Math Games

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number concepts to 1 000 000 • counting: - multiples - flexible counting strategies - whole number benchmarks • Numbers to 1 000 000 can be arranged and recognized: - comparing and ordering numbers - estimating large quantities • place value: - 100 000s, 10 000s, 1000s, 100s, 10s, and 1s - understanding the relationship between digit places and their value, to 1 000 000 • First Peoples use unique counting systems (e.g., Tsimshian use of three counting systems, for animals, people and things; Tlingit counting for the naming of numbers e.g., 10 = two hands, 20 = one person)

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benchmarks: • Two equivalent fractions are two ways to represent the same amount (having the same whole). • comparing and ordering of fractions and decimals • addition and subtraction of decimals to thousandths • estimating decimal sums and differences • estimating fractions with benchmarks (e.g., zero, half, whole) • equal partitioning

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whole numbers: • 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 to 10 000 • using addition and subtraction in real-life contexts and problem-based situations • whole-class number talks

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multiplication and division: • understanding the relationships between multiplication and division, multiplication and addition, and division and subtraction • using flexible computation strategies (e.g., decomposing, distributive principle, commutative principle, repeated addition, repeated subtraction) • using multiplication and division in real-life contexts and problem-based situations • whole-class number talks

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decimals: • understanding the relationships between multiplication and division, multiplication and addition, division and subtraction • using flexible computation strategies (e.g., decomposing, distributive principle, commutative principle, repeated addition and repeated subtraction) • using multiplication and division in real-life contexts and problem-based situations • whole-class number talks • estimating decimal sums and differences • using visual models such as base 10 blocks, place-value mats, grid paper, and number lines • using addition and subtraction in real-life contexts and problem-based situations • whole-class number talks

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addition and subtraction facts to 20: • Provide opportunities for authentic practice, building on previous grade-level addition and subtraction facts. • applying strategies and knowledge of addition and subtract facts in real-life contexts and problem-based situations, as well as when making math-to-math connections (e.g., for 800 + 700, you can annex the zeros and use the knowledge of 8 + 7 to find the total)

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facts to 100: • Provide opportunities for concrete and pictorial representations of multiplication. • Use games to provide 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 this level. • Students will become more fluent with these facts. • using mental math strategies such as doubling and halving, annexing, and distributive property • Students should be able to recall many multiplication facts by the end of Grade 5 (e.g., 2s, 3s, 4s, 5s, 10s). • developing computational fluency with facts to 100

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rules for increasing and decreasing patterns with words, numbers, symbols, and variables

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one-step equations: • solving one-step equations with a variable • expressing a given problem as an equation, using symbols (e.g., 4 + X = 15)

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area measurement of squares and rectangles

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relationships between area and perimeter • measuring area of squares and rectangles, using tiles, geoboards, grid paper • investigating perimeter and area and how they are related to but not dependent on each other • use traditional dwellings • Invite a local Elder or knowledge keeper to talk about traditional measuring and estimating techniques for hunting, fishing, and building.

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duration, using measurement of time • understanding elapsed time and duration • applying concepts of time in real-life contexts and problem-based situations • daily and seasonal cycles, moon cycles, tides, journeys, events

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classification of prisms and pyramids • investigating 3D objects and 2D shapes, based on multiple attributes • describing and sorting quadrilaterals • describing and constructing rectangular and triangular prisms • identifying prisms in the environment

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single transformations • single transformations (slide/translation, flip/reflection, turn/rotation) • using concrete materials with a focus on the motion of transformations • weaving, cedar baskets, designs

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one-to-one correspondence and many-to-one correspondence, using double bar graphs • many-to-one correspondence: one symbol represents a group or value (e.g., on a bar graph, one square may represent five cookies)

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probability experiments, single events or outcomes • predicting outcomes of independent events (e.g., when you spin using a spinner and it lands on a single colour) • predicting single outcomes (e.g., when you spin using a spinner and it lands on a single colour) • using spinners, rolling dice, pulling objects out of a bag • representing single outcome probabilities using fractions

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financial literacy — monetary calculations, including making change with amounts to 1000 dollars and developing simple financial plans • making monetary calculations, including making change and decimal notation to $1000 in real-life contexts and problem-based situations • applying a variety of strategies, such as counting up, counting back, and decomposing, to calculate totals and make change • making simple financial plans to meet a financial goal • developing a budget that takes into account income and expenses