{"id":3340,"date":"2019-01-22T09:19:45","date_gmt":"2019-01-22T17:19:45","guid":{"rendered":"http:\/\/sd41blogs.ca\/carleyk\/?page_id=3340"},"modified":"2026-10-07T13:50:14","modified_gmt":"2026-10-07T20:50:14","slug":"math-4","status":"publish","type":"page","link":"https:\/\/sd41blogs.ca\/carleyk\/math-4\/","title":{"rendered":"Numeracy"},"content":{"rendered":"<h2>Term 1 Math<\/h2>\n<h3>Data and Probability<\/h3>\n<p>Big Ideas<\/p>\n<ul>\n<li>Concrete items can be represented, compared, and interpreted pictorially in <a class=\"node58409\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">graphs<\/a>.<\/li>\n<li>The likelihood of possible <a class=\"node66118\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">outcomes<\/a> can be examined, compared, and interpreted.<\/li>\n<\/ul>\n<p>Content Elaborations:<\/p>\n<p>Grade 2<\/p>\n<ul>\n<li><a class=\"node58402\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">pictorial representation<\/a> of concrete graphs, using one-to-one correspondence<\/li>\n<li>likelihood of <a class=\"node58403\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">familiar life events<\/a>, using comparative language<\/li>\n<\/ul>\n<p>Grade 3:<\/p>\n<div class=\"views-row col-12 col-md mx-1\">\n<div>\n<ul>\n<li class=\"views-field views-field-nothing\"><span class=\"field-content\"><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<\/span><\/li>\n<li class=\"views-field views-field-nothing\">likelihood of <a class=\"node66112\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">simulated events<\/a>, using comparative language<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h3>Number Sense!<\/h3>\n<p><b><span data-contrast=\"none\">Big Ideas<\/span><\/b><\/p>\n<ul>\n<li>Numbers to 100 represent quantities that can be decomposed into 10s and 1s.<\/li>\n<li>Concrete items can be represented, compared, and interpreted pictorially in\u00a0<a class=\"node58409\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">graphs<\/a>.<\/li>\n<\/ul>\n<p><b><span data-contrast=\"none\">Content Elaborations: <\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p>number concepts:<\/p>\n<ul>\n<li>counting:\n<ul>\n<li>skip-counting by 2, 5, and 10:\n<ul>\n<li>using different starting points<\/li>\n<li>increasing and decreasing (forward and backward)<\/li>\n<\/ul>\n<\/li>\n<li>Quantities to 100 can be arranged and recognized:\n<ul>\n<li>comparing and ordering numbers to 100<\/li>\n<li>benchmarks of 25, 50, and 100<\/li>\n<li>place value:\n<ul>\n<li>understanding of 10s and 1s<\/li>\n<li>understanding the relationship between digit places and their value, to 99 (e.g., the digit 4 in 49 has the value of 40)<\/li>\n<li>decomposing two-digit numbers into 10s and 1s<\/li>\n<\/ul>\n<\/li>\n<li>even and odd numbers<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><a class=\"node58402\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">pictorial representation<\/a>\u00a0of concrete graphs, using one-to-one correspondence<\/li>\n<\/ul>\n<div class=\"views-row col-12 col-md mx-1\">\n<h2>Addition &amp; Subtraction!<\/h2>\n<h5>Big ideas:<\/h5>\n<p>Development of computational\u00a0<a class=\"node58406\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">fluency<\/a>\u00a0in addition and subtraction with numbers to 100 requires an understanding of place value.<\/p>\n<p><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>\u00a0to 100 represent quantities that can be decomposed into 10s and 1s.<\/p>\n<h5>Content Elaborations:<\/h5>\n<div class=\"views-row col-12 col-md mx-1\">\n<div>\n<div class=\"views-field views-field-nothing\"><span class=\"field-content\">addition and subtraction\u00a0<a class=\"node58395\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">facts to 20<\/a>\u00a0(introduction of computational strategies)<\/span><\/div>\n<\/div>\n<\/div>\n<div class=\"views-row col-12 col-md mx-1\">\n<div>\n<div class=\"views-field views-field-field-curricular-competency-stem\"><\/div>\n<div class=\"views-field views-field-nothing\"><span class=\"field-content\"><a class=\"node58396\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">addition and subtraction to 100<\/a><\/span><\/div>\n<div>\n<ul>\n<li>decomposing numbers to 100<br \/>\nestimating sums and differences to 100<br \/>\nusing strategies such as looking for multiples of 10, friendly numbers (e.g., 48 + 37, 37 = 35 + 2, 48 + 2 = 50, 50 + 35 = 85), decomposing into 10s and 1s and recomposing (e.g., 48 + 37, 40 + 30 = 70, 8 +7 = 15, 70 +15 = 85), and compensating (e.g., 48 + 37, 48 +2 = 50, 37 \u2013 2 = 35, 50 + 35 = 80)<br \/>\nadding up to find the difference<br \/>\nusing an open number line, hundred chart, ten-frames<br \/>\nusing addition and subtraction in real-life contexts and problem-based situations<br \/>\nwhole-class number talks<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<h2>Ways to support your child at home:<\/h2>\n<ul>\n<li>Noticing patterns around us!