2.1.1: read, represent, compare, and order whole numbers to 10 000, decimal numbers to tenths, and simple fractions, and represent money amounts to $100;
2.1.2: demonstrate an understanding of magnitude by counting forward and backwards by 0.1 and by fractional amounts;
2.1.3: solve problems involving the addition, subtraction,multiplication, and division of single- and multi-digit whole numbers, and involving the addition and subtraction of decimal numbers to tenths and money amounts, using a variety of strategies;
2.1.4: demonstrate an understanding of proportional reasoning by investigating whole-number unit rates.
2.2.1: represent, compare, and order whole numbers to 10 000, using a variety of tools (e.g., drawings of base ten materials, number lines with increments of 100 or other appropriate amounts);
2.2.2: demonstrate an understanding of place value in whole numbers and decimal numbers from 0.1 to 10 000, using a variety of tools and strategies (e.g., use base ten materials to represent 9307 as 9000 + 300 + 0 + 7) (Sample problem: Use the digits 1, 9, 5, 4 to create the greatest number and the least number possible, and explain your thinking.);
2.2.4: round four-digit whole numbers to the nearest ten, hundred, and thousand, in problems arising from real-life situations;
2.2.5: represent, compare, and order decimal numbers to tenths, using a variety of tools (e.g., concrete materials such as paper strips divided into tenths and base ten materials, number lines, drawings) and using standard decimal notation (Sample problem: Draw a partial number line that extends from 4.2 to 6.7, and mark the location of 5.6.);
2.2.6: represent fractions using concrete materials, words, and standard fractional notation, and explain the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered;
2.2.7: compare and order fractions (i.e., halves, thirds, fourths, fifths, tenths) by considering the size and the number of fractional 4/5 is greater than 3/5 because there are more parts in 4/5; 1/4 is greater than 1/5 because the size of the part is larger in 1/4);
2.2.8: compare fractions to the benchmarks of 0, 1/2 and 1 (e.g., 1/8 is closer to 0 than to 1/2; 3/5 is more than 1/2);
2.2.9: demonstrate and explain the relationship between equivalent fractions, using concrete materials (e.g., fraction circles, fraction strips, pattern blocks) and drawings (e.g.,"I can say that 3/6 of my cubes are white, or half of the cubes are white. This means that 3/6 and 1/2 are equal.");
2.3.1: count forward by halves, thirds, fourths, and tenths to beyond one whole, using concrete materials and number lines (e.g., use fraction circles to count fourths: "One fourth, two fourths, three fourths, four fourths, five fourths, six fourths...");
2.3.2: count forward by tenths from any decimal number expressed to one decimal place, using concrete materials and number lines (e.g., use base ten materials to represent 3.7 and count forward: 3.8, 3.9, 4.0, 4.1...; "Three and seven tenths, three and eight tenths, three and nine tenths, four, four and one tenth...") (Sample problem: What connections can you make between counting by tenths and measuring lengths in millimetres and in centimetres?).
2.4.1: add and subtract two-digit numbers, using a variety of mental strategies (e.g., one way to calculate 73 - 39 is to subtract 40 from 73 to get 33, and then add 1 back to get 34);
2.4.3: add and subtract decimal numbers to tenths, using concrete materials (e.g., paper strips divided into tenths, base ten materials) and student-generated algorithms (e.g.,"When I added 6.5 and 5.6, I took five tenths in fraction circles and added six tenths in fraction circles to give me one whole and one tenth. Then I added 6 + 5 + 1.1, which equals 12.1.");
2.4.5: multiply to 9 x 9 and divide to 81 Ö 9, using a variety of mental strategies (e.g., doubles, doubles plus another set, skip counting);
2.4.8: multiply two-digit whole numbers by one-digit whole numbers, using a variety of tools (e.g., base ten materials or drawings of them, arrays), student-generated algorithms, and standard algorithms;
2.4.10: use estimation when solving problems involving the addition, subtraction, and multiplication of whole numbers, to help judge the reasonableness of a solution (Sample problem: A school is ordering pencils that come in boxes of 100. If there are 9 classes and each class needs about 110 pencils, estimate how many boxes the school should buy.).
