22.214.171.124 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 comparing and adjusting strategies used, by explaining why they think their results are reasonable, by recording their thinking in a math journal);
4.1.4 Selecting Tools and Computational Strategies
126.96.36.199 select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems;
188.8.131.52 make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, sports);
184.108.40.206 create a variety of representations of mathematical ideas (e.g., by using physical models, pictures, numbers, variables, diagrams, graphs, onscreen dynamic representations), make connections among them, and apply them to solve problems;
220.127.116.11 communicate mathematical thinking orally, visually, and in writing, using everyday language, a basic mathematical vocabulary, and a variety of representations, and observing basic mathematical conventions.
18.104.22.168 solve problems involving the addition, subtraction, multiplication, and division of single- and multi-digit whole numbers, and involving the addition and subtraction of decimal numbers to tenths and money amounts, using a variety of strategies;
22.214.171.124 demonstrate an understanding of place value in whole numbers and decimal numbers from 0.1 to 10 000, using a variety of tools and strategies (e.g., use base ten materials to represent 9307 as 9000 + 300 + 0 + 7) (Sample problem: Use the digits 1, 9, 5, 4 to create the greatest number and the least number possible, and explain your thinking.);
126.96.36.199 represent, compare, and order decimal numbers to tenths, using a variety of tools (e.g., concrete materials such as paper strips divided into tenths and base ten materials, number lines, drawings) and using standard decimal notation (Sample problem: Draw a partial number line that extends from 4.2 to 6.7, and mark the location of 5.6.);
188.8.131.52 represent fractions using concrete materials, words, and standard fractional notation, and explain the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered;
184.108.40.206 compare and order fractions (i.e., halves, thirds, fourths, fifths, tenths) by considering the size and the number of fractional 4/5 is greater than 3/5 because there are more parts in 4/5; 1/4 is greater than 1/5 because the size of the part is larger in 1/4);
220.127.116.11 demonstrate and explain the relationship between equivalent fractions, using concrete materials (e.g., fraction circles, fraction strips, pattern blocks) and drawings (e.g., "I can say that 3/6 of my cubes are white, or half of the cubes are white. This means that 3/6 and 1/2 are equal.");
18.104.22.168 solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 10 000 (Sample problem: How high would a stack of 10 000 pennies be? Justify your answer.).
22.214.171.124 count forward by halves, thirds, fourths, and tenths to beyond one whole, using concrete materials and number lines (e.g., use fraction circles to count fourths: "One fourth, two fourths, three fourths, four fourths, five fourths, six fourths...");
126.96.36.199 count forward by tenths from any decimal number expressed to one decimal place, using concrete materials and number lines (e.g., use base ten materials to represent 3.7 and count forward: 3.8, 3.9, 4.0, 4.1...; "Three and seven tenths, three and eight tenths, three and nine tenths, four, four and one tenth...") (Sample problem: What connections can you make between counting by tenths and measuring lengths in millimetres and in centimetres?).
188.8.131.52 add and subtract two-digit numbers, using a variety of mental strategies (e.g., one way to calculate 73 - 39 is to subtract 40 from 73 to get 33, and then add 1 back to get 34);
184.108.40.206 solve problems involving the addition and subtraction of four-digit numbers, using student-generated algorithms and standard algorithms (e.g., "I added 4217 + 1914 using 5000 + 1100 + 20 + 11.");
220.127.116.11 add and subtract decimal numbers to tenths, using concrete materials (e.g., paper strips divided into tenths, base ten materials) and student-generated algorithms (e.g., "When I added 6.5 and 5.6, I took five tenths in fraction circles and added six tenths in fraction circles to give me one whole and one tenth. Then I added 6 + 5 + 1.1, which equals 12.1.");
18.104.22.168 multiply two-digit whole numbers by one-digit whole numbers, using a variety of tools (e.g., base ten materials or drawings of them, arrays), student-generated algorithms, and standard algorithms;
22.214.171.124 use estimation when solving problems involving the addition, subtraction, and multiplication of whole numbers, to help judge the reasonableness of a solution (Sample problem: A school is ordering pencils that come in boxes of 100. If there are 9 classes and each class needs about 110 pencils, estimate how many boxes the school should buy.).
