Newfoundland and Labrador

1 Data Analysis

• 1.3SP Statistics and Probability (Data Analysis)

  • 1.3SP1 Collect first-hand data and organize it using:

    • 1.3SP1.a tally marks

    • 1.3SP1.b line plots

      • Create line plots (3-T.13)

    • 1.3SP1.c charts

    • 1.3SP1.d lists

    • 1.3SP1.1 Record the number of objects in a given set, using tally marks.

    • 1.3SP1.2 Answer questions using collected data.

      • Add and subtract data from tables (3-M.9)
      • Price lists (3-R.13)
      • Interpret line plots (3-T.12)
      • Interpret charts to find mean and mode (3-BB.6)

    • 1.3SP1.3 Organize a given set of data, using tally marks, line plots, charts or lists.

      • Create line plots (3-T.13)

    • 1.3SP1.4 Determine the common attributes of line plots by comparing line plots in a given set.

    • 1.3SP1.5 Collect and organize data, using tally marks, line plots, charts and lists.

      • Create line plots (3-T.13)

    • 1.3SP1.6 Answer questions arising from a given line plot, chart or list.

      • Add and subtract data from tables (3-M.9)
      • Price lists (3-R.13)
      • Interpret line plots (3-T.12)
      • Interpret charts to find mean and mode (3-BB.6)

  • 1.3SP2 Construct, label and interpret bar graphs to solve problems.

    • 1.3SP2.1 Determine the common attributes, titles and axes of bar graphs by comparing bar graphs in a given set.

      • Which bar graph is correct? (2-R.5)

    • 1.3SP2.2 Draw conclusions from a given bar graph to solve problems.

      • Interpret bar graphs (3-T.9)

    • 1.3SP2.3 Create a bar graph, labelling the title and axes, to represent a given set of data.

      • Create bar graphs (3-T.10)

    • 1.3SP2.4 Solve problems by constructing and interpreting a bar graph.

      • Interpret bar graphs (3-T.9)
      • Create bar graphs (3-T.10)

2 Numbers to 1000

• 2.3N Number

  • 2.3N2 Represent and describe numbers to 1000, concretely, pictorially and symbolically.

    • 2.3N2.1 Represent a given number pictorially.

    • 2.3N2.2 Read a given number word (0 to 1000).

      • Write numbers in words: up to 1000 (3-A.17)

    • 2.3N2.3 Read a given three-digit numeral without using the word "and".

      • Write numbers in words: up to 1000 (3-A.17)

    • 2.3N2.4 Represent a given number as an expression; e.g., 300 – 44 for 256 or 20 + 236.

      • Addition and subtraction - ways to make a number - up to 20 (2-L.2)
      • Addition and subtraction - ways to make a number - up to 100 (2-L.9)

    • 2.3N2.5 Represent a given number, using manipulatives such as base ten materials.

      • Place value models up to thousands (3-B.2)

    • 2.3N2.6 Write number words for given multiples of ten to 90.

    • 2.3N2.7 Write number words for given multiples of a hundred to 900.

  • 2.3N3 Compare and order numbers to 1000.

    • 2.3N3.1 Place a given set of numbers in ascending or descending order, and verify the result by using a hundred chart (e.g., a one hundred chart, a two hundreds chart, a three hundreds chart), a number line or by making references to place value.

      • Put numbers up to 1000 in order (3-A.24)

    • 2.3N3.2 Create as many different three-digit numerals as possible, given three different digits. Place the numbers in ascending or descending order.

    • 2.3N3.3 Identify and explain errors in a given ordered sequence to 1000.

    • 2.3N3.4 Identify missing numbers in parts of a given hundreds sequence to 1000.

      • Number sequences (3-A.11)

  • 2.3N5 Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.

    • 2.3N5.1 Explain and show, with counters, the meaning of each digit for a given three-digit numeral with all digits the same; e.g., for the numeral 222, the first digit represents two hundreds (two hundred counters) the second digit represents two tens (twenty counters) and the third digit represents two ones (two counters).

    • 2.3N5.2 Explain, using concrete materials, the meaning of zero as a place holder in a given number.

    • 2.3N5.3 Record, in more than one way, the number represented by given proportional materials (e.g., base ten materials) and non-proportional materials (e.g., money).

