Math Games

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)

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

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

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

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

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)

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

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

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

area measurement of squares and rectangles

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.

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

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

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

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)

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

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