### 2: Number Sense and Numeration

#### 2.1: Overall Expectations

2.1.1: read, represent, compare, and order whole numbers to 1000, and use concrete materials to represent fractions and money amounts to \$10;

2.1.3: solve problems involving the addition and subtraction of single- and multi-digit whole numbers, using a variety of strategies, and demonstrate an understanding of multiplication and division.

#### 2.2: Quantity Relationships

2.2.1: represent, compare, and order whole numbers to 1000, using a variety of tools (e.g., base ten materials or drawings of them, number lines with increments of 100 or other appropriate amounts);

2.2.3: identify and represent the value of a digit in a number according to its position in the number (e.g., use base ten materials to show that the 3 in 324 represents 3 hundreds);

2.2.4: compose and decompose three-digit numbers into hundreds, tens, and ones in a variety of ways, using concrete materials (e.g., use base ten materials to decompose 327 into 3 hundreds, 2 tens, and 7 ones, or into 2 hundreds, 12 tens, and 7 ones);

2.2.5: round two-digit numbers to the nearest ten, in problems arising from real-life situations;

2.2.6: represent and explain, using concrete materials, the relationship among the numbers 1, 10, 100, and 1000, (e.g., use base ten materials to represent the relationship between a decade and a century, or a century and a millennium);

2.2.7: divide whole objects and sets of objects into equal parts, and identify the parts using fractional names (e.g., one half; three thirds; two fourths or two quarters), without using numbers in standard fractional notation;

#### 2.4: Operational Sense

2.4.1: solve problems involving the addition and subtraction of two-digit numbers, using a variety of mental strategies (e.g., to add 37 + 26, add the tens, add the ones, then combine the tens and ones, like this: 30 + 20 = 50, 7 + 6 = 13, 50 + 13 = 63);

2.4.5: relate multiplication of one-digit numbers and division by one-digit divisors to reallife situations, using a variety of tools and strategies (e.g., place objects in equal groups, use arrays,write repeated addition or subtraction sentences) (Sample problem: Give a real-life example of when you might need to know that 3 groups of 2 is 3 x 2.);

2.4.6: multiply to 7 x 7 and divide to 49 Ö 7, using a variety of mental strategies (e.g., doubles, doubles plus another set, skip counting).

### 3: Measurement

#### 3.1: Overall Expectations

3.1.1: estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using standard units;

#### 3.2: Attributes, Units, and Measurement Sense

3.2.1: estimate, measure, and record length, height, and distance, using standard units (i.e., centimetre, metre, kilometre) (Sample problem: While walking with your class, stop when you think you have travelled one kilometre.);

3.2.2: draw items using a ruler, given specific lengths in centimetres (Sample problem: Draw a pencil that is 5 cm long);

3.2.6: estimate, measure, and record the perimeter of two-dimensional shapes, through investigation using standard units (Sample problem: Estimate, measure, and record the perimeter of your notebook.);

3.2.7: estimate, measure (i.e., using centimetre grid paper, arrays), and record area (e.g., if a row of 10 connecting cubes is approximately the width of a book, skip counting down the cover of the book with the row of cubes [i.e., counting 10, 20, 30,...] is one way to determine the area of the book cover);

3.2.9: estimate, measure, and record the mass of objects (e.g., can of apple juice, bag of oranges, bag of sand), using the standard unit of the kilogram or parts of a kilogram (e.g., half, quarter);

#### 3.3: Measurement Relationships

3.3.1: compare standard units of length (i.e., centimetre, metre, kilometre) (e.g., centimetres are smaller than metres), and select and justify the most appropriate standard unit to measure length;

3.3.2: compare and order objects on the basis of linear measurements in centimetres and/or metres (e.g., compare a 3 cm object with a 5 cm object; compare a 50 cm object with a 1 m object) in problem-solving contexts;

3.3.3: compare and order various shapes by area, using congruent shapes (e.g., from a set of pattern blocks or Power Polygons) and grid paper for measuring (Sample problem: Does the order of the shapes change when you change the size of the pattern blocks you measure with?);

3.3.4: describe, through investigation using grid paper, the relationship between the size of a unit of area and the number of units needed to cover a surface (Sample problem: What is the difference between the numbers of squares needed to cover the front of a book, using centimetre grid paper and using two-centimetre grid paper?);

### 4: Geometry and Spatial Sense

#### 4.3: Geometric Relationships

4.3.5: identify congruent two-dimensional shapes by manipulating and matching concrete materials (e.g., by translating, reflecting, or rotating pattern blocks).