      • Place value models up to thousands (3-B.2)

    • 2.3N5.4 Represent a given number in different ways, using proportional and non-proportional materials, and explain how the representations are equivalent; e.g., 351 can be represented as three 100s, five 10s and one 1; or two 100s, fifteen 10s and one 1; or three 100s, four 10s and eleven 1s.

      • Place value models up to thousands (3-B.2)
      • Place value names up to hundreds (3-B.3)
      • Place value names up to ten thousands (3-B.4)
      • Convert to/from a number: up to hundreds (3-B.7)
      • Convert from expanded form: up to hundreds (3-B.11)
      • Convert between standard and expanded form: up to hundreds (3-B.13)
      • Place value word problems: up to hundreds (3-B.15)

  • 2.3N1 Say the number sequence 0 to 1000 forward and backward by:

    • 2.3N1.a 5s, 10s or 100s, using any starting point

      • Skip-counting puzzles (3-A.10)

    • 2.3N1.b 3s, using starting points that are multiples of 3

    • 2.3N1.c 4s, using starting points that are multiples of 4

    • 2.3N1.d 25s, using starting points that are multiples of 25.

    • 2.3N1.1 Extend a given skip counting sequence by 5s, 10s or 100s, forward and backward, using a given starting point.

      • Skip-counting puzzles (3-A.10)

    • 2.3N1.2 Extend a given skip counting sequence by 25s, forward and backward, starting at a given multiple of 25.

    • 2.3N1.3 Identify and correct errors and omissions in a given skip counting sequence.

    • 2.3N1.4 Identify and explain the skip counting pattern for a given number sequence.

      • Skip-counting puzzles (3-A.10)
      • Number sequences (3-A.11)

    • 2.3N1.5 Determine the value of a given set of coins (nickels, dimes, quarters, loonies) by using skip counting.

    • 2.3N1.6 Extend a given skip counting sequence by 3s, forward and backward, starting at a given multiple of 3.

    • 2.3N1.7 Extend a given skip counting sequence by 4s, forward and backward, starting at a given multiple of 4.

  • 2.3N4 Estimate quantities less than 1000, using referents.

    • 2.3N4.1 Estimate the number of groups of ten in a given quantity, using 10 as a referent (known quantity).

      • Estimate to the nearest ten (2-N.1)

    • 2.3N4.2 Estimate the number of groups of a hundred in a given quantity, using 100 as a referent.

    • 2.3N4.3 Estimate a given quantity by comparing it to a referent.

      • Estimate to the nearest ten (2-N.1)

    • 2.3N4.4 Select an estimate for a given quantity by choosing among three possible choices.

      • Estimate to the nearest ten (2-N.1)

    • 2.3N4.5 Select and justify a referent for determining an estimate for a given quantity.

3 Patterning

• 3.3PR Patterns and Relations (Patterns)

  • 3.3PR1 Demonstrate an understanding of increasing patterns by:

    • 3.3PR1.a describing

      • Growing patterns (3-Q.5)

    • 3.3PR1.b extending

      • Number sequences (3-A.11)
      • Find the next row in a growing pattern (3-Q.7)
      • Complete an increasing number pattern (4-L.9)

    • 3.3PR1.c comparing

    • 3.3PR1.d creating

      • Addition patterns over increasing place values (3-C.23)
      • Subtraction patterns over increasing place values (3-D.15)
      • Growing patterns (3-Q.5)

    • 3.3PR1.1 Describe a given increasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues; e.g., for 42, 44, 46 … the pattern rule is start at 42 and add 2 each time.

    • 3.3PR1.2 Identify the pattern rule of a given increasing pattern, and extend the pattern for the next three elements.

      • Addition patterns over increasing place values (3-C.23)
      • Subtraction patterns over increasing place values (3-D.15)
      • Find the next row in a growing pattern (3-Q.7)

    • 3.3PR1.3 Identify and explain errors in a given increasing pattern.

    • 3.3PR1.4 Identify and apply a pattern rule to determine missing elements for a given pattern.

      • Addition patterns over increasing place values (3-C.23)
      • Subtraction patterns over increasing place values (3-D.15)
      • Find the next row in a growing pattern (3-Q.7)

    • 3.3PR1.5 Describe the strategy used to determine missing elements in a given increasing pattern.

    • 3.3PR1.6 Create a concrete, pictorial or symbolic representation of an increasing pattern for a given pattern rule.

