{"id":5109,"date":"2021-09-30T14:44:06","date_gmt":"2021-09-30T21:44:06","guid":{"rendered":"http:\/\/sd41blogs.ca\/chanl\/?page_id=5109"},"modified":"2024-11-17T16:16:20","modified_gmt":"2024-11-18T00:16:20","slug":"we-are-mathematicians","status":"publish","type":"page","link":"http:\/\/sd41blogs.ca\/chanl\/we-are-mathematicians\/","title":{"rendered":"We are Mathematicians."},"content":{"rendered":"<div class=\"alert alert-dismissible alert-info elaboration node66108\">\n<p><strong>Term One<\/strong><\/p>\n<\/div>\n<p><em><strong>Patterns<\/strong> &#8211; Students are expected to know the following:<\/em><\/p>\n<p><strong>Big Idea: <\/strong><\/p>\n<ul>\n<li>Regular increases and decreases in\u00a0<a class=\"node66116\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">patterns<\/a> can be identified and used to make generalizations.<\/li>\n<\/ul>\n<p><em>Students are expected to know the following:<\/em><\/p>\n<ul>\n<li><a href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core\" target=\"_blank\" rel=\"noopener\">increasing and decreasing patterns using words and numbers, based on concrete experiences<\/a>\n<ul>\n<li>creating patterns using concrete, pictorial, and numerical representations<\/li>\n<li>representing increasing and decreasing patterns in multiple ways<\/li>\n<li>generalizing what makes the pattern increase or decrease (e.g., doubling, adding 2)<\/li>\n<\/ul>\n<\/li>\n<li>pattern rules\n<ul>\n<li>from a concrete pattern, describing the pattern rule using words and numbers<\/li>\n<li>predictability in song rhythm and patterns<\/li>\n<li>Share examples of local First Peoples art with the class, and ask students to notice patterns in the artwork.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em><strong>&#8212;&#8211;<\/strong><\/em><\/p>\n<p><em><strong>Fraction Concepts<\/strong><\/em><\/p>\n<p><strong>Big Ideas:<\/strong><\/p>\n<ul>\n<li>Fractions are a type of\u00a0<a class=\"node66114\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">number<\/a>\u00a0that can represent quantities.<\/li>\n<\/ul>\n<p><em>Students are expected to know the following:<\/em><\/p>\n<ul>\n<li>Fractions are numbers that represent an amount or quantity.<\/li>\n<li>Fractions can represent parts of a region, set, or linear model.<\/li>\n<li>Fraction parts are equal shares or equal-sized portions of a whole or unit.<\/li>\n<li>Provide opportunities to explore and create fractions with concrete materials.<\/li>\n<li>recording pictorial representations of fraction models and connecting to symbolic notation<\/li>\n<li>equal partitioning<\/li>\n<li>equal sharing, pole ratios as visual parts, medicine wheel, seasons<\/li>\n<\/ul>\n<p><em><strong>&#8212;&#8211;<\/strong><\/em><\/p>\n<p><strong>Data analysis:<\/strong> <a class=\"node66111\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">one-to-one correspondence<\/a> with bar graphs, pictographs, charts, and tables<\/p>\n<ul>\n<li>collecting data, creating a graph, and describing, comparing, and discussing the results<\/li>\n<li>choosing a suitable representation<\/li>\n<\/ul>\n<p><em><strong>&#8212;&#8211;<\/strong><\/em><\/p>\n<p><em><strong>Number Concepts <\/strong>&#8211; Students are expected to know the following:<\/em><\/p>\n<p><strong>Big Ideas:<\/strong><\/p>\n<ul>\n<li><a class=\"node58405\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">Numbers<\/a> to 1000 represent quantities that can be decomposed into 100s, 10s and 1s.<\/li>\n<\/ul>\n<p><strong>Number Concepts to 1000<\/strong><\/p>\n<div class=\"alert alert-dismissible alert-info elaboration node66100\">\n<ul>\n<li>Counting:\n<ul>\n<li>skip-counting by any number from any starting point, increasing and decreasing (i.e., forward and backward)<\/li>\n<li>skip-counting is related to multiplication<\/li>\n<li>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)<\/li>\n<\/ul>\n<\/li>\n<li>Numbers to 1000 can be arranged and recognized:\n<ul>\n<li>comparing and ordering numbers<\/li>\n<li>estimating large quantities<\/li>\n<\/ul>\n<\/li>\n<li>Place value:\n<ul>\n<li>100s, 10s, and 1s<\/li>\n<li>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)<\/li>\n<li>understanding the importance of 0 as a place holder (e.g., in the number 408, the zero indicates that there are 0 tens)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<hr \/>\n<div class=\"alert alert-dismissible alert-info elaboration node58396\">\n<div class=\"alert alert-dismissible alert-info elaboration node58401\">\n<p><strong>Term Two\u00a0<\/strong><\/p>\n<\/div>\n<p><a class=\"node66102\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\" aria-describedby=\"popover987172\">Addition and subtraction to 1000<\/a><\/p>\n<div class=\"alert alert-dismissible alert-info elaboration node66102\">\n<ul>\n<li>using flexible computation strategies, involving taking apart (e.g., decomposing using friendly numbers and compensating) and combining numbers in a variety of ways, regrouping<\/li>\n<li>estimating sums and differences of all operations to 1000<\/li>\n<li>using addition and subtraction in real-life contexts and problem-based situations<\/li>\n<li>whole-class number talks<\/li>\n<\/ul>\n<\/div>\n<p>Addition and subtraction facts to 20 (emerging <a class=\"node66103\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\" aria-describedby=\"popover765425\">computational fluency<\/a>)<\/p>\n<div class=\"alert alert-dismissible alert-info elaboration node66103\">\n<ul>\n<li>adding and subtracting of numbers to 20<\/li>\n<li>demonstrating fluency with math strategies for addition and subtraction (e.g., decomposing, making and bridging 10, related doubles, and commutative property)<\/li>\n<li>Addition and subtraction are related.