| Content |
probability experiments |
Mathematics 4 |
No CCG |
| Keyword: probability experiments |
Elaboration: predicting single outcomes (e.g., when you spin using one spinner and it lands on a single colour)using spinners, rolling dice, pulling objects out of a bagrecording results using talliesDene/Kaska hand games, Lahal stick games |
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| Content |
one-to-one correspondence and many-to-one correspondence, using bar graphs and pictographs |
Mathematics 4 |
No CCG |
| Keyword: one-to-one correspondence |
Elaboration: many-to-one correspondence: one symbol represents a group or value (e.g., on a bar graph, one square may represent five cookies) |
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| Content |
line symmetry |
Mathematics 4 |
No CCG |
| Keyword: line symmetry |
Elaboration: using concrete materials such as pattern blocks to create designs that have a mirror image within themFirst Peoples art, borders, birchbark biting, canoe buildingVisit a structure designed by First Peoples in the local community and have the students examine the symmetry, balance, and patterns within the structure, then replicate simple models of the architecture focusing on the patterns they noted in the original. |
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| Content |
perimeter of regular and irregular shapes |
Mathematics 4 |
No CCG |
| Keyword: perimeter |
Elaboration: using geoboards and grids to create, represent, measure, and calculate perimeter |
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| Content |
regular and irregular polygons |
Mathematics 4 |
No CCG |
| Keyword: polygons |
Elaboration: describing and sorting regular and irregular polygons based on multiple attributesinvestigating polygons (polygons are closed shapes with similar attributes)Yup’ik border patterns |
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| Content |
how to tell time with analog and digital clocks, using 12- and 24-hour clocks |
Mathematics 4 |
No CCG |
| Keyword: tell time |
Elaboration: understanding how to tell time with analog and digital clocks, using 12- and 24-hour clocksunderstanding the concept of a.m. and p.m.understanding the number of minutes in an hourunderstanding the concepts of using a circle and of using fractions in telling time (e.g., half past, quarter to)telling time in five-minute intervalstelling time to the nearest minuteFirst Peoples use of numbers in time and seasons, represented by seasonal cycles and moon cycles (e.g., how position of sun, moon, and stars is used to determine times for traditional activities, navigation) |
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| Content |
one-step equations with an unknown number, using all operations
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Mathematics 4 |
No CCG |
| Keyword: one-step equations |
Elaboration: one-step equations for all operations involving an unknown number (e.g., ___ + 4 = 15, 15 – □ = 11)start unknown (e.g., n + 15 = 20; 20 – 15 = □)change unknown (e.g., 12 + n = 20)result unknown (e.g., 6 + 13 = __) |
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| Content |
algebraic relationships among quantities |
Mathematics 4 |
No CCG |
| Keyword: algebraic relationships |
Elaboration: representing and explaining one-step equations with an unknown numberdescribing pattern rules, using words and numbers from concrete and pictorial representationsplanning a camping or hiking trip; planning for quantities and materials needed per individual and group over time |
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| Content |
increasing and decreasing patterns, using tables and charts |
Mathematics 4 |
No CCG |
| Keyword: patterns |
Elaboration: Change in patterns can be represented in charts, graphs, and tables.using words and numbers to describe increasing and decreasing patternsfish stocks in lakes, life expectancies |
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| Content |
multiplication and division facts to 100 (introductory computational strategies) |
Mathematics 4 |
No CCG |
| Keyword: facts |
Elaboration: Provide opportunities for concrete and pictorial representations of multiplication.building computational fluencyUse games to provide opportunities for authentic practice of multiplication computations.looking for patterns in numbers, such as in a hundred chart, to further develop understanding of multiplication computationConnect multiplication to skip-counting.Connecting multiplication to division and repeated addition.Memorization of facts is not intended for this level.Students will become more fluent with these facts.using mental math strategies, such as doubling or halvingStudents should be able to recall the following multiplication facts by the end of Grade 4 (2s, 5s, 10s). |
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| Content |
addition and subtraction facts to 20 (developing computational fluency) |
Mathematics 4 |
No CCG |
| Keyword: computational fluency |
Elaboration: Provide opportunities for authentic practice, building on previous grade-level addition and subtraction facts.flexible use of mental math strategies |
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| Content |
addition and subtraction of decimals to hundredths |
Mathematics 4 |
No CCG |
| Keyword: decimals |
Elaboration: estimating decimal sums and differencesusing visual models, such as base 10 blocks, place-value mats, grid paper, and number linesusing addition and subtraction in real-life contexts and problem-based situationswhole-class number talks |
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| Content |
multiplication and division of two- or three-digit numbers by one-digit numbers |
Mathematics 4 |
No CCG |
| Keyword: multiplication and division |
Elaboration: understanding the relationships between multiplication and division, multiplication and addition, division and subtractionusing flexible computation strategies (e.g., decomposing, distributive principle, commutative principle, repeated addition and repeated subtraction)using multiplication and division in real-life contexts and problem-based situationswhole-class number talks |
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| Content |
addition and subtraction to 10 000 |
Mathematics 4 |
No CCG |
| Keyword: addition and subtraction |
Elaboration: using flexible computation strategies, involving taking apart (e.g., decomposing using friendly numbers and compensating) and combining numbers in a variety of ways, regroupingestimating sums and differences to 10 000using addition and subtraction in real-life contexts and problem-based situationswhole-class number talks |
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| Content |
ordering and comparing fractions |
Mathematics 4 |
No CCG |
| Keyword: fractions |
Elaboration: comparing and ordering of fractions with common denominatorsestimating fractions with benchmarks (e.g., zero, half, whole)using concrete and visual modelsequal partitioning |
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