We are Mathematicians.

Term One

Patterns – Students are expected to know the following:

Big Idea:

Regular increases and decreases in patterns 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
- 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
- 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.

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Fraction Concepts

Big Ideas:

Students are expected to know the following:

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

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Data analysis: 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

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Number Concepts – Students are expected to know the following:

Big Ideas:

Numbers to 1000 represent quantities that can be decomposed into 100s, 10s and 1s.

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)

Term Two

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

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.

Construction of 3D objects

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

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

Term Three

Financial literacy — 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.

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

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?)

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