#### 4.4: Location and Movement

4.4.1: describe movement from one location to another using a grid map (e.g., to get from the swings to the sandbox, move three squares to the right and two squares down);

4.4.2: identify flips, slides, and turns, through investigation using concrete materials and physical motion, and name flips, slides, and turns as reflections, translations, and rotations (e.g., a slide to the right is a translation; a turn is a rotation);

4.4.3: complete and describe designs and pictures of images that have a vertical, horizontal, or diagonal line of symmetry (Sample problem: Draw the missing portion of the given butterfly on grid paper).

### 5: Patterning and Algebra

#### 5.1: Overall Expectations

5.1.1: describe, extend, and create a variety of numeric patterns and geometric patterns;

#### 5.2: Patterns and Relationships

5.2.1: identify, extend, and create a repeating pattern involving two attributes (e.g., size, colour, orientation, number), using a variety of tools (e.g., pattern blocks, attribute blocks, drawings) (Sample problem: Create a repeating pattern using three colours and two shapes.);

5.2.2: identify and describe, through investigation, number patterns involving addition, subtraction, and multiplication, represented on a number line, on a calendar, and on a hundreds chart (e.g., the multiples of 9 appear diagonally in a hundreds chart);

5.2.3: extend repeating, growing, and shrinking number patterns (Sample problem:Write the next three terms in the pattern 4, 8, 12, 16, ....);

5.2.4: create a number pattern involving addition or subtraction, given a pattern represented on a number line or a pattern rule expressed in words (Sample problem: Make a number pattern that starts at 0 and grows by adding 7 each time.);

5.2.5: represent simple geometric patterns using a number sequence, a number line, or a bar graph (e.g., the given growing pattern of toothpick squares can be represented numerically by the sequence 4, 7, 10, ..., which represents the number of toothpicks used to make each figure);

5.2.6: demonstrate, through investigation, an understanding that a pattern results from repeating an action (e.g., clapping, taking a step forward every second), repeating an operation (e.g., addition, subtraction), using a transformation (e.g., slide, flip, turn), or making some other repeated change to an attribute (e.g., colour, orientation).

#### 5.3: Expressions and Equality

5.3.1: determine, through investigation, the inverse relationship between addition and subtraction (e.g., since 4 + 5 = 9, then 9 - 5 = 4; since 16 - 9 = 7, then 7 + 9 = 16);

5.3.3: identify, through investigation, the properties of zero and one in multiplication (i.e., any number multiplied by zero equals zero; any number multiplied by 1 equals the original number) (Sample problem: Use tiles to create arrays that represent 3 x 3, 3 x 2, 3 x 1, and 3 x 0. Explain what you think will happen when you multiply any number by 1, and when you multiply any number by 0.);

### 6: Data Management and Probability

#### 6.1: Overall Expectations

6.1.1: collect and organize categorical or discrete primary data and display the data using charts and graphs, including vertical and horizontal bar graphs, with labels ordered appropriately along horizontal axes, as needed;

6.1.2: read, describe, and interpret primary data presented in charts and graphs, including vertical and horizontal bar graphs;

6.1.3: predict and investigate the frequency of a specific outcome in a simple probability experiment.

#### 6.2: Collection and Organization of Data

6.2.2: collect data by conducting a simple survey about themselves, their environment, issues in their school or community, or content from another subject;

6.2.3: collect and organize categorical or discrete primary data and display the data in charts, tables, and graphs (including vertical and horizontal bar graphs), with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed, using many-to-one correspondence (e.g., in a pictograph, one car sticker represents 3 cars; on a bar graph, one square represents 2 students) (Sample problem: Graph data related to the eye colour of students in the class, using a vertical bar graph.Why does the scale on the vertical axis include values that are not in the set of data?).

#### 6.3: Data Relationships

6.3.1: read primary data presented in charts, tables, and graphs (including vertical and horizontal bar graphs), then describe the data using comparative language, and describe the shape of the data (e.g.,"Most of the data are at the high end."; "All of the data values are different.");

6.3.2: interpret and draw conclusions from data presented in charts, tables, and graphs;

6.3.3: demonstrate an understanding of mode (e.g.,"The mode is the value that shows up most often on a graph."), and identify the mode in a set of data.

#### 6.4: Probability

6.4.1: predict the frequency of an outcome in a simple probability experiment or game (e.g.,"I predict that an even number will come up 5 times and an odd number will come up 5 times when I roll a number cube 10 times."), then perform the experiment, and compare the results with the predictions, using mathematical language;

Correlation last revised: 8/18/2015

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