NUM. Number

• Students analyze quantity to 1000.

  Number outcome 1Mastery Cove ref

  Students analyze quantity to 1000.

  Guiding question

  • How can quantity contribute to a sense of number?

  Knowledge

  • Any number of objects in a set can be represented by a natural number: 0, 1, 2, 3….
  • The values of the places in a three-digit natural number are hundreds, tens, and ones.
  • Places that have no value within a given number use zero as a placeholder.
  • The number line is a spatial representation of quantity.
  • A quantity can be skip counted in various ways according to context.
  • Quantities of money can be skip counted in amounts that are represented by coins and bills (denominations).
  • An even quantity will have no remainder when partitioned into two equal groups or groups of two.
  • An odd quantity will have a remainder of one when partitioned into two equal groups or groups of two.
  • A benchmark is a known quantity to which another quantity can be compared.
  • Words that can describe a comparison between two unequal quantities include
  • not equal
  • greater than
  • less than
  • The less than sign, < , and the greater than sign, > , are used to indicate inequality between two quantities.
  • Equality and inequality can be modelled by using a balance.

  Understanding

  • There are infinitely many natural numbers.
  • Every digit in a natural number has a value based on its place.
  • Each natural number is associated with exactly one point on the number line.
  • A quantity can be interpreted as a composition of groups.
  • All natural numbers are either even or odd.
  • A quantity can be estimated when an exact count is not needed.
  • Inequality is an imbalance between two quantities.

  Skills & procedures

  • Represent quantities, using words and natural numbers.
  • Identify the digits representing hundreds, tens, and ones based on place in a natural number.
  • Relate a number, including zero, to its position on the number line.
  • Decompose quantities into groups of 100s, 10s, and 1s.
  • Count within 1000, forward and backward by 1s, starting at any number.
  • Skip count by 20s, 25s, or 50s, starting at 0.
  • Skip count by 2s and 10s, starting at any number.
  • Determine the value of a collection of coins or bills of the same denomination by skip counting.
  • Model even and odd quantities by sharing and grouping.
  • Describe a quantity as even or odd.
  • Partition a set of objects by sharing or grouping, with or without remainders.
  • Estimate quantities, using benchmarks.
  • Model equality and inequality between two quantities, including with a balance.
  • Compare and order natural numbers.
  • Describe a quantity as less than, greater than, or equal to another quantity.

  Source

  Practice coming soon

• Students investigate addition and subtraction within 100.

  Number outcome 2Mastery Cove ref

  Students investigate addition and subtraction within 100.

  Guiding question

  • How can addition and subtraction be interpreted?

  Knowledge

  • The order in which more than two numbers are added does not affect the sum (associative property).
  • Familiar addition and subtraction number facts facilitate addition and subtraction strategies.
  • Addition and subtraction strategies for two-digit numbers include making multiples of ten and using doubles.

  Understanding

  • A sum can be composed in multiple ways.
  • Addition and subtraction can represent the sum or difference of countable quantities or measurable lengths.

  Skills & procedures

  • Visualize 100 as a composition of multiples of 10 in various ways.
  • Compose a sum in multiple ways, including with more than two addends.
  • Recall and apply addition number facts, with addends to 10, and related subtraction number facts.
  • Investigate strategies for addition and subtraction of two-digit numbers.
  • Add numbers up to a sum of 100 and subtract numbers with a maximum minuend of 100.
  • Verify a sum or difference, using inverse operations.
  • Determine a missing quantity in a sum or difference, within 100, in a variety of ways.
  • Solve problems, using addition and subtraction of countable quantities or measurable lengths.

  Source

  Practice coming soon

• Students interpret part-whole relationships, using unit fractions.

  Number outcome 3Mastery Cove ref

  Students interpret part-whole relationships, using unit fractions.

  Guiding question

  • In what ways can parts compose a whole?

  Knowledge

  • A whole can be a whole set of objects or a whole object that can be partitioned into a number of equal parts.
  • The whole can be any size and is designated by context.
  • A unit fraction describes any one of the equal parts that compose a whole.

  Understanding

  • Fractions can represent part-to-whole relationships.
  • One whole can be interpreted as a number of unit fractions.

  Skills & procedures

  • Model a unit fraction by partitioning a whole object or whole set into equal parts, limited to 10 or fewer equal parts.
  • Compare different unit fractions of the same whole, limited to denominators of 10 or less.
  • Compare the same unit fractions of different wholes, limited to denominators of 10 or less.
  • Model one whole, using a given unit fraction, limited to denominators of 10 or less.

  Source

  Practice coming soon

GEO. Geometry

• Students analyze and explain geometric attributes of shape.

  Geometry outcome 1Mastery Cove ref

  Students analyze and explain geometric attributes of shape.

  Guiding question

  • How can shape influence perception of space?

  Knowledge

  • Common geometric attributes include
  • sides
  • vertices
  • faces or surfaces
  • Two-dimensional shapes may have sides that are line segments.
  • Three-dimensional shapes may have faces that are two-dimensional shapes.
  • A shape can change orientation or position through slides (translations), turns (rotations), or flips (reflections).
  • Shapes can be turned or flipped in the creation of art.

  Understanding

  • Shapes are defined according to geometric attributes.
  • A shape can be visualized as a composition of other shapes.
  • Geometric attributes do not change when a shape is translated, rotated, or reflected.

