Math Games

3.CONTENT.1.1

number concepts to 1000 • counting: - skip-counting by any number from any starting point, increasing and decreasing (i.e., forward and backward) - skip-counting is related to multiplication - investigating place-value based counting patterns (e.g., counting by 10s, 100s; bridging over a century; noticing the role of zero as a placeholder 698, 699, 700, 701; noticing the predictability of our number system) • Numbers to 1000 can be arranged and recognized: - comparing and ordering numbers - estimating large quantities • place value: - 100s, 10s, and 1s - understanding the relationship between digit places and their values, to 1000 (e.g., the digit 4 in 342 has the value of 40 or 4 tens) - understanding the importance of 0 as a place holder (e.g., in the number 408, the zero indicates that there are 0 tens) • instructional resource: Math in a Cultural Context, by Jerry Lipka

3.CONTENT.2.1

addition and subtraction facts to 20 (emerging computational fluency) • adding and subtracting of numbers to 20 • demonstrating fluency with math strategies for addition and subtraction (e.g., decomposing, making and bridging 10, related doubles, and commutative property) • Addition and subtraction are related. • At the end of Grade 3, most students should be able to recall addition facts to 20.

3.CONTENT.2.2

addition and subtraction to 1000 • using flexible computation strategies, involving taking apart (e.g., decomposing using friendly numbers and compensating) and combining numbers in a variety of ways, regrouping • estimating sums and differences of all operations to 1000 • using addition and subtraction in real-life contexts and problem-based situations • whole-class number talks

3.CONTENT.2.3

one-step addition and subtraction equations with an unknown number • start unknown (e.g., n + 15 = 20 or □ + 15 + 20) • change unknown ( e.g., 12 + n = 20 or 12 + □ = 20) • result unknown (e.g., 6 + 13 = n or 6 + 13 = □) • investigating even and odd numbers

3.CONTENT.2.4

fraction concepts • Fractions are numbers that represent an amount or quantity. • Fractions can represent parts of a region, set, or linear model. • Fraction parts are equal shares or equal-sized portions of a whole or unit. • Provide opportunities to explore and create fractions with concrete materials. • recording pictorial representations of fraction models and connecting to symbolic notation • equal partitioning • equal sharing, pole ratios as visual parts, medicine wheel, seasons

3.CONTENT.2.5

multiplication and division concepts • understanding concepts of multiplication (e.g., groups of, arrays, repeated addition) • understanding concepts of division (e.g., sharing, grouping, repeated subtraction) • Multiplication and division are related. • Provide opportunities for concrete and pictorial representations of multiplication. • Use games to develop opportunities for authentic practice of multiplication computations. • looking for patterns in numbers, such as in a hundred chart, to further develop understanding of multiplication computation • Connect multiplication to skip-counting. • Connect multiplication to division and repeated addition. • Memorization of facts is not intended for this level. • fish drying on rack; sharing of food resources in First Peoples communities

3.CONTENT.3.1

increasing and decreasing patterns • creating patterns using concrete, pictorial, and numerical representations • representing increasing and decreasing patterns in multiple ways • generalizing what makes the pattern increase or decrease (e.g., doubling, adding 2)

3.CONTENT.3.2

pattern rules using words and numbers, based on concrete experiences • from a concrete pattern, describing the pattern rule using words and numbers • predictability in song rhythm and patterns • Share examples of local First Peoples art with the class, and ask students to notice patterns in the artwork.

3.CONTENT.4.1

measurement, using standard units (linear, mass, and capacity) • linear measurements, using standard units (e.g., centimetre, metre, kilometre) • capacity measurements, using standard units (e.g., millilitre, litre) • Introduce concepts of perimeter, area, and circumference (the distance around); use of formula and pi to calculate not intended — the focus is on the concepts. • area measurement, using square units (standard and non-standard) • mass measurements, using standard units (e.g., gram, kilogram) • estimation of measurements, using standard referents (e.g., If this cup holds 100 millilitres, about how much does this jug hold?)

3.CONTENT.4.2

construction of 3D shapes • identifying 3D objects according to the 2D shapes of the faces and the number of edges and vertices (e.g., construction of nets, skeletons) • describing the attributes of 3D objects (e.g., faces, edges, vertices) • identifying 3D objects by their mathematical terms (e.g., sphere, cube, prism, cone, cylinder) • comparing 3D objects (e.g., How are rectangular prisms and cubes the same or different?) • understanding the preservation of shape (e.g., the orientation of a shape will not change its properties) • jingle dress bells, bentwood box, birch bark baskets, pithouses

3.CONTENT.4.3

time concepts • understanding concepts of time (e.g., second, minute, hour, day, week, month, year) • understanding the relationships between units of time • Telling time is not expected at this level. • estimating time, using environmental references and natural daily/seasonal cycles, temperatures based on weather systems, traditional calendar

3.CONTENT.5.1

likelihood of simulated events, using comparative language • using comparative language (e.g., certain, uncertain; more, less, or equally likely) • developing an understanding of chance (e.g., tossing a coin creates a 50-50 chance of landing a head or tail; drawing from a bag, using spinners, and rolling dice all simulate probability events) • story: The Snowsnake Game (yukon-ed-show-me-your-math.wikispaces.com/file/view/The%20Snowsnake%20Game.pdf/203828506/The%20Snowsnake%20Game.pdf)

3.CONTENT.5.2

one-to-one correspondence with bar graphs, pictographs, charts, and tables • collecting data, creating a graph, and describing, comparing, and discussing the results • choosing a suitable representation

3.CONTENT.6.1

Fluency with coins and bills to 100 dollars, and earning and payment • counting mixed combinations of coins and bills up to $100: - totalling up a set of coins and bills - using different combinations of coins and bills to make the same amount • understanding that payments can be made in flexible ways (e.g., cash, cheques, credit, electronic transactions, goods and services) • understanding that there are different ways of earning money to reach a financial goal (e.g., recycling, holding bake sales, selling items, walking a neighbour’s dog) • Using pictures of First Peoples trade items (e.g., dentalium shells, dried fish, or tools when available) with the values indicated on the back, have students play a trading game.