126.96.36.199 describe relationships that involve simple whole-number multiplication (e.g., "If you have 2 marbles and I have 6 marbles, I can say that I have three times the number of marbles you have.");
188.8.131.52 determine and explain, through investigation, the relationship between fractions (i.e., halves, fifths, tenths) and decimals to tenths, using a variety of tools (e.g., concrete materials, drawings, calculators) and strategies (e.g., decompose 2/5 into 4/10 by dividing each fifth into two equal parts to show that 2/5 can be represented as 0.4);
184.108.40.206 demonstrate an understanding of simple multiplicative relationships involving unit rates, through investigation using concrete materials and drawings (e.g., scale drawings in which 1 cm represents 2 m) (Sample problem: If 1 book costs $4, how do you determine the cost of 2 books?... 3 books?... 4 books?).
220.127.116.11 draw items using a ruler, given specific lengths in millimetres or centimetres (Sample problem: Use estimation to draw a line that is 115 mm long. Beside it, use a ruler to draw a line that is 115 mm long. Compare the lengths of the lines.);
18.104.22.168 estimate, measure (i.e., using an analogue clock), and represent time intervals to the nearest minute;
22.214.171.124 estimate and determine elapsed time, with and without using a time line, given the durations of events expressed in five-minute intervals, hours, days, weeks, months, or years (Sample problem: If you wake up at 7:30 a.m., and it takes you 10 minutes to eat your breakfast, 5 minutes to brush your teeth, 25 minutes to wash and get dressed, 5 minutes to get your backpack ready, and 20 minutes to get to school, will you be at school by 9:00 a.m.?);
126.96.36.199 estimate, measure using concrete materials, and record volume, and relate volume to the space taken up by an object (e.g., use centimetre cubes to demonstrate how much space a rectangular prism takes up) (Sample problem: Build a rectangular prism using connecting cubes. Describe the volume of the prism using the number of connecting cubes.).
188.8.131.52 determine, through investigation, the relationship between the side lengths of a rectangle and its perimeter and area (Sample problem: Create a variety of rectangles on a geoboard. Record the length, width, area, and perimeter of each rectangle on a chart. Identify relationships.);
184.108.40.206 pose and solve meaningful problems that require the ability to distinguish perimeter and area (e.g., "I need to know about area when I cover a bulletin board with construction paper. I need to know about perimeter when I make the border.");
220.127.116.11 compare and order a collection of objects, using standard units of mass (i.e., gram, kilogram) and/or capacity (i.e., millilitre, litre);
18.104.22.168 determine, through investigation, the relationship between grams and kilograms (Sample problem: Use centimetre cubes with a mass of one gram, or other objects of known mass, to balance a one-kilogram mass.);
22.214.171.124 select and justify the most appropriate standard unit to measure mass (i.e., milligram, gram, kilogram) and the most appropriate standard unit to measure the capacity of a container (i.e., millilitre, litre);
126.96.36.199 compare, using a variety of tools (e.g., geoboard, patterns blocks, dot paper), two-dimensional shapes that have the same perimeter or the same area (Sample problem: Draw, using grid paper, as many different rectangles with a perimeter of 10 units as you can make on a geoboard.).
188.8.131.52 draw the lines of symmetry of two-dimensional shapes, through investigation using a variety of tools (e.g., Mira, grid paper) and strategies (e.g., paper folding) (Sample problem: Use paper folding to compare the symmetry of a rectangle with the symmetry of a square.);
184.108.40.206 identify and compare different types of quadrilaterals (i.e., rectangle, square, trapezoid, parallelogram, rhombus) and sort and classify them by their geometric properties (e.g., sides of equal length; parallel sides; symmetry; number of right angles);
220.127.116.11 identify benchmark angles (i.e., straight angle, right angle, half a right angle), using a reference tool (e.g., paper and fasteners, pattern blocks, straws), and compare other angles to these benchmarks (e.g., "The angle the door makes with the wall is smaller than a right angle but greater than half a right angle.") (Sample problem: Use paper folding to create benchmarks for a straight angle, a right angle, and half a right angle, and use these benchmarks to describe angles found in pattern blocks.);
18.104.22.168 create and analyse symmetrical designs by reflecting a shape, or shapes, using a variety of tools (e.g., pattern blocks, Mira, geoboard, drawings), and identify the congruent shapes in the designs.