      • Growing patterns (3-Q.5)
      • Find the next row in a growing pattern (3-Q.7)

    • 3.3PR1.7 Create a concrete, pictorial or symbolic increasing pattern; and describe the relationship, using a pattern rule.

      • Addition patterns over increasing place values (3-C.23)
      • Subtraction patterns over increasing place values (3-D.15)
      • Growing patterns (3-Q.5)

    • 3.3PR1.8 Solve a given problem, using increasing patterns.

      • Skip-counting puzzles (3-A.10)

    • 3.3PR1.9 Identify and describe increasing patterns in the environment.

    • 3.3PR1.10 Compare numeric patterns of counting by 2s, 5s, 10s, 25s and 100s.

    • 3.3PR1.11 Locate and describe various increasing patterns found on a hundred chart, such as horizontal, vertical and diagonal patterns.

  • 3.3PR2 Demonstrate an understanding of decreasing patterns by:

    • 3.3PR2.a describing

    • 3.3PR2.b extending

    • 3.3PR2.c comparing

    • 3.3PR2.d creating

    • 3.3PR2.1 Describe a given decreasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues.

    • 3.3PR2.2 Identify the pattern rule of a given decreasing pattern, and extend the pattern for the next three elements.

    • 3.3PR2.3 Solve a given problem, using decreasing patterns.

    • 3.3PR2.4 Identify and describe decreasing patterns in the environment.

    • 3.3PR2.5 Compare decreasing numeric patterns of counting backwards by 2s, 5s, 10s, 25s, and 100s.

    • 3.3PR2.6 Create a concrete, pictorial or symbolic decreasing pattern for a given pattern rule.

    • 3.3PR2.7 Create a concrete, pictorial or symbolic decreasing pattern; and describe the relationship, using a pattern rule

    • 3.3PR2.8 Identify and describe various decreasing patterns found on a hundred chart, such as horizontal, vertical and diagonal patterns.

    • 3.3PR2.9 Identify and explain errors in a given decreasing pattern.

    • 3.3PR2.10 Identify and apply a pattern rule to determine missing elements for a given pattern.

    • 3.3PR2.11 Describe the strategy used to determine missing elements in a given decreasing pattern.

4 Geometry

• 4.3SS Shape and Space (3-D Objects and 2-D Shapes)

  • 4.3SS7 Sort regular and irregular polygons, including:

    • 4.3SS7.a triangles

      • Identify two-dimensional shapes (3-V.1)

    • 4.3SS7.b quadrilaterals

      • Identify two-dimensional shapes (3-V.1)

    • 4.3SS7.c pentagons

    • 4.3SS7.d hexagons

    • 4.3SS7.e octagons

    • 4.3SS7.1 Identify given regular and irregular polygons that have different dimensions.

      • Identify two-dimensional shapes (3-V.1)
      • Is it a polygon? (3-V.12)

    • 4.3SS7.2 Identify given regular and irregular polygons that have different orientations.

      • Identify two-dimensional shapes (3-V.1)
      • Is it a polygon? (3-V.12)

    • 4.3SS7.3 Classify a given set of regular and irregular polygons according to the number of sides.

      • Count and compare sides and vertices (3-V.2)

  • 4.3SS6 Describe 3-D objects according to the shape of the faces and the number of edges and vertices.

    • 4.3SS6.1 Identify the faces, edges and vertices of given 3-D objects, including cubes, spheres, cones, cylinders, pyramids and prisms.

      • Identify faces of three-dimensional shapes (3-V.8)

    • 4.3SS6.2 Identify the shape of the faces of a given 3-D object.

      • Identify faces of three-dimensional shapes (3-V.8)

    • 4.3SS6.3 Identify 3-D objects as cubes, spheres, cones, cylinders, square pyramids, triangular pyramids, rectangular prisms, or triangular prisms.

      • Identify three-dimensional shapes (3-V.6)

    • 4.3SS6.4 Determine the number of faces, curved surfaces, edges and vertices of a given 3-D object.

      • Count vertices, edges and faces (3-V.7)

    • 4.3SS6.5 Sort a given set of 3-D objects according to the number of faces, curved surfaces, edges or vertices.

      • Identify three-dimensional shapes (3-V.6)

    • 4.3SS6.6 Construct a skeleton of a given 3-D object, and describe how the skeleton relates to the 3-D object.

5 Addition and Subtraction

• 5.3N Number

  • 5.3N10 Apply mental mathematics strategies and number properties, in order to understand and recall basic addition facts and related subtraction facts to 18.

