Program of Studies

1.1.2: Represent and describe numbers to 1000, concretely, pictorially and symbolically.

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

1.1.3: Compare and order numbers to 1000.

Fraction Garden (Comparing Fractions)

1.1.5: Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.

Modeling Whole Numbers and Decimals (Base-10 Blocks)

1.1.9: Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2- and 3-digit numerals), concretely, pictorially and symbolically, by:

1.1.9.a: using personal strategies for adding and subtracting with and without the support of manipulatives

Adding Whole Numbers and Decimals (Base-10 Blocks)

Number Line Frog Hop (Addition and Subtraction)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

1.1.9.b: creating and solving problems in context that involve addition and subtraction of numbers.

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)

1.1.11: Demonstrate an understanding of multiplication to 5 × 5 by:

1.1.11.a: representing and explaining multiplication using equal grouping and arrays

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

Multiplying Decimals (Area Model)

No Alien Left Behind (Division with Remainders)

1.1.11.b: creating and solving problems in context that involve multiplication

Critter Count (Modeling Multiplication)

1.1.11.c: modelling multiplication using concrete and visual representations, and recording the process symbolically

Chocomatic (Multiplication, Arrays, and Area)

1.1.11.d: relating multiplication to repeated addition

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

1.1.11.e: relating multiplication to division.

Factor Trees (Factoring Numbers)

1.1.12: Demonstrate an understanding of division (limited to division related to multiplication facts up to 5 × 5) by:

1.1.12.a: representing and explaining division using equal sharing and equal grouping

No Alien Left Behind (Division with Remainders)

1.1.12.b: creating and solving problems in context that involve equal sharing and equal grouping

No Alien Left Behind (Division with Remainders)

1.1.12.d: relating division to repeated subtraction

No Alien Left Behind (Division with Remainders)

1.1.12.e: relating division to multiplication.

Factor Trees (Factoring Numbers)

1.1.13: Demonstrate an understanding of fractions by:

1.1.13.a: explaining that a fraction represents a part of a whole

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)

1.1.13.b: describing situations in which fractions are used

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (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)

1.1.13.c: comparing fractions of the same whole that have like denominators.

Adding Fractions (Fraction Tiles)

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)

2.1.1: Demonstrate an understanding of increasing patterns by:

2.1.1.d: creating numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

3.1.3: Demonstrate an understanding of measuring length (cm, m) by:

3.1.3.a: selecting and justifying referents for the units cm and m

Cannonball Clowns (Number Line Estimation)

3.1.3.b: modelling and describing the relationship between the units cm and m

Cannonball Clowns (Number Line Estimation)

3.1.3.c: estimating length, using referents

Cannonball Clowns (Number Line Estimation)

3.1.3.d: measuring and recording length, width and height.

Cannonball Clowns (Number Line Estimation)

Measuring Trees

3.1.4: Demonstrate an understanding of measuring mass (g, kg) by:

3.1.4.c: estimating mass, using referents

Cannonball Clowns (Number Line Estimation)

4.1.1: Collect first-hand data and organize it using:

4.1.1.a: tally marks to answer questions.

Mascot Election (Pictographs and Bar Graphs)

4.1.1.b: line plots to answer questions.

Reaction Time 2 (Graphs and Statistics)

4.1.1.c: charts to answer questions.

Mascot Election (Pictographs and Bar Graphs)

4.1.1.d: lists to answer questions.

Mascot Election (Pictographs and Bar Graphs)

4.1.2: Construct, label and interpret bar graphs to solve problems.

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 1 (Graphs and Statistics)

Correlation last revised: 9/16/2020

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