22.214.171.124 extend, describe, and create repeating, growing, and shrinking number patterns (e.g., "I created the pattern 1, 3, 4, 6, 7, 9, .... I started at 1, then added 2, then added 1, then added 2, then added 1, and I kept repeating this.");
126.96.36.199 connect each term in a growing or shrinking pattern with its term number (e.g., in the sequence 1, 4, 7, 10, ..., the first term is 1, the second term is 4, the third term is 7, and so on), and record the patterns in a table of values that shows the term number and the term;
188.8.131.52 create a number pattern involving addition, subtraction, or multiplication, given a pattern rule expressed in words (e.g., the pattern rule "start at 1 and multiply each term by 2 to get the next term" generates the sequence 1, 2, 4, 8, 16, 32, 64, ...);
184.108.40.206 make predictions related to repeating geometric and numeric patterns (Sample problem: Create a pattern block train by alternating one green triangle with one red trapezoid. Predict which block will be in the 30th place.);
220.127.116.11 determine the missing number in equations involving multiplication 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 __ x 4 = 24?);
18.104.22.168 identify, through investigation (e.g., by using sets of objects in arrays, by drawing area models), and use the commutative property of multiplication to facilitate computation with whole numbers (e.g., "I know that 15 x 7 x 2 equals 15 x 2 x 7. This is easier to multiply in my head because I get 30 x 7 = 210.");
22.214.171.124 identify, through investigation (e.g., by using sets of objects in arrays, by drawing area models), and use the distributive property of multiplication over addition to facilitate computation with whole numbers (e.g., "I know that 9 x 52 equals 9 x 50 + 9 x 2. This is easier to calculate in my head because I get 450 + 18 = 468.").
126.96.36.199 collect data by conducting a survey (e.g., "Choose your favourite meal from the following list: breakfast, lunch, dinner, other.") or an experiment to do with themselves, their environment, issues in their school or the community, or content from another subject, and record observations or measurements;
188.8.131.52 collect and organize discrete primary data and display the data in charts, tables, and graphs (including stem-and-leaf plots and double bar graphs) that have appropriate titles, labels (e.g., appropriate units marked on the axes), and scales (e.g., with appropriate increments) that suit the range and distribution of the data, using a variety of tools (e.g., graph paper, simple spreadsheets, dynamic statistical software).
184.108.40.206 read, interpret, and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data (e.g., temperature data in the newspaper, data from the Internet about endangered species), presented in charts, tables, and graphs (including stem-and-leaf plots and double bar graphs);
220.127.116.11 demonstrate, through investigation, an understanding of median (e.g., "The median is the value in the middle of the data. If there are two middle values, you have to calculate the middle of those two values."), and determine the median of a set of data (e.g., "I used a stem-and-leaf plot to help me find the median.");
18.104.22.168 describe the shape of a set of data across its range of values, using charts, tables, and graphs (e.g. "The data values are spread out evenly."; "The set of data bunches up around the median.");
22.214.171.124 compare similarities and differences between two related sets of data, using a variety of strategies (e.g., by representing the data using tally charts, stem-and-leaf plots, or double bar graphs; by determining the mode or the median; by describing the shape of a data set across its range of values).
126.96.36.199 predict the frequency of an outcome in a simple probability experiment, explaining their reasoning; conduct the experiment; and compare the result with the prediction (Sample problem: If you toss a pair of number cubes 20 times and calculate the sum for each toss, how many times would you expect to get 12? 7? 1? Explain your thinking. Then conduct the experiment and compare the results with your predictions.);
188.8.131.52 determine, through investigation, how the number of repetitions of a probability experiment can affect the conclusions drawn (Sample problem: Each student in the class tosses a coin 10 times and records how many times tails comes up. Combine the individual student results to determine a class result, and then compare the individual student results and the class result.).