    • 5.3N10.1 Explain or demonstrate the mental mathematics strategy that could be used to determine a basic fact, such as:

      • 5.3N10.1.a using doubles; e.g., for 6 + 8, think 7 + 7

        • Add doubles (2-E.13)

      • 5.3N10.1.b using doubles plus one, plus two; e.g., for 6 + 7, think 6 + 6 + 1

      • 5.3N10.1.c using doubles subtract one, subtract two; e.g., for 6 + 7, think 7 + 7 – 1

      • 5.3N10.1.d making 10; e.g., for 6 + 8, think 6 + 4 + 4 or 8 + 2 + 4

      • 5.3N10.1.e using addition to subtract; e.g., for 13 – 7, think 7 + ? = 13.

        • Fact families (2-K.3)

      • 5.3N10.1.f using commutative property; e.g., for 3 + 9, think 9 + 3

        • Properties of addition (3-C.24)

      • 5.3N10.1.g provide a rule for determining answers when adding and subtracting zero. When you add or subtract 0 to or from a number, the answer is the number you started with.

        • Add zero (2-E.11)
        • Subtract zero/all (2-F.10)

    • 5.3N10.2 Recall doubles to 18 and related subtraction facts.

      • Add doubles (2-E.13)

    • 5.3N10.3 Recall compatible number pairs for 5 and 10.

    • 5.3N10.4 Recall basic addition facts to 18 and related subtraction facts to solve problems.

      • Add one-digit numbers - sums to 10 (2-E.1)
      • Add one-digit numbers (2-E.6)
      • Subtract one-digit numbers - up to 10 (2-F.1)
      • Subtract a one-digit number from a two-digit number up to 18 (2-F.6)
      • Add and subtract numbers up to 20 (2-L.1)
      • Addition and subtraction - ways to make a number - up to 20 (2-L.2)
      • Addition and subtraction - balance equations - up to 20 (2-L.4)

• 5.3PR Patterns and Relations (Variables and Equations)

  • 5.3PR3 Solve one-step addition and subtraction equations involving a symbol to represent an unknown number.

    • 5.3PR3.1 Explain the purpose of the symbol in a given addition or subtraction equation with one unknown.

    • 5.3PR3.2 Create an addition or subtraction equation with one unknown to represent a given combining or separating action.

      • Write variable equations to represent word problems: addition and subtraction (3-N.5)

    • 5.3PR3.3 Provide an alternative symbol for the unknown in a given addition or subtraction equation.

      • Write variable equations to represent word problems: addition and subtraction (3-N.5)

    • 5.3PR3.4 Solve a given addition or subtraction equation with one unknown that represents combining or separating actions, using manipulative.

      • Solve for the variable: addition and subtraction (3-N.2)

    • 5.3PR3.5 Solve a given addition or subtraction equation with one unknown, using a variety of strategies, including guess and check.

      • Solve for the variable: addition and subtraction (3-N.2)

    • 5.3PR3.6 Solve a given addition or subtraction equation when the unknown is on the left or the right side of the equation.

      • Solve for the variable: addition and subtraction (3-N.2)

    • 5.3PR3.7 Explain why the unknown in a given addition or subtraction equation has only one value.

• 5.3N Number

  • 5.3N8 Apply estimation strategies to predict sums and differences of two two-digit numerals in a problem solving context.

    • 5.3N8.1 Estimate the solution for a given problem involving the sum of two two-digit numerals; e.g., to estimate the sum of 43 + 56, use 40 + 50 (the sum is close to 90).

      • Estimate sums up to 1 000 000 (3-O.8)

    • 5.3N8.2 Estimate the solution for a given problem involving the difference of two two-digit numerals; e.g., to estimate the difference of 56 – 23, use 50 – 20 (the difference is close to 30).

      • Estimate differences up to 1 000 000 (3-O.11)

  • 5.3N6 Describe and apply mental mathematics strategies for adding two two-digit numerals.

    • 5.3N6.1 Add two given two-digit numerals, using a mental mathematics strategy, and explain or illustrate the strategy.

      • Add two two-digit numbers - without regrouping (2-G.8)
      • Add two two-digit numbers - with regrouping (2-G.10)

    • 5.3N6.2 Explain how to use the "adding from left to right" strategy; e.g., to determine the sum of 23 + 46, think 20 + 40 and 3 + 6.

