Math – Ms. Carley's Classroom Blog

## Our Current Unit: How can we measure time? Where can we find patterns?

• 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

• understanding how to tell time with analog and digital clocks, using 12- and 24-hour clocks
• understanding the concept of a.m. and p.m.
• understanding the number of minutes in an hour
• understanding the concepts of using a circle and of using fractions in telling time (e.g., half past, quarter to)
• telling time in five-minute intervals
• telling time to the nearest minute
• First Peoples use of numbers in time and seasons, represented by seasonal cycles and moon cycles (e.g., how position of sun, moon, and stars is used to determine times for traditional activities, navigation)

## Ways to support your child at home:

• Noticing and telling time – what time is it? How much time do we have until ___?
• Noticing duration
• Math games to build fluency – online and print (some online math games can be found on the fun educational links page)
• Target Thinking (please request a print copy to be sent home)

## Curricular Competency Goals throughout the Year

Reasoning and analyzing

• Use reasoning to explore and make connections
• Estimate reasonably
• Develop mental math strategies and abilities to make sense of quantities
• Use technology to explore mathematics
• Model mathematics in contextualized experiences

Understanding and solving

• Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
• Visualize to explore mathematical concepts
• Develop and use multiple strategies to engage in problem solving
• Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures

Communicating and representing

• Communicate mathematical thinking in many ways
• Use mathematical vocabulary and language to contribute to mathematical discussions
• Explain and justify mathematical ideas and decisions
• Represent mathematical ideas in concrete, pictorial, and symbolic forms

Connecting and reflecting

• Reflect on mathematical thinking
• Connect mathematical concepts to each other and to other areas and personal interests
• Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts

## Previous Unit: Number Sense – Place Value, Addition & Subtraction

### Key Content for this Unit

#### 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)
number concepts to 10 000

• counting:
• multiples
• flexible counting strategies
• whole number benchmarks
• Numbers to 10 000 can be arranged and recognized:
• comparing and ordering numbers
• estimating large quantities
• place value:
• 1000s, 100s, 10s, and 1s
• understanding the relationship between digit places and their value, to 10 000

addition and subtraction to 10 000

• 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

addition and subtraction facts to 20 (developing computational fluency)

• opportunities for authentic practice, building on previous grade-level addition and subtraction facts.
• flexible use of mental math strategies

### Our Previous Unit: Data Analysis

#### Key Content for this Unit

• Grade 3: one-to-one correspondence with bar graphs, pictographs, charts, and tables
• Grade 4: one-to-one correspondence and many-to-one correspondence, using bar graphs and pictographs

#### Ways to support your child at home:

• Noticing data analysis in the community – how can we represent and understand data around us?
• Asking about the fractions during different activities (ie. what fraction of the sandwich have you eaten so far?)
• Math games to build fluency – online and print (some online math games can be found on the fun educational links page)
• Target Thinking (please request a print copy to be sent home)