2.5.3: demonstrate an understanding of simple multiplicative relationships involving unit rates, through investigation using concrete materials and drawings (e.g., scale drawings in which 1 cm represents 2 m) (Sample problem: If 1 book costs $4, how do you determine the cost of 2 books?... 3 books?...4 books?).
3.1.1: estimate, measure, and record length, perimeter, area, mass, capacity, volume, and elapsed time, using a variety of strategies;
3.1.2: determine the relationships among units and measurable attributes, including the area and perimeter of rectangles.
3.2.1: estimate, measure, and record length, height, and distance, using standard units (i.e., millimetre, centimetre, metre, kilometre) (e.g., a pencil that is 75 mm long);
3.2.2: draw items using a ruler, given specific lengths in millimetres or centimetres (Sample problem: Use estimation to draw a line that is 115 mm long. Beside it, use a ruler to draw a line that is 115 mm long. Compare the lengths of the lines.);
3.2.3: estimate, measure (i.e., using an analogue clock), and represent time intervals to the nearest minute;
3.2.4: estimate and determine elapsed time, with and without using a time line, given the durations of events expressed in five-minute intervals, hours, days,weeks, months, or years (Sample problem: If you wake up at 7:30 a.m., and it takes you 10 minutes to eat your breakfast, 5 minutes to brush your teeth, 25 minutes to wash and get dressed, 5 minutes to get your backpack ready, and 20 minutes to get to school, will you be at school by 9:00 a.m.?);
3.2.5: estimate, measure using a variety of tools (e.g., centimetre grid paper, geoboard) and strategies, and record the perimeter and area of polygons;
3.2.8: estimate, measure using concrete materials, and record volume, and relate volume to the space taken up by an object (e.g., use centimetre cubes to demonstrate how much space a rectangular prism takes up) (Sample problem: Build a rectangular prism using connecting cubes. Describe the volume of the prism using the number of connecting cubes.).
3.3.1: describe, through investigation, the relationship between various units of length (i.e., millimetre, centimetre, decimetre, metre, kilometre);
3.3.3: determine, through investigation, the relationship between the side lengths of a rectangle and its perimeter and area (Sample problem: Create a variety of rectangles on a geoboard. Record the length, width, area, and perimeter of each rectangle on a chart. Identify relationships.);
3.3.4: pose and solve meaningful problems that require the ability to distinguish perimeter and area (e.g.,"I need to know about area when I cover a bulletin board with construction paper. I need to know about perimeter when I make the border.");
4.1.3: identify and describe the location of an object, using a grid map, and reflect two-dimensional shapes.
4.2.1: draw the lines of symmetry of twodimensional shapes, through investigation using a variety of tools (e.g., Mira, grid paper) and strategies (e.g., paper folding) (Sample problem: Use paper folding to compare the symmetry of a rectangle with the symmetry of a square.);
4.2.2: identify and compare different types of quadrilaterals (i.e., rectangle, square, trapezoid, parallelogram, rhombus) and sort and classify them by their geometric properties (e.g., sides of equal length; parallel sides; symmetry; number of right angles);
4.4.1: identify and describe the general location of an object using a grid system (e.g.,"The library is located at A3 on the map.");
4.4.2: identify, perform, and describe reflections using a variety of tools (e.g., Mira, dot paper, technology);
4.4.3: create and analyse symmetrical designs by reflecting a shape, or shapes, using a variety of tools (e.g., pattern blocks,Mira, geoboard, drawings), and identify the congruent shapes in the designs.