<\/li>\n<li>Talking about numbers in our daily life: at the store, in our cooking, in nature<\/li>\n<li>Playing games to practice fluency of addition and subtraction<\/li>\n<\/ul>\n<h2>Curricular Competency Goals throughout the Year<\/h2>\n<p>Estimate reasonably:<\/p>\n<ul>\n<li>estimating by comparing to something familiar (e.g., more than 5, taller than me)<\/li>\n<\/ul>\n<p>mental math strategies:<\/p>\n<ul>\n<li>working toward developing fluent and flexible thinking about number<\/li>\n<\/ul>\n<p>technology:<\/p>\n<ul>\n<li>calculators, virtual manipulatives, concept-based apps<\/li>\n<\/ul>\n<p>Model:<\/p>\n<ul>\n<li>acting it out, using concrete materials, drawing pictures<\/li>\n<\/ul>\n<p>multiple strategies:<\/p>\n<ul>\n<li>visual, oral, play, experimental, written, symbolic<\/li>\n<\/ul>\n<p>connected:<\/p>\n<ul>\n<li>in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration<\/li>\n<li>Have students pose and solve problems or ask questions connected to place, stories, and cultural practices.<\/li>\n<li>Elder communication to explain harvest traditions and sharing practices<\/li>\n<\/ul>\n<p>Communicate:<\/p>\n<ul>\n<li>concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, justify, and apply mathematical ideas<\/li>\n<li>using technology such as screencasting apps, digital photos<\/li>\n<\/ul>\n<p>Explain and justify:<\/p>\n<ul>\n<li>using mathematical arguments<\/li>\n<li>\u201cProve it!\u201d<\/li>\n<\/ul>\n<p>concrete, pictorial and symbolic forms:<\/p>\n<ul>\n<li>Use local materials gathered outside for concrete and pictorial representations.<\/li>\n<\/ul>\n<p>Reflect:<\/p>\n<ul>\n<li>sharing the mathematical thinking of self and others, including evaluating strategies and solutions, extending, and posing new problems and questions<\/li>\n<\/ul>\n<p>other areas and personal interests:<\/p>\n<ul>\n<li>to develop a sense of how mathematics helps us understand ourselves and the world around us (e.g., daily activities, local and traditional practices,<br \/>\nthe environment, popular media and news events, social justice, and cross-curricular integration)<\/li>\n<\/ul>\n<p>Incorporate:<\/p>\n<ul>\n<li>Invite local First Peoples Elders and knowledge keepers to share their knowledge.<\/li>\n<\/ul>\n<p>make connections:<\/p>\n<ul>\n<li>Bishop\u2019s cultural practices: counting, measuring, locating, designing, playing, explaining (<a href=\"http:\/\/www.csus.edu\/indiv\/o\/oreyd\/ACP.htm_files\/abishop.htm\">http:\/\/www.csus.edu\/indiv\/o\/oreyd\/ACP.htm_files\/abishop.htm<\/a>)<\/li>\n<li><a href=\"http:\/\/www.aboriginaleducation.ca\">aboriginaleducation.ca<\/a><\/li>\n<\/ul>\n<p><em>Teaching Mathematics in a First Nations Context, <\/em>FNESC http:\/\/www.fnesc.ca\/k-7\/<\/p>\n<p>&nbsp;<\/p>\n<h2>Term 2 Math<\/h2>\n<h2>Geometry!<\/h2>\n<p><strong>Big Ideas:<\/strong><\/p>\n<p>Objects and shapes have attributes that can be described, measured, and compared.<\/p>\n<h5>Content Elaborations:<\/h5>\n<p>Grade 2<\/p>\n<ul>\n<li>multiple attributes of 2D shapes and 3D objects<\/li>\n<li>sorting 2D shapes and 3D objects, using two attributes, and explaining the sorting rule<\/li>\n<li>describing, comparing, and constructing 2D shapes, including triangles, squares, rectangles, circles<\/li>\n<li>identifying 2D shapes as part of 3D objects<\/li>\n<li>using traditional northwest coast First Peoples shapes (ovoids, U, split U, and local art shapes) reflected in the natural environment<\/li>\n<\/ul>\n<p>Grade 3<\/p>\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<h3>\u00a0Addition with Regrouping (Grade 2)<\/h3>\n<h3>Division (Grade 3)<\/h3>\n<p>&nbsp;<\/p>\n<\/div>\n<div class=\"views-row col-12 col-md mx-1\">\n<div>\n<div>\n<h2>Term 3 Math<\/h2>\n<\/div>\n<h2>Patterns!