a referent for 1 metre and explain the choice.
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.
3.5SS4: Demonstrate an understanding of capacity by:
3.5SS4.7: Estimate the capacity of a given container using personal referents.
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.
4.5SP1.4: Formulate a question that can best be answered using second-hand data, and explain why.
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.
4.5SP2.2: Draw conclusions from a given double bar graph to answer questions.
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.
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.
4.5SP2.5: Solve a given problem by constructing and interpreting a double bar graph.
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.
6.5N2.6: Select and use an estimation strategy for a given problem.
6.5N3: Apply mental mathematics strategies and number properties, such as:
6.5N3.a: skip counting from a known fact
6.5N3.3: Demonstrate recall of multiplication facts to 9 x 9 and related division facts.
6.5N3.4: Demonstrate recall of multiplication and related division facts to 9 x 9.
6.5N4: Apply mental mathematics strategies for multiplication, such as:
6.5N4.a: annexing (adding) zero
6.5N4.c: using the distributive property.
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.
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.
6.5N5.7: Create and solve a multiplication problem, and record the process.
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.
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.
7.5PR1.4: Represent a given pattern visually to verify predictions.
8.5N7: Demonstrate an understanding of fractions by using concrete, pictorial and symbolic representations to:
8.5N7.a: create sets of equivalent fractions
8.5N7.b: compare fractions with like and unlike denominators.
8.5N7.1: Create a set of equivalent fractions and explain, using concrete materials, why there are many equivalent fractions for any given fraction.
8.5N7.2: Model and explain that equivalent fractions represent the same quantity.
8.5N7.3: Determine if two given fractions are equivalent using concrete materials or pictorial representations.
8.5N7.4: Identify equivalent fractions for a given fraction.
8.5N7.6: Compare two given fractions with unlike denominators by creating equivalent 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.
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.
8.5N9.2: Express orally and in written form, a given fraction with a denominator of 10, 100 or 1 000 as a decimal.
8.5N9.3: Express a given pictorial or concrete representation as a fraction or a decimal.
9.5N3: Apply mental math strategies and number properties by:
9.5N3.a: skip counting from a known fact
9.5N3.3: Demonstrate recall of multiplication facts to 9 × 9 and related division facts.
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.
9.5N6.3: Explain that the interpretation of a remainder depends on the context:
9.5N6.3.a: ignore the remainder
9.5N6.3.b: round up the quotient
9.5N6.3.c: express remainders as a fraction or decimal
9.5N6.6: Create and solve a division problem, and record the process.
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.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:
11.5SP3.2: Classify the likelihood of a single outcome occurring in a probability experiment as impossible, possible or certain.
11.5SP3.3: Design and conduct a probability experiment in which the likelihood of a single outcome occurring is impossible, possible or certain.
11.5SP4: Compare the likelihood of two possible outcomes occurring, using words such as:
11.5SP4.a: less likely
11.5SP4.b: equally likely
11.5SP4.c: more likely.
11.5SP4.1: Identify outcomes from a given probability experiment that are less likely, equally likely or more likely to occur than other outcomes.
Correlation last revised: 9/24/2019