Northwest Territories

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Skills available for Northwest Territories grade 4 math curriculum

Objectives are in black and IXL math skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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N Number

PR Patterns and Relations

SS Shape and Space

  • SS.1 Use direct and indirect measurement to solve problems.

    • SS.1.1 Read and record time, using digital and analog clocks, including 24-hour clocks.

    • SS.1.2 Read and record calendar dates in a variety of formats.

      • SS.1.2.1 Write dates in a variety of formats; e.g., yyyy/mm/dd, dd/mm/yyyy, March 21, 2007, dd/mm/yy.

      • SS.1.2.2 Relate dates written in the format yyyy/mm/dd to dates on a calendar.

      • SS.1.2.3 Identify possible interpretations of a given date; e.g., 06/03/04.

    • SS.1.3 Demonstrate an understanding of area of regular and irregular 2-D shapes by:

      • SS.1.3.a recognizing that area is measured in square units.

      • SS.1.3.b selecting and justifying referents for the units cm² or m².

      • SS.1.3.c estimating area, using referents for cm² or m².

      • SS.1.3.d determining and recording area (cm² or m²).

      • SS.1.3.e constructing different rectangles for a given area (cm² or m²) in order to demonstrate that many different rectangles may have the same area.

      • SS.1.3.1 Describe area as the measure of surface recorded in square units.

      • SS.1.3.2 Identify and explain why the square is the most efficient unit for measuring area.

      • SS.1.3.3 Provide a referent for a square centimetre, and explain the choice.

      • SS.1.3.4 Provide a referent for a square metre, and explain the choice.

      • SS.1.3.5 Determine which standard square unit is represented by a given referent.

      • SS.1.3.6 Estimate the area of a given 2-D shape, using personal referents.

      • SS.1.3.7 Determine the area of a regular 2-D shape, and explain the strategy.

      • SS.1.3.8 Determine the area of an irregular 2-D shape, and explain the strategy.

      • SS.1.3.9 Construct a rectangle for a given area.

      • SS.1.3.10 Demonstrate that many rectangles are possible for a given area by drawing at least two different rectangles for the same given area.

  • SS.2 Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.

    • SS.2.4 Describe and construct right rectangular and right triangular prisms.

      • SS.2.4.1 Identify and name common attributes of right rectangular prisms from given sets of right rectangular prisms.

      • SS.2.4.2 Identify and name common attributes of right triangular prisms from given sets of right triangular prisms.

      • SS.2.4.3 Sort a given set of right rectangular and right triangular prisms, using the shape of the base.

      • SS.2.4.4 Construct and describe a model of a right rectangular and a right triangular prism, using materials such as pattern blocks or modelling clay.

      • SS.2.4.5 Construct right rectangular prisms from their nets.

      • SS.2.4.6 Construct right triangular prisms from their nets.

      • SS.2.4.7 Identify examples of right rectangular and right triangular prisms found in the environment.

  • SS.3 Describe and analyze position and motion of objects and shapes.

    • SS.3.5 Demonstrate an understanding of congruency, concretely and pictorially.

      • SS.3.5.1 Determine if two given 2-D shapes are congruent, and explain the strategy used.

      • SS.3.5.2 Create a shape that is congruent to a given 2-D shape.

      • SS.3.5.3 Identify congruent 2-D shapes from a given set of shapes shown in different orientations.

      • SS.3.5.4 Identify corresponding vertices and sides of two given congruent shapes.

    • SS.3.6 Demonstrate an understanding of line symmetry by:

      • SS.3.6.a identifying symmetrical 2-D shapes.

      • SS.3.6.b creating symmetrical 2-D shapes.

      • SS.3.6.c drawing one or more lines of symmetry in a 2-D shape.

      • SS.3.6.1 Identify the characteristics of given symmetrical and non-symmetrical 2-D shapes.

      • SS.3.6.2 Sort a given set of 2-D shapes as symmetrical and non-symmetrical.

      • SS.3.6.3 Complete a symmetrical 2-D shape, given half the shape and its line of symmetry.

      • SS.3.6.4 Identify lines of symmetry of a given set of 2-D shapes, and explain why each shape is symmetrical.

      • SS.3.6.5 Determine whether or not a given 2-D shape is symmetrical by using an image reflector or by folding and superimposing.

      • SS.3.6.6 Create a symmetrical shape with and without manipulatives.

      • SS.3.6.7 Provide examples of symmetrical shapes found in the environment, and identify the line(s) of symmetry.

      • SS.3.6.8 Sort a given set of 2-D shapes as those that have no lines of symmetry, one line of symmetry or more than one line of symmetry.

SP Statistics and Probability

  • SP.1 Collect, display and analyze data to solve problems.

    • SP.1.1 Demonstrate an understanding of many-to-one correspondence.

      • SP.1.1.1 Compare graphs in which the same data has been displayed using one-to-one and many-to-one correspondences, and explain how they are the same and different.

      • SP.1.1.2 Explain why many-to-one correspondence is sometimes used rather than one-to-one correspondence.

      • SP.1.1.3 Find examples of graphs in print and electronic media, such as newspapers, magazines and the Internet, in which many-to-one correspondence is used; and describe the correspondence used.

    • SP.1.2 Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions.

      • SP.1.2.1 Identify an interval and correspondence for displaying a given set of data in a graph, and justify the choice.

      • SP.1.2.2 Create and label (with categories, title and legend) a pictograph to display a given set of data, using many-to-one correspondence, and justify the choice of correspondence used.

      • SP.1.2.3 Create and label (with axes and title) a bar graph to display a given set of data, using many-to-one correspondence, and justify the choice of interval used.

      • SP.1.2.4 Answer a given question, using a given graph in which data is displayed using many-to-one correspondence.