    • 5.3N6.3 Explain how to use the "taking one addend to the nearest multiple of ten and then compensating" strategy; e.g., to determine the sum of 28 + 47, think 30 + 47 – 2 or 50 + 28 – 3.

    • 5.3N6.4 Explain how to use the "using doubles" strategy; e.g., to determine the sum of 24 + 26, think 25 + 25; to determine the sum of 25 + 26, think 25 + 25 + 1 or doubles plus 1.

    • 5.3N6.5 Apply a mental mathematics strategy for adding two given two-digit numerals.

      • Add two two-digit numbers - without regrouping (2-G.8)
      • Add two two-digit numbers - with regrouping (2-G.10)

  • 5.3N9 Demonstrate an understanding of addition (limited to one-, two- and three-digit numerals) with answers to 1000, and the corresponding subtraction, concretely, pictorially and symbolically, by:

    • 5.3N9.a using personal strategies for adding and subtracting with and without the support of manipulatives

      • Add two numbers up to three digits (3-C.7)
      • Complete the addition sentence - up to three digits (3-C.10)
      • Balance addition equations - up to three digits (3-C.11)
      • Add three or more numbers up to three digits each (3-C.12)
      • Subtract numbers up to three digits (3-D.5)
      • Complete the subtraction sentence - up to three digits (3-D.8)
      • Balance subtraction equations - up to three digits (3-D.9)

    • 5.3N9.b creating and solving problems in context that involve addition and subtraction of numbers.

      • Add two numbers up to three digits - word problems (3-C.9)
      • Add three or more numbers up to three digits - word problems (3-C.13)
      • Subtract numbers up to three digits - word problems (3-D.7)

    • 5.3N9.1 Model the addition of two or more given numbers, using concrete or visual representations, and record the process symbolically.

      • Addition with pictures - sums to 20 (2-E.5)
      • Write addition sentences to describe pictures (2-G.5)

    • 5.3N9.2 Create an addition or subtraction story problem for a given solution.

    • 5.3N9.3 Determine the sum of two given numbers, using a personal strategy; e.g., for 326 + 48, record 300 + 60 + 14.

    • 5.3N9.4 Refine personal strategies to increase their efficiency.

    • 5.3N9.5 Solve a given problem involving the sum or difference of two given numbers.

      • Add two numbers up to three digits (3-C.7)
      • Addition input/output tables - up to three digits (3-C.8)
      • Add two numbers up to three digits - word problems (3-C.9)
      • Complete the addition sentence - up to three digits (3-C.10)
      • Balance addition equations - up to three digits (3-C.11)
      • Subtract numbers up to three digits (3-D.5)
      • Subtraction input/output tables - up to three digits (3-D.6)
      • Subtract numbers up to three digits - word problems (3-D.7)
      • Complete the subtraction sentence - up to three digits (3-D.8)
      • Balance subtraction equations - up to three digits (3-D.9)

    • 5.3N9.6 Model the subtraction of two given numbers, using concrete or visual representations, and record the process symbolically.

      • Subtraction with pictures (2-F.5)
      • Write subtraction sentences to describe pictures - up to 18 (2-F.7)

    • 5.3N9.7 Determine the difference of two given numbers, using a personal strategy; e.g., for 127 – 38, record 38 + 2 + 80 + 7 or 127 – 20 – 10 – 8.

  • 5.3N7 Describe and apply mental mathematics strategies for subtracting two two-digit numerals.

    • 5.3N7.1 Subtract two given two-digit numerals, using a mental mathematics strategy, and explain or model the strategy used.

      • Subtract two two-digit numbers - without regrouping (2-H.4)
      • Subtract two two-digit numbers - with regrouping (2-H.5)

    • 5.3N7.2 Explain how to use the "taking the subtrahend to the nearest multiple of ten and then compensating" strategy; e.g., to determine the difference of 48 – 19, think 48 – 20 + 1.

    • 5.3N7.3 Explain how to use the "think addition" strategy; e.g., to determine the difference of 62 – 45, think 45 + 5, then 50 + 12 and then 5 + 12.

    • 5.3N7.4 Explain how to use the "using doubles" strategy; e.g., to determine the difference of 24 – 12, think 12 + 12 = 24.

    • 5.3N7.5 Apply a mental mathematics strategy for subtracting two given two-digit numerals.