<\/li>\n<li>At the end of Grade 3, most students should be able to recall addition facts to 20.<\/li>\n<\/ul>\n<p>Construction of <a class=\"node66110\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">3D objects<\/a><\/p>\n<div class=\"alert alert-dismissible alert-info elaboration node66110\">\n<ul>\n<li>identifying 3D objects according to the 2D shapes of the faces and the number of edges and vertices (e.g., construction of nets, skeletons)<\/li>\n<li>describing the attributes of 3D objects (e.g., faces, edges, vertices)<\/li>\n<li>identifying 3D objects by their mathematical terms (e.g., sphere, cube, prism, cone, cylinder)<\/li>\n<li>comparing 3D objects (e.g., How are rectangular prisms and cubes the same or different?)<\/li>\n<li>understanding the preservation of shape (e.g., the orientation of a shape will not change its properties)<\/li>\n<li>jingle dress bells, bentwood box, birch bark baskets, pithouses<\/li>\n<\/ul>\n<\/div>\n<p><a class=\"node66109\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">Time concepts<\/a><\/p>\n<div class=\"alert alert-dismissible alert-info elaboration node66109\">\n<ul>\n<li>understanding concepts of time (e.g., second, minute, hour, day, week, month, year)<\/li>\n<li>understanding the relationships between units of time<\/li>\n<li>Telling time is not expected at this level.<\/li>\n<li>estimating time, using environmental references and natural daily\/seasonal cycles, temperatures based on weather systems, traditional calendar<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<hr \/>\n<p><strong>Term Three\u00a0<\/strong><\/p>\n<p><a class=\"node66113\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">Financial literacy<\/a> \u2014 fluency with coins and bills to 100 dollars, and earning and payment<\/p>\n<ul>\n<li>counting mixed combinations of coins and bills up to $100:\n<ul>\n<li>totalling up a set of coins and bills<\/li>\n<li>using different combinations of coins and bills to make the same amount<\/li>\n<\/ul>\n<\/li>\n<li>understanding that payments can be made in flexible ways (e.g., cash, cheques, credit, electronic transactions, goods and services)<\/li>\n<li>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\u2019s dog)<\/li>\n<li>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.<\/li>\n<\/ul>\n<p><a class=\"node66104\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\" aria-describedby=\"popover233648\">Multiplication and division<\/a> concepts<\/p>\n<ul>\n<li>understanding concepts of multiplication (e.g., groups of, arrays, repeated addition)<\/li>\n<li>understanding concepts of division (e.g., sharing, grouping, repeated subtraction)<\/li>\n<li>Multiplication and division are related.<\/li>\n<li>Provide opportunities for concrete and pictorial representations of multiplication.<\/li>\n<li>Use games to develop opportunities for authentic practice of multiplication computations.<\/li>\n<li>looking for patterns in numbers, such as in a hundred chart, to further develop understanding of multiplication computation<\/li>\n<li>Connect multiplication to skip-counting.<\/li>\n<li>Connect multiplication to division and repeated addition.<\/li>\n<li>Memorization of facts is not intended for this level.<\/li>\n<li>fish drying on rack; sharing of food resources in First Peoples communities<\/li>\n<\/ul>\n<p>Measurement, using <a class=\"node66108\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">standard units<\/a> (linear, mass, and capacity)<\/p>\n<div class=\"alert alert-dismissible alert-info elaboration node66108\">\n<ul>\n<li>linear measurements, using standard units (e.g., centimetre, metre, kilometre)<\/li>\n<li>capacity measurements, using standard units (e.g., millilitre, litre)<\/li>\n<li>Introduce concepts of perimeter, area, and circumference (the distance around); use of formula and pi to calculate not intended \u2014 the focus is on the concepts.<\/li>\n<li>area measurement, using square units (standard and non-standard)<\/li>\n<li>mass measurements, using standard units (e.g., gram, kilogram)<\/li>\n<li>estimation of measurements, using standard referents (e.g., If this cup holds 100 millilitres, about how much does this jug hold?)<\/li>\n<\/ul>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Term One Patterns &#8211; Students are expected to know the following: Big Idea: Regular increases and decreases in\u00a0patterns can be identified and used to make generalizations. Students are expected to know the following: increasing and decreasing patterns using words and numbers, based on concrete experiences<a href=\"http:\/\/sd41blogs.ca\/chanl\/we-are-mathematicians\/\">Read More &raquo;<\/a><\/p>\n","protected":false},"author":114,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"http:\/\/sd41blogs.ca\/chanl\/wp-json\/wp\/v2\/pages\/5109"}],"collection":[{"href":"http:\/\/sd41blogs.ca\/chanl\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/sd41blogs.ca\/chanl\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/sd41blogs.ca\/chanl\/wp-json\/wp\/v2\/users\/114"}],"replies":[{"embeddable":true,"href":"http:\/\/sd41blogs.ca\/chanl\/wp-json\/wp\/v2\/comments?post=5109"}],"version-history":[{"count":23,"href":"http:\/\/sd41blogs.ca\/chanl\/wp-json\/wp\/v2\/pages\/5109\/revisions"}],"predecessor-version":[{"id":6927,"href":"http:\/\/sd41blogs.ca\/chanl\/wp-json\/wp\/v2\/pages\/5109\/revisions\/6927"}],"wp:attachment":[{"href":"http:\/\/sd41blogs.ca\/chanl\/wp-json\/wp\/v2\/media?parent=5109"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}