N3.1.c Create and explain the reasoning for a sequence of numbers that have different skip counting patterns in it (e.g., 3, 6, 9, 12, 16, 20, 24).
N3.1.d Explore and present First Nations and Métis methods of determining and representing whole number quantities (e.g., in early Cree language, quantity was a holistic concept addressing sufficiency for a group such as none/nothing, a little bit/not many, and a lot).
N3.1.e Analyze a proposed skip counting sequence for errors (including omissions and incorrect values) and explain the errors made.
N3.1.g Identify errors (such as the use of commas or the word 'and') made in speech or in the writing of quantities that occur in conversations (personal), recordings (such as TV, radio, or podcasts) and written materials (such as the Internet, billboards, or newspapers).
N3.1.h Write (in numerals for all quantities, and in words if the quantity is a multiple of 10 and less than 100 or a multiple of 100 and less than 1000) and read aloud statements relevant to one's self, family, or community that contain quantities up to 1000 (e.g., a student might write, "Our town has a population of 852" and read the numeral as eight hundred fifty-two).
N3.1.i Create different decompositions of the same quantity (concretely using proportional or non-proportional materials, physically, orally, or pictorially), explain how the decompositions represent the same overall amount, and record the decompositions as symbolic expressions (e.g., 300 - 44 and 236 + 20 are two possible decompositions that could be given for 256).
N3.3.c Explain and represent concretely, pictorially, orally, or physically, as well as symbolically, the relationship between repeated addition and multiplication and the relationship between repeated subtraction and division.
N3.3.d Represent and solve an orally presented multiplication or division statement, concretely, physically, or pictorially, using equal groupings, an array, repeated addition, or repeated subtraction (e.g., 3 x 4 shown using equal groupings of snowballs).
N3.4.b Explore First Nations and Métis methods of observing and representing fractional quantities (e.g., consider the concept of sharing from a First Nations or Métis holistic worldview).
N3.4.c Explain the relationship of a representation of a fraction to both a quantity of zero and a quantity of one (the whole or entire group, region, or length).
N3.4.d Divide a whole, group, region, or length into equal parts (concretely, physically, or pictorially), demonstrate that the parts are equal in quantity, and name the quantity represented by each part.
N3.4.f Analyze representations of a set of fractions of a whole, group, region, or length that all have the same numerator (e.g., 2/3, 2/4, 2/5) and explain what about the fractional quantities is similar and what is different.
N3.4.g Analyze representations of a set of fractions of a whole, group, region, or length that all have the same denominator (e.g., 0/5, 1/5, 2/5, 3/5, 4/5, 5/5) and explain what about the fractional quantities is similar and what is different.
P3.1.a Identify and observe situations relevant to self, family, and community that contain an increasing or decreasing pattern, identify the starting value of the pattern, and describe the rule for the pattern and how the pattern would continue.
P3.1.b Verify (concretely, visually, orally, pictorially, or physically) whether or not a given sequence of numbers represents an increasing or decreasing pattern.
P3.1.c Observe various patterns (increasing or decreasing) found on a hundred chart, such as horizontal, vertical, and diagonal patterns, and describe the pattern rule.
P3.1.d Compare visual patterns for skip counting (forwards or backwards) by 2s, 5s, 10s, 25s, and 100s and relate to increasing and decreasing patterns.
P3.1.g Describe strategies used to solve situational questions involving increasing or decreasing patterns, including determining missing elements within the pattern.
P3.1.h Research (e.g., through Elders, traditional knowledge keepers, naturalists, and media) and present about the role and significance of increasing and decreasing patterns (e.g., making of a star blanket, beading, music, and patterns found in nature) in First Nations and Métis practices, lifestyles, and worldviews.
P3.2 Demonstrate understanding of equality by solving one-step addition and subtraction equations involving symbols representing an unknown quantity.
P3.2.a Share, compare, and distinguish between understandings and uses of the word equal, including those represented in First Nations and Métis worldviews.
P3.2.b Observe and describe situations relevant to self, family, or community in which a symbol could be used to represent an unknown quantity.
P3.2.c Explain the purpose of the symbol, such as a triangle or a circle, in an addition or subtraction equation.
SS3.1.b Explore the meaning and use of time-keeping language from different cultures, including First Nations and Métis.
SS3.1.c Select and use a personally relevant non-standard unit of measure for the passage of time (such as television shows, a pendulum swing, sunrise, sundown, moon cycles, and hunger patterns) and explain the choice.
SS3.1.d Suggest and sort activities into those that can or cannot be accomplished in a minute, hour, day, month, or year.
SS3.1.e Select and justify personal referents for minutes and hours.
SS3.1.f Create and solve situational questions using the relationship between the number of minutes in an hour, days in a particular month, days in a week, hours in a day, weeks in a year, or months in a year (e.g., "A student was on holiday for 10 days. Is that more or less than one week long?").
SS3.2.f Determine, using a scale, and record the mass of an object relevant to one's self, family, or community.
SS3.2.g Estimate the mass of an object relevant to one's self, family, or community and explain the strategy used.
SS3.2.h Directly compare the mass of two 3-D objects and then verify the comparison by measuring the actual masses using a scale.
SS3.2.i Generalize statements about the mass of a specific amount of matter when reformed into different shapes or sizes (e.g, use clay to make an object, measure the mass of the object, reform the clay into another object and measure the mass of the two objects; an empty balloon versus a full balloon; or water versus ice).
SS3.2.j Observe and document conversations, mass media reports, and other forms of text that use the term "weight" rather than "mass".
SS3.3 Demonstrate understanding of linear measurement (cm and m) including:
SS3.3.m Construct or draw more than one 2-D shape for the same given perimeter (cm, m).
SS3.3.n Estimate the perimeter of a given 2-D shape (cm, m) using personal referents and explain the strategies used.
SS3.3.o Critique the statement "perimeter is a linear measurement".
SS3.3.p Sort a set of 2-D shapes into groups with equal perimeters.
SS3.4 Demonstrate understanding of 3-D objects by analyzing characteristics including faces, edges, and vertices.
SS3.4.a Observe and describe the faces, edges, and vertices of given 3-D objects, including cubes, spheres, cones, cylinders, pyramids, and prisms (e.g., drum, tipi, South American Pyramids, and other objects from the natural environment).
SS3.5.a Identify the sorting rule used on a pre-sorted set of polygons.
SS3.5.b Generalize definitions for regular and irregular polygons based on a concept attainment activity or from pre-sorted sets.
SS3.5.c Observe, describe the characteristics of, and sort polygons found in situations relevant to self, family, or community (including First Nations and Métis), into irregular and regular polygons (e.g., the bottom of a kamatiq, the screen of a TV, the bottom of a curling broom, and an arrowhead).
SS3.5.d Analyze irregular and regular polygons in different orientations in terms of the characteristics of the polygons (such as number or measurement of sides and angles).
SP3 Statistics and Probability
SP3.1 Demonstrate understanding of first-hand data using tally marks, charts, lists, bar graphs, and line plots (abstract pictographs), through:
SP3.1.a Observe and describe situations relevant to self, family, or community in which a particular type of data recording or organizing strategy might be used, including tally marks, charts, lists, and knots on a sash.
SP3.1.b Analyze a set of line plots to determine the common attributes of line plots.
SP3.1.g Pose and solve situational questions related to self, family, or community by collecting and organizing data, representing the data using a bar graph or line plot, and interpreting the data display.
SP3.1.h Analyze interpretations of bar graphs or line plots and explain whether or not the interpretation is valid based on the data display.