      • Subtract two two-digit numbers - without regrouping (2-H.4)
      • Subtract two two-digit numbers - with regrouping (2-H.5)

6 Multiplication and Division

• 6.3N Number

  • 6.3N11 Demonstrate an understanding of multiplication to 5 x 5 by:

    • 6.3N11.a representing and explaining multiplication using equal grouping and arrays

      • Count equal groups (3-E.1)
      • Identify multiplication expressions for equal groups (3-E.2)
      • Write multiplication sentences for equal groups (3-E.3)
      • Relate addition and multiplication for equal groups (3-E.4)
      • Identify multiplication expressions for arrays (3-E.5)
      • Write multiplication sentences for arrays (3-E.6)
      • Make arrays to model multiplication (3-E.7)

    • 6.3N11.b creating and solving problems in context that involve multiplication

      • Multiplication facts up to 5 (3-G.5)
      • Multiplication facts up to 5: true or false? (3-G.6)
      • Multiplication facts up to 5: sorting (3-G.7)

    • 6.3N11.c modelling multiplication using concrete and visual representations, and recording the process symbolically

      • Write multiplication sentences for equal groups (3-E.3)
      • Write multiplication sentences for arrays (3-E.6)
      • Make arrays to model multiplication (3-E.7)

    • 6.3N11.d relating multiplication to repeated addition

      • Relate addition and multiplication for equal groups (3-E.4)
      • Relate addition and multiplication (3-E.9)

    • 6.3N11.e relating multiplication to division.

      • Relate multiplication and division for groups (3-I.3)
      • Relate multiplication and division for arrays (3-I.5)
      • Relate multiplication and division (3-I.6)
      • Division facts up to 10: find the missing number (3-K.12)

    • 6.3N11.1 Identify events from experience that can be described as multiplication.

    • 6.3N11.2 Represent a given story problem, using manipulatives or diagrams, and record the problem in a number sentence.

    • 6.3N11.3 Solve a given multiplication problem.

      • Multiplication facts up to 5 (3-G.5)
      • Multiplication facts up to 5: true or false? (3-G.6)
      • Multiplication facts up to 5: sorting (3-G.7)

    • 6.3N11.4 Create and illustrate a story problem for a given number sentence.

    • 6.3N11.5 Represent, concretely or pictorially, equal groups for a given number sentence.

      • Count equal groups (3-E.1)
      • Identify multiplication expressions for equal groups (3-E.2)
      • Write multiplication sentences for equal groups (3-E.3)
      • Relate addition and multiplication for equal groups (3-E.4)

    • 6.3N11.6 Represent a given multiplication expression as repeated addition.

      • Relate addition and multiplication for equal groups (3-E.4)
      • Relate addition and multiplication (3-E.9)

    • 6.3N11.7 Represent a given repeated addition as multiplication.

      • Relate addition and multiplication for equal groups (3-E.4)
      • Relate addition and multiplication (3-E.9)

    • 6.3N11.8 Represent a given multiplication expression, using an array.

      • Identify multiplication expressions for arrays (3-E.5)
      • Write multiplication sentences for arrays (3-E.6)
      • Make arrays to model multiplication (3-E.7)

    • 6.3N11.9 Create an array to model the commutative property of multiplication.

      • Make arrays to model multiplication (3-E.7)

    • 6.3N11.10 Relate multiplication to division by using arrays and writing related number sentences.

      • Relate multiplication and division for groups (3-I.3)
      • Relate multiplication and division for arrays (3-I.5)

  • 6.3N12 Demonstrate an understanding of division (limited to division related to multiplication facts up to 5 x 5) by:

    • 6.3N12.a representing and explaining division using equal sharing and equal grouping

      • Divide by counting equal groups (3-I.1)
      • Write division sentences for groups (3-I.2)
      • Relate multiplication and division for groups (3-I.3)
      • Write division sentences for arrays (3-I.4)
      • Relate multiplication and division for arrays (3-I.5)

    • 6.3N12.b creating and solving problems in context that involve equal sharing and equal grouping

      • Division facts up to 5 (3-K.4)
      • Division facts up to 5: true or false? (3-K.5)

    • 6.3N12.c modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically

      • Divide by counting equal groups (3-I.1)
      • Write division sentences for groups (3-I.2)
      • Relate multiplication and division for groups (3-I.3)

    • 6.3N12.d relating division to repeated subtraction

    • 6.3N12.e relating division to multiplication.