<\/h2>\n<p>Grade 2<\/p>\n<p><b><span data-contrast=\"none\">Big Ideas<\/span><\/b><\/p>\n<ul>\n<li>The regular change in increasing patterns can be identified and used to make generalizations<\/li>\n<\/ul>\n<p><b><span data-contrast=\"none\">Content Elaborations<\/span><\/b><\/p>\n<p>repeating and increasing patterns<\/p>\n<ul>\n<li>exploring more complex repeating patterns (e.g., positional patterns, circular patterns)<br \/>\nidentifying the core of repeating patterns (e.g., the pattern of the pattern that repeats over and over)<br \/>\nincreasing patterns using manipulatives, sounds, actions, and numbers (0 to 100)<\/li>\n<\/ul>\n<p>Grade 3<\/p>\n<p><b><span data-contrast=\"none\">Big Ideas<\/span><\/b><\/p>\n<ul>\n<li>The regular change in increasing patterns can be identified and used to make generalizations (2)<\/li>\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><strong>Content Elaborations<\/strong><\/p>\n<ul>\n<li>increasing and decreasing\u00a0<a class=\"node66105\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">patterns<\/a>\n<div class=\"alert alert-dismissible alert-info elaboration node66105\">\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<\/div>\n<\/li>\n<li>pattern rules using words and numbers, based on concrete experiences<br \/>\n&#8211; from a concrete pattern, describing the pattern rule using words and numbers<br \/>\n&#8211; predictability in song rhythm and patterns<br \/>\n&#8211; exploring examples of local First Peoples art to notice patterns in the artwork<\/li>\n<\/ul>\n<div>\n<h2>Measurement!<\/h2>\n<p><strong>Big Ideas:<\/strong><\/p>\n<p>Objects and shapes have attributes that can be described, measured, and compared.<\/p>\n<p><strong>Content Elaborations:<\/strong><\/p>\n<p>Grade 2<\/p>\n<p>direct linear measurement<\/p>\n<ul>\n<li>centimetres and metres<\/li>\n<li>estimating length<\/li>\n<li>measuring and recording length, height, and width, using standard units<\/li>\n<\/ul>\n<p>introducing standard metric units<\/p>\n<p>Grade 3<\/p>\n<div class=\"views-row col-12 col-md mx-1\">\n<div>\n<ul>\n<li class=\"views-field views-field-nothing\"><span class=\"field-content\">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)<\/span><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"views-row col-12 col-md mx-1\">\n<div>\n<ul>\n<li class=\"views-field views-field-nothing\"><span class=\"field-content\"><a class=\"node66109\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/3\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">time<\/a> concepts<\/span><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h3>Financial Literacy<\/h3>\n<p>Content Elaborations<\/p>\n<p>Grade 2<\/p>\n<ul>\n<li><a class=\"node58404\" title=\"\" href=\"https:\/\/curriculum.gov.bc.ca\/curriculum\/mathematics\/2\/core#\" data-toggle=\"popover\" data-html=\"true\" data-original-title=\"\">financial literacy<\/a> \u2014 coin combinations to 100 cents, and spending and saving<\/li>\n<\/ul>\n<p>Grade 3<\/p>\n<ul>\n<li><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<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Term 1 Math Data and Probability Big Ideas Concrete items can be represented, compared, and interpreted pictorially in graphs. The likelihood of possible outcomes can be examined, compared, and interpreted. Content Elaborations: Grade 2 pictorial representation of concrete graphs, using one-to-one correspondence likelihood of familiar life events, using comparative language Grade 3: one-to-one correspondence with [&hellip;]<\/p>\n","protected":false},"author":4058,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-3340","page","type-page","status-publish","hentry","post-preview"],"_links":{"self":[{"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/pages\/3340","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/users\/4058"}],"replies":[{"embeddable":true,"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/comments?post=3340"}],"version-history":[{"count":4,"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/pages\/3340\/revisions"}],"predecessor-version":[{"id":10581,"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/pages\/3340\/revisions\/10581"}],"wp:attachment":[{"href":"https:\/\/sd41blogs.ca\/carleyk\/wp-json\/wp\/v2\/media?parent=3340"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}