5.1.1: describe, extend, and create a variety of numeric and geometric patterns, make predictions related to the patterns, and investigate repeating patterns involving reflections;
5.2.1: extend, describe, and create repeating, growing, and shrinking number patterns (e.g., "I created the pattern 1, 3, 4, 6, 7, 9, .... I started at 1, then added 2, then added 1, then added 2, then added 1, and I kept repeating this.");
5.2.3: create a number pattern involving addition, subtraction, or multiplication, given a pattern rule expressed in words (e.g., the pattern rule "start at 1 and multiply each term by 2 to get the next term" generates the sequence 1, 2, 4, 8, 16, 32, 64, ...);
5.2.4: make predictions related to repeating geometric and numeric patterns (Sample problem: Create a pattern block train by alternating one green triangle with one red trapezoid. Predict which block will be in the 30th place.);
5.2.5: extend and create repeating patterns that result from reflections, through investigation using a variety of tools (e.g., pattern blocks, dynamic geometry software, dot paper).
5.3.1: determine, through investigation, the inverse relationship between multiplication and division (e.g., since 4 x 5 = 20, then 20 Ö 5 = 4; since 35 Ö 5 = 7, then 7 x 5 = 35);
5.3.3: identify, through investigation (e.g., by using sets of objects in arrays, by drawing area models), and use the commutative property of multiplication to facilitate computation with whole numbers (e.g., "I know that 15 x 7 x 2 equals 15 x 2 x 7. This is easier to multiply in my head because I get 30 x 7 = 210.");
5.3.4: identify, through investigation (e.g., by using sets of objects in arrays, by drawing area models), and use the distributive property of multiplication over addition to facilitate computation with whole numbers (e.g.,"I know that 9 x 52 equals 9 x 50 + 9 x 2. This is easier to calculate in my head because I get 450 + 18 = 468.").
6.1.1: collect and organize discrete primary data and display the data using charts and graphs, including stem-and-leaf plots and double bar graphs;
6.1.2: read, describe, and interpret primary data and secondary data presented in charts and graphs, including stem-and-leaf plots and double bar graphs;
6.1.3: predict the results of a simple probability experiment, then conduct the experiment and compare the prediction to the results.
6.2.1: collect data by conducting a survey (e.g., "Choose your favourite meal from the following list: breakfast, lunch, dinner, other.") or an experiment to do with themselves, their environment, issues in their school or the community, or content from another subject, and record observations or measurements;
6.2.2: collect and organize discrete primary data and display the data in charts, tables, and graphs (including stem-and-leaf plots and double bar graphs) that have appropriate titles, labels (e.g., appropriate units marked on the axes), and scales (e.g., with appropriate increments) that suit the range and distribution of the data, using a variety of tools (e.g., graph paper, simple spreadsheets, dynamic statistical software).
6.3.1: read, interpret, and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data (e.g., temperature data in the newspaper, data from the Internet about endangered species), presented in charts, tables, and graphs (including stem-and-leaf plots and double bar graphs);
6.3.2: demonstrate, through investigation, an understanding of median (e.g.,"The median is the value in the middle of the data. If there are two middle values, you have to calculate the middle of those two values."), and determine the median of a set of data (e.g.,"I used a stem-and-leaf plot to help me find the median.");
6.3.3: describe the shape of a set of data across its range of values, using charts, tables, and graphs (e.g. "The data values are spread out evenly."; "The set of data bunches up around the median.");
6.3.4: compare similarities and differences between two related sets of data, using a variety of strategies (e.g., by representing the data using tally charts, stem-and-leaf plots, or double bar graphs; by determining the mode or the median; by describing the shape of a data set across its range of values).
6.4.1: predict the frequency of an outcome in a simple probability experiment, explaining their reasoning; conduct the experiment; and compare the result with the prediction (Sample problem: If you toss a pair of number cubes 20 times and calculate the sum for each toss, how many times would you expect to get 12? 7? 1? Explain your thinking. Then conduct the experiment and compare the results with your predictions.);
6.4.2: determine, through investigation, how the number of repetitions of a probability experiment can affect the conclusions drawn (Sample problem: Each student in the class tosses a coin 10 times and records how many times tails comes up. Combine the individual student results to determine a class result, and then compare the individual student results and the class result.).
Correlation last revised: 8/18/2015