      • Relate multiplication and division for groups (3-I.3)
      • Relate multiplication and division for arrays (3-I.5)
      • Relate multiplication and division (3-I.6)
      • Division facts up to 10: find the missing number (3-K.12)

    • 6.3N12.1 Identify events from experience that can be described as equal grouping.

    • 6.3N12.2 Illustrate, with counters or a diagram, a given story problem, presented orally, that involves equal grouping; and solve the problem.

    • 6.3N12.3 Listen to a story problem; represent the numbers, using manipulatives or a sketch; and record the problem with a number sentence.

    • 6.3N12.4 Create and illustrate, with counters, a story problem for a given number sentence; e.g., 6 ÷ 3 = 2.

    • 6.3N12.5 Solve a given problem involving division.

      • Division facts up to 5 (3-K.4)
      • Division facts up to 5: true or false? (3-K.5)

    • 6.3N12.6 Identify events from experience that can be described as equal sharing.

    • 6.3N12.7 Illustrate, with counters or a diagram, a given story problem, presented orally, that involves equal sharing; and solve the problem.

    • 6.3N12.8 Represent a given division expression as repeated subtraction.

    • 6.3N12.9 Represent a given repeated subtraction as a division expression.

    • 6.3N12.10 Relate division to multiplication by using arrays and writing related number sentences.

      • Relate multiplication and division for arrays (3-I.5)

7 Fractions

• 7.3N Number

  • 7.3N13 Demonstrate an understanding of fractions by:

    • 7.3N13.a explaining that a fraction represents a part of a whole

      • Understand fractions: fraction bars (3-X.6)
      • Understand fractions: area models (3-X.7)
      • Show fractions: fraction bars (3-X.8)
      • Show fractions: area models (3-X.9)
      • Match fractions to models (3-X.12)

    • 7.3N13.b describing situations in which fractions are used

      • Unit fractions: modelling word problems (3-X.20)
      • Fractions of a whole: modelling word problems (3-X.21)
      • Fractions of a group: word problems (3-X.22)

    • 7.3N13.c comparing fractions of the same whole that have like denominators.

      • Graph and compare fractions with like denominators on number lines (3-Z.3)
      • Compare fractions with like denominators (3-Z.6)
      • Order fractions with like denominators (3-Z.8)

    • 7.3N13.1 Describe everyday situations where fractions are used.

    • 7.3N13.2 Cut or fold a whole into equal parts, or draw a whole in equal parts; demonstrate that the parts are equal; and name the parts.

    • 7.3N13.3 Sort a given set of shaded regions into those that represent equal parts and those that do not, and explain the sorting.

    • 7.3N13.4 Represent a given fraction concretely or pictorially.

      • Show fractions: fraction bars (3-X.8)
      • Show fractions: area models (3-X.9)
      • Match fractions to models (3-X.12)
      • Fractions of number lines: unit fractions (3-X.13)
      • Fractions of number lines (3-X.14)
      • Identify fractions on number lines (3-X.16)
      • Graph unit fractions on number lines (3-X.17)
      • Graph fractions on number lines (3-X.18)
      • Unit fractions: modelling word problems (3-X.20)
      • Fractions of a whole: modelling word problems (3-X.21)

    • 7.3N13.5 Identify common characteristics of a given set of fractions.

    • 7.3N13.6 Name and record the fraction represented by the shaded and non-shaded parts of a given region.

      • Understand fractions: fraction bars (3-X.6)
      • Understand fractions: area models (3-X.7)
      • Show fractions: fraction bars (3-X.8)
      • Show fractions: area models (3-X.9)
      • Match fractions to models (3-X.12)

    • 7.3N13.7 Identify the numerator and denominator for a given fraction.

    • 7.3N13.8 Model and explain the meaning of numerator and denominator.

    • 7.3N13.9 Compare given fractions with the same denominator, using models.

      • Graph and compare fractions with like denominators on number lines (3-Z.3)
      • Compare fractions with like denominators (3-Z.6)

8 Measurement

• 8.3SS Shape and Space (Measurement)

  • 8.3SS1 Relate the passage of time to common activities, using non-standard and standard units (minutes, hours, days, weeks, months, years).

    • 8.3SS1.1 Select and use a nonstandard unit of measure, such as television shows or pendulum swings, to measure the passage of time, and explain the choice.

