Elaborations (from BC curriculum)

• Number: Number represents and describes quantity. Sample questions to support inquiry with students: How does understanding 5 or 10 help us think about other numbers? What is the relationship between 10s and 1s? What patterns do you notice in numbers? What stories live in numbers? How do numbers help us communicate and think about place? How do numbers help us communicate and think about ourselves?

Elaborations (from BC curriculum)

• Computational Fluency: Computational fluency develops from a strong sense of number. Sample questions to support inquiry with students: What is the relationship between addition and subtraction? How can you use addition to help you subtract? How does understanding 10 help us to add and subtract two-digit numbers?

Elaborations (from BC curriculum)

• Patterning: We use patterns to represent identified regularities and to make generalizations. Sample questions to support inquiry with students: How can we represent patterns in different ways/modes? How can you create repeating patterns with objects that are all one colour? What stories live in patterns?

Elaborations (from BC curriculum)

• Geometry and Measurement: We can describe, measure, and compare spatial relationships. Sample questions to support inquiry with students: What 2D shapes live in objects in our world? How can you combine shapes to make new shapes?

Elaborations (from BC curriculum)

• Data and Probability: Analyzing data and chance enables us to compare and interpret. Sample questions to support inquiry with students: When you look at this graph, what do you notice? What do you wonder? How do graphs help us understand data? What are some different ways to represent data pictorially?

Elaborations (from BC curriculum)

• counting: skip-counting by 2, 5, and 10: using different starting points increasing and decreasing (forward and backward) Quantities to 100 can be arranged and recognized: comparing and ordering numbers to 100 benchmarks of 25, 50, and 100 place value: understanding of 10s and 1s understanding the relationship between digit places and their value, to 99 (e.g., the digit 4 in 49 has the value of 40) decomposing two-digit numbers into 10s and 1s even and odd numbers

Elaborations (from BC curriculum)

• seating arrangements at ceremonies/feasts

Elaborations (from BC curriculum)

• adding and subtracting numbers to 20 fluency with math strategies for addition and subtraction (e.g., making or bridging 10, decomposing, identifying related doubles, adding on to find the difference)

Elaborations (from BC curriculum)

• decomposing numbers to 100 estimating sums and differences to 100 using strategies such as looking for multiples of 10, friendly numbers (e.g., 48 + 37, 37 = 35 + 2, 48 + 2 = 50, 50 + 35 = 85), decomposing into 10s and 1s and recomposing (e.g., 48 + 37, 40 + 30 = 70, 8 +7 = 15, 70 +15 = 85), and compensating (e.g., 48 + 37, 48 +2 = 50, 37 – 2 = 35, 50 + 35 = 80) adding up to find the difference using an open number line, hundred chart, ten-frames using addition and subtraction in real-life contexts and problem-based situations whole-class number talks

Elaborations (from BC curriculum)

• exploring more complex repeating patterns (e.g., positional patterns, circular patterns) identifying the core of repeating patterns (e.g., the pattern of the pattern that repeats over and over) increasing patterns using manipulatives, sounds, actions, and numbers (0 to 100) Métis finger weaving First Peoples head/armband patterning online video and text: Small Number Counts to 100 (mathcatcher.irmacs.sfu.ca/story/small-number-counts-100)

Elaborations (from BC curriculum)

• numerically describing a change in quantity (e.g., for 6 + n = 10, visualize the change in quantity by using ten-frames, hundred charts, etc.)

Elaborations (from BC curriculum)

• centimetres and metres estimating length measuring and recording length, height, and width, using standard units

Elaborations (from BC curriculum)

• sorting 2D shapes and 3D objects, using two attributes, and explaining the sorting rule describing, comparing, and constructing 2D shapes, including triangles, squares, rectangles, circles identifying 2D shapes as part of 3D objects using traditional northwest coast First Peoples shapes (ovoids, U, split U, and local art shapes) reflected in the natural environment

Elaborations (from BC curriculum)

• collecting data, creating a concrete graph, and representing the graph, using a pictorial representation through grids, stamps, drawings one-to-one correspondence

Elaborations (from BC curriculum)

• using comparative language (e.g., certain, uncertain; more, less, or equally likely)

Elaborations (from BC curriculum)

• counting simple mixed combinations of coins to 100 cents introduction to the concepts of spending and saving, integrating the concepts of wants and needs role-playing financial transactions (e.g., using bills and coins)

Elaborations (from BC curriculum)

• estimating by comparing to something familiar (e.g., more than 5, taller than me)

Elaborations (from BC curriculum)

• working toward developing fluent and flexible thinking about number

Elaborations (from BC curriculum)

• calculators, virtual manipulatives, concept-based apps

Elaborations (from BC curriculum)

• acting it out, using concrete materials, drawing pictures

Elaborations (from BC curriculum)

• visual, oral, play, experimental, written, symbolic

Elaborations (from BC curriculum)

• in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration Have students pose and solve problems or ask questions connected to place, stories, and cultural practices. Elder communication to explain harvest traditions and sharing practices

Elaborations (from BC curriculum)

• concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, justify, and apply mathematical ideas using technology such as screencasting apps, digital photos

Elaborations (from BC curriculum)

• using mathematical arguments “Prove it!”

Elaborations (from BC curriculum)

• Use local materials gathered outside for concrete and pictorial representations.

Elaborations (from BC curriculum)

• sharing the mathematical thinking of self and others, including evaluating strategies and solutions, extending, and posing new problems and questions

Elaborations (from BC curriculum)

• to develop a sense of how mathematics helps us understand ourselves and the world around us (e.g., daily activities, local and traditional practices, the environment, popular media and news events, social justice, and cross-curricular integration)

Elaborations (from BC curriculum)

• Invite local First Peoples Elders and knowledge keepers to share their knowledge.
• Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining (csus.edu/indiv/o/oreyd/ACP.htm_files/abishop.htm) aboriginaleducation.ca Teaching Mathematics in a First Nations Context, FNESC fnesc.ca/k-7/