188.8.131.52 demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by explaining to others why they think their solution is correct);
3.1.4 Selecting Tools and Computational Strategies
184.108.40.206 select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems;
220.127.116.11 create basic representations of simple mathematical ideas (e.g., using concrete materials; physical actions, such as hopping or clapping; pictures; numbers; diagrams; invented symbols), make connections among them, and apply them to solve problems;
18.104.22.168 compose and decompose three-digit numbers into hundreds, tens, and ones in a variety of ways, using concrete materials (e.g., use base ten materials to decompose 327 into 3 hundreds, 2 tens, and 7 ones, or into 2 hundreds, 12 tens, and 7 ones);
22.214.171.124 round two-digit numbers to the nearest ten, in problems arising from real-life situations;
126.96.36.199 represent and explain, using concrete materials, the relationship among the numbers 1, 10, 100, and 1000, (e.g., use base ten materials to represent the relationship between a decade and a century, or a century and a millennium);
188.8.131.52 divide whole objects and sets of objects into equal parts, and identify the parts using fractional names (e.g., one half; three thirds; two fourths or two quarters), without using numbers in standard fractional notation;
184.108.40.206 represent and describe the relationships between coins and bills up to $10 (e.g., "There are eight quarters in a toonie and ten dimes in a loonie.");
220.127.116.11 solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 1000 (Sample problem: Do you know anyone who has lived for close to 1000 days? Explain your reasoning.).
18.104.22.168 count forward by 1's, 2's, 5's, 10's, and 100's to 1000 from various starting points, and by 25's to 1000 starting from multiples of 25, using a variety of tools and strategies (e.g., skip count with and without the aid of a calculator; skip count by 10's using dimes);
22.214.171.124 count backwards by 2's, 5's, and 10's from 100 using multiples of 2, 5, and 10 as starting points, and count backwards by 100's from 1000 and any number less than 1000, using a variety of tools (e.g., number lines, calculators, coins) and strategies.
3.2.4 Operational Sense
126.96.36.199 solve problems involving the addition and subtraction of two-digit numbers, using a variety of mental strategies (e.g., to add 37 + 26, add the tens, add the ones, then combine the tens and ones, like this: 30 + 20 = 50, 7 + 6 = 13, 50 + 13 = 63);
188.8.131.52 add and subtract three-digit numbers, using concrete materials, student-generated algorithms, and standard algorithms;
184.108.40.206 use estimation when solving problems involving addition and subtraction, to help judge the reasonableness of a solution;
220.127.116.11 add and subtract money amounts, using a variety of tools (e.g., currency manipulatives, drawings), to make simulated purchases and change for amounts up to $10 (Sample problem: You spent 5 dollars and 75 cents on one item and 10 cents on another item. How much did you spend in total?);
18.104.22.168 relate multiplication of one-digit numbers and division by one-digit divisors to real-life situations, using a variety of tools and strategies (e.g., place objects in equal groups, use arrays, write repeated addition or subtraction sentences) (Sample problem: Give a real-life example of when you might need to know that 3 groups of 2 is 3 x 2.);
22.214.171.124 estimate, measure, and record length, height, and distance, using standard units (i.e., centimetre, metre, kilometre) (Sample problem: While walking with your class, stop when you think you have travelled one kilometre.);
126.96.36.199 estimate, read (i.e., using a thermometer), and record positive temperatures to the nearest degree Celsius (i.e., using a number line; using appropriate notation) (Sample problem: Record the temperature outside each day using a thermometer, and compare your measurements with those reported in the daily news.);
188.8.131.52 identify benchmarks for freezing, cold, cool, warm, hot, and boiling temperatures as they relate to water and for cold, cool, warm, and hot temperatures as they relate to air (e.g., water freezes at 0°C; the air temperature on a warm day is about 20°C, but water at 20°C feels cool);
184.108.40.206 estimate, measure, and record the perimeter of two-dimensional shapes, through investigation using standard units (Sample problem: Estimate, measure, and record the perimeter of your notebook.);
220.127.116.11 estimate, measure (i.e., using centimetre grid paper, arrays), and record area (e.g., if a row of 10 connecting cubes is approximately the width of a book, skip counting down the cover of the book with the row of cubes [i.e., counting 10, 20, 30,...] is one way to determine the area of the book cover);
18.104.22.168 compare and order objects on the basis of linear measurements in centimetres and/or metres (e.g., compare a 3 cm object with a 5 cm object; compare a 50 cm object with a 1 m object) in problem-solving contexts;
22.214.171.124 compare and order various shapes by area, using congruent shapes (e.g., from a set of pattern blocks or Power Polygons) and grid paper for measuring (Sample problem: Does the order of the shapes change when you change the size of the pattern blocks you measure with?);
126.96.36.199 describe, through investigation using grid paper, the relationship between the size of a unit of area and the number of units needed to cover a surface (Sample problem: What is the difference between the numbers of squares needed to cover the front of a book, using centimetre grid paper and using two-centimetre grid paper?);
188.8.131.52 use a reference tool (e.g., paper corner, pattern block, carpenter's square) to identify right angles and to describe angles as greater than, equal to, or less than a right angle (Sample problem: Which pattern blocks have angles bigger than a right angle?);
184.108.40.206 identify and compare various polygons (i.e., triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort them by their geometric properties (i.e., number of sides; side lengths; number of interior angles; number of right angles);
220.127.116.11 compare various angles, using concrete materials and pictorial representations, and describe angles as bigger than, smaller than, or about the same as other angles (e.g., "Two of the angles on the red pattern block are bigger than all the angles on the green pattern block.");
18.104.22.168 construct rectangular prisms (e.g., using given paper nets; using Polydrons), and describe geometric properties (i.e., number and shape of faces, number of edges, number of vertices) of the prisms.