    • 8.3SS1.2 Identify activities that can or cannot be accomplished in minutes, hours, days, weeks, months and years.

    • 8.3SS1.3 Provide personal referents for minutes and hours.

  • 8.3SS2 Relate the number of seconds to a minute, the number of minutes to an hour and the number of days to a month in a problem-solving context.

    • 8.3SS2.1 Determine the number of days in any given month, using a calendar.

      • Number of days in each month (2-Q.15)

    • 8.3SS2.2 Solve a given problem involving the number of seconds in a minute, minutes in an hour or days in a given month.

      • Relate time units (3-S.10)

    • 8.3SS2.3 Create a calendar that includes days of the week, dates and personal events.

  • 8.3SS3 Demonstrate an understanding of measuring length (cm, m) by:

    • 8.3SS3.a selecting and justifying referents for the units cm and m

      • Which unit of length is appropriate? (3-U.4)

    • 8.3SS3.b modelling and describing the relationship between the units cm and m

      • Compare units of length (3-U.5)

    • 8.3SS3.c estimating length, using referents

      • Which unit of length is appropriate? (3-U.4)

    • 8.3SS3.d measuring and recording length, width and height.

    • 8.3SS3.1 Provide a personal referent for one centimetre, and explain the choice.

    • 8.3SS3.2 Estimate the length of an object, using personal referents.

      • Which unit of length is appropriate? (3-U.4)

    • 8.3SS3.3 Draw a line segment of a given length, using a ruler.

    • 8.3SS3.4 Sketch a line segment of a given length without using a ruler.

    • 8.3SS3.5 Provide a personal referent for one metre, and explain the choice

    • 8.3SS3.6 Match a given standard unit to a given referent.

      • Which unit of length is appropriate? (3-U.4)

    • 8.3SS3.7 Show that 100 cm is equivalent to 1 m by using concrete materials.

    • 8.3SS3.8 Determine and record the length and width of a given 2-D shape.

    • 8.3SS3.9 Determine and record the length, width or height of a given 3-D object.

  • 8.3SS5 Demonstrate an understanding of perimeter of regular and irregular shapes by:

    • 8.3SS5.a estimating perimeter, using referents for cm or m

    • 8.3SS5.b measuring and recording perimeter (cm, m)

      • Perimeter of rectangles (3-W.1)
      • Perimeter of polygons (3-W.2)
      • Perimeter of rectilinear shapes (3-W.3)
      • Perimeter: find the missing side length (3-W.5)

    • 8.3SS5.c constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.

    • 8.3SS5.1 Measure and record the perimeter of a given regular shape, and explain the strategy used.

    • 8.3SS5.2 Measure and record the perimeter of a given irregular shape, and explain the strategy used.

    • 8.3SS5.3 Construct more than one shape for a given perimeter (cm, m).

    • 8.3SS5.4 Estimate the perimeter of a given shape (cm, m), using personal referents.

  • 8.3SS4 Demonstrate an understanding of measuring mass (g, kg) by:

    • 8.3SS4.a selecting and justifying referents for the units g and kg

      • Which unit of mass is appropriate? (3-U.7)

    • 8.3SS4.b modelling and describing the relationship between the units g and kg

      • Compare units of mass (3-U.8)

    • 8.3SS4.c estimating mass, using referents

      • Which unit of mass is appropriate? (3-U.7)

    • 8.3SS4.d measuring and recording mass.

    • 8.3SS4.1 Provide a personal referent for one kilogram, and explain the choice.

    • 8.3SS4.2 Estimate the mass of a given object, using personal referents.

      • Which unit of mass is appropriate? (3-U.7)

    • 8.3SS4.3 Provide a personal referent for one gram, and explain the choice.

    • 8.3SS4.4 Match a given standard unit to a given referent.

      • Which unit of mass is appropriate? (3-U.7)

    • 8.3SS4.5 Explain the relationship between 1000 g and 1 kg, using a model.

    • 8.3SS4.6 Measure, using a scale, and record, using the units g and kg, the mass of given everyday objects.

    • 8.3SS4.7 Provide examples of 3-D objects that have a mass of approximately 1 g, 100 g and 1 kg.

    • 8.3SS4.8 Determine the mass of two given similar objects with different masses, and explain the results.

    • 8.3SS4.9 Determine the mass of an object, change its shape, re-measure its mass, and explain the results.