  Skills & procedures

  • Sort shapes according to two geometric attributes and describe the sorting rule.
  • Relate the faces of three-dimensional shapes to two-dimensional shapes.
  • Create a picture or design with shapes from verbal instructions, visualization, or memory.
  • Investigate translation, rotation, and reflection of two- and three-dimensional shapes.
  • Describe geometric attributes of two- and three-dimensional shapes in various orientations.
  • Recognize the translation, rotation, or reflection of shapes represented in artwork.

  Source

  Practice coming soon

MEA. Measurement

• Students communicate length, using units.

  Measurement outcome 1Mastery Cove ref

  Students communicate length, using units.

  Guiding question

  • How can length contribute to interpretations of space?

  Knowledge

  • Tiling is the process of measuring a length by using many copies of a unit without gaps or overlaps.
  • Iterating is the process of measuring a length by repeating one copy of a unit without gaps or overlaps.
  • The unit can be chosen based on the length to be measured.
  • Length can be measured with non-standard units or standard units.
  • Non-standard units found in nature can be used to measure length on the land.
  • Standard units, such as centimetres, can enable a common language around measurement.
  • A referent is a personal or familiar representation of a known length.
  • A common referent from the land or body parts can be used to measure length.

  Understanding

  • Length is quantified by measurement.
  • Length is measured with equal-sized units that themselves have length.
  • The number of units required to measure a length is inversely related to the size of the unit.
  • Length can be estimated when a measuring tool is not available.

  Skills & procedures

  • Measure length with non-standard units by tiling, iterating, or using a self-created measuring tool.
  • Compare and order measurements of different lengths measured with the same non-standard units, and explain the choice of units.
  • Compare measurements of the same length measured with different non-standard units.
  • Measure length with standard units by tiling or iterating with a centimetre.
  • Compare and order measurements of different lengths measured with centimetres.
  • Identify referents for a centimetre.
  • Estimate length by visualizing the iteration of a referent for a centimetre.
  • Investigate First Nations, Métis, or Inuit use of the land in estimations of length.

  Source

  Practice coming soon

PAT. Patterns

• Students explain and analyze patterns in a variety of contexts.

  Patterns outcome 1Mastery Cove ref

  Students explain and analyze patterns in a variety of contexts.

  Guiding question

  • How can patterns characterize change?

  Knowledge

  • Change can be an increase or a decrease in the number and size of elements.
  • A hundreds chart is an arrangement of natural numbers that illustrates multiple patterns.
  • Patterns can be found and created in cultural designs.
  • Attributes of elements, such as size and colour, can contribute to a pattern.

  Understanding

  • A pattern can show increasing or decreasing change.
  • A pattern is more evident when the elements are represented, organized, aligned, or oriented in familiar ways.
  • A pattern core can vary in complexity.

  Skills & procedures

  • Describe non-repeating patterns encountered in surroundings, including in art, architecture, cultural designs, and nature.
  • Investigate patterns in a hundreds chart.
  • Create increasing patterns, using sounds, objects, pictures, or actions.
  • Create and express a repeating pattern with a pattern core of up to four elements that change by more than one attribute.

  Source

  Practice coming soon

TIM. Time

• Students relate duration to time.

  Time outcome 1Mastery Cove ref

  Students relate duration to time.

  Guiding question

  • How can duration support interpretation of time?

  Knowledge

  • Events can be related to calendar dates.
  • Duration can be described by using comparative language such as longer or shorter.
  • Duration can be measured in non-standard units, including events, natural cycles, or personal referents.
  • Winter counts are First Nations symbolic calendars that record oral traditions and significant events.
  • Time can be described by using standard units.

  Understanding

  • Time can be communicated in various ways.
  • Duration is the measure of an amount of time from beginning to end.
  • Duration is quantified by measurement.

  Skills & procedures

  • Express significant events, using calendar dates.
  • Describe the duration between or until significant events, using comparative language.
  • Describe the duration of events, using non-standard units.
  • Relate First Nations’ winter counts to duration.
  • Describe the relationship between days, weeks, months, and years.
  • Describe the duration between or until significant events, using standard units of time.

  Source

  Practice coming soon

STA. Statistics

• Students relate data to a variety of representations.

  Statistics outcome 1Mastery Cove ref

  Students relate data to a variety of representations.

  Guiding question

  • How can data inform representation?

  Knowledge

  • Data can be collected by asking questions.
  • First-hand data is data collected by the person using the data.
  • Data can be recorded by using tally marks, words, or counts.
  • Data can be expressed through First Nations, Métis, or Inuit stories.
  • A graph includes features such as
  • a title
  • a legend
  • axes
  • axis labels
  • Data can be represented with graphs, such as
  • pictographs
  • bar graphs
  • dot plots

  Understanding

  • Data can be collected to answer questions.
  • Data can be represented in various ways.

  Skills & procedures

  • Generate questions for a specific investigation within the learning environment.
  • Collect first-hand data by questioning people within the learning environment.
  • Record data in a table.
  • Construct graphs to represent data.
  • Interpret graphs to answer questions.
  • Compare the features of pictographs, dot plots, and bar graphs.

  Source

  Practice coming soon

ALG. Algebra

CG. Coordinate Geometry