22.214.171.124 solve problems requiring the greatest or least number of two-dimensional shapes (e.g., pattern blocks) needed to compose a larger shape in a variety of ways (e.g., to cover an outline puzzle) (Sample problem: Compose a hexagon using different numbers of smaller shapes.);
126.96.36.199 explain the relationships between different types of quadrilaterals (e.g., a square is a rectangle because a square has four sides and four right angles; a rhombus is a parallelogram because opposite sides of a rhombus are parallel);
188.8.131.52 identify and describe the two-dimensional shapes that can be found in a three-dimensional figure (Sample problem: Build a structure from blocks, toothpicks, or other concrete materials, and describe it using geometric terms, so that your partner will be able to build your structure without seeing it.);
184.108.40.206 identify flips, slides, and turns, through investigation using concrete materials and physical motion, and name flips, slides, and turns as reflections, translations, and rotations (e.g., a slide to the right is a translation; a turn is a rotation);
220.127.116.11 complete and describe designs and pictures of images that have a vertical, horizontal, or diagonal line of symmetry (Sample problem: Draw the missing portion of the given butterfly on grid paper).
18.104.22.168 identify, extend, and create a repeating pattern involving two attributes (e.g., size, colour, orientation, number), using a variety of tools (e.g., pattern blocks, attribute blocks, drawings) (Sample problem: Create a repeating pattern using three colours and two shapes.);
22.214.171.124 identify and describe, through investigation, number patterns involving addition, subtraction, and multiplication, represented on a number line, on a calendar, and on a hundreds chart (e.g., the multiples of 9 appear diagonally in a hundreds chart);
126.96.36.199 create a number pattern involving addition or subtraction, given a pattern represented on a number line or a pattern rule expressed in words (Sample problem: Make a number pattern that starts at 0 and grows by adding 7 each time.);
188.8.131.52 represent simple geometric patterns using a number sequence, a number line, or a bar graph (e.g., the given growing pattern of toothpick squares can be represented numerically by the sequence 4, 7, 10, ..., which represents the number of toothpicks used to make each figure);
184.108.40.206 demonstrate, through investigation, an understanding that a pattern results from repeating an action (e.g., clapping, taking a step forward every second), repeating an operation (e.g., addition, subtraction), using a transformation (e.g., slide, flip, turn), or making some other repeated change to an attribute (e.g., colour, orientation).
220.127.116.11 determine, the missing number in equations involving addition and subtraction of one- and two-digit numbers, using a variety of tools and strategies (e.g., modelling with concrete materials, using guess and check with and without the aid of a calculator) (Sample problem: What is the missing number in the equation 25 - 4 = 15 + ?);
18.104.22.168 identify, through investigation, the properties of zero and one in multiplication (i.e., any number multiplied by zero equals zero; any number multiplied by 1 equals the original number) (Sample problem: Use tiles to create arrays that represent 3 x 3, 3 x 2, 3 x 1, and 3 x 0. Explain what you think will happen when you multiply any number by 1, and when you multiply any number by 0.);
22.214.171.124 identify, through investigation, and use the associative property of addition to facilitate computation with whole numbers (e.g., "I know that 17 + 16 equals 17 + 3 + 13. This is easier to add in my head because I get 20 + 13 = 33.").
3.6 Data Management and Probability
3.6.1 Overall Expectations
126.96.36.199 collect and organize categorical or discrete primary data and display the data using charts and graphs, including vertical and horizontal bar graphs, with labels ordered appropriately along horizontal axes, as needed;
188.8.131.52 demonstrate an ability to organize objects into categories, by sorting and classifying objects using two or more attributes simultaneously (Sample problem: Sort a collection of buttons by size, colour, and number of holes.);
184.108.40.206 collect data by conducting a simple survey about themselves, their environment, issues in their school or community, or content from another subject;
220.127.116.11 collect and organize categorical or discrete primary data and display the data in charts, tables, and graphs (including vertical and horizontal bar graphs), with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed, using many-to-one correspondence (e.g., in a pictograph, one car sticker represents 3 cars; on a bar graph, one square represents 2 students) (Sample problem: Graph data related to the eye colour of students in the class, using a vertical bar graph. Why does the scale on the vertical axis include values that are not in the set of data?).
18.104.22.168 read primary data presented in charts, tables, and graphs (including vertical and horizontal bar graphs), then describe the data using comparative language, and describe the shape of the data (e.g., "Most of the data are at the high end."; "All of the data values are different.");
22.214.171.124 predict the frequency of an outcome in a simple probability experiment or game (e.g., "I predict that an even number will come up 5 times and an odd number will come up 5 times when I roll a number cube 10 times."), then perform the experiment, and compare the results with the predictions, using mathematical language;