Math Games

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

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.

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

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

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

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

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)

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.

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?)

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

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

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)

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

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.