Elaborations (from BC curriculum)

• Number: Number represents and describes quantity. Sample questions to support inquiry with students: How can you prove that two fractions are equivalent? In how many ways can you represent the fraction ___? How do we use fractions and decimals in our daily life? 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: How many different ways can you solve…? (e.g., 16 x 7) What flexible strategies can we apply to use operations with multi-digit numbers? How does fluency with basic multiplication facts (e.g., 2x, 3x, 5x) help us compute more complex multiplication facts?

Elaborations (from BC curriculum)

• Patterning: We use patterns to represent identified regularities and to make generalizations. Sample questions to support inquiry with students: How do tables and charts help us understand number patterns? How do tables help us see the relationship between a variable within number patterns? How do rules for increasing and decreasing patterns help us solve equations?

Elaborations (from BC curriculum)

• Geometry and Measurement: We can describe, measure, and compare spatial relationships. Sample questions to support inquiry with students: What is the relationship between area and perimeter? What standard units do we use to measure area and perimeter? When might an understanding of area and perimeter be useful?

Elaborations (from BC curriculum)

• Data and Probability: Analyzing data and chance enables us to compare and interpret. Sample questions to support inquiry with students: How do graphs help us understand data? In what different ways can we represent many-to-one correspondence in a graph? Why would you choose many-to-one correspondence rather than one-to-one correspondence in a graph?

Elaborations (from BC curriculum)

• counting: multiples flexible counting strategies whole number benchmarks Numbers to 1 000 000 can be arranged and recognized: comparing and ordering numbers estimating large quantities place value: 100 000s, 10 000s, 1000s, 100s, 10s, and 1s understanding the relationship between digit places and their value, to 1 000 000 First Peoples use unique counting systems (e.g., Tsimshian use of three counting systems, for animals, people and things; Tlingit counting for the naming of numbers e.g., 10 = two hands, 20 = one person)

Elaborations (from BC curriculum)

• Two equivalent fractions are two ways to represent the same amount (having the same whole). comparing and ordering of fractions and decimals addition and subtraction of decimals to thousandths estimating decimal sums and differences estimating fractions with benchmarks (e.g., zero, half, whole) equal partitioning

Elaborations (from BC curriculum)

• using flexible computation strategies involving taking apart (e.g., decomposing using friendly numbers and compensating) and combining numbers in a variety of ways, regrouping estimating sums and differences to 10 000 using addition and subtraction in real-life contexts and problem-based situations whole-class number talks

Elaborations (from BC curriculum)

• understanding the relationships between multiplication and division, multiplication and addition, and division and subtraction using flexible computation strategies (e.g., decomposing, distributive principle, commutative principle, repeated addition, repeated subtraction) using multiplication and division in real-life contexts and problem-based situations whole-class number talks

Elaborations (from BC curriculum)

• estimating decimal sums and differences using visual models such as base 10 blocks, place-value mats, grid paper, and number lines using addition and subtraction in real-life contexts and problem-based situations whole-class number talks

Elaborations (from BC curriculum)

• Provide opportunities for authentic practice, building on previous grade-level addition and subtraction facts. applying strategies and knowledge of addition and subtraction facts in real-life contexts and problem-based situations, as well as when making math-to-math connections (e.g., for 800 + 700, you can annex the zeros and use the knowledge of 8 + 7 to find the total)

Elaborations (from BC curriculum)

• Provide opportunities for concrete and pictorial representations of multiplication. Use 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 computation Connect multiplication to skip-counting. Connect multiplication to division and repeated addition. Memorization of facts is not intended this level. Students will become more fluent with these facts. using mental math strategies such as doubling and halving, annexing, and distributive property Students should be able to recall many multiplication facts by the end of Grade 5 (e.g., 2s, 3s, 4s, 5s, 10s). developing computational fluency with facts to 100

Elaborations (from BC curriculum)

• solving one-step equations with a variable expressing a given problem as an equation, using symbols (e.g., 4 + X = 15)

Elaborations (from BC curriculum)

• measuring area of squares and rectangles, using tiles, geoboards, grid paper investigating perimeter and area and how they are related to but not dependent on each other use traditional dwellings Invite a local Elder or knowledge keeper to talk about traditional measuring and estimating techniques for hunting, fishing, and building.

Elaborations (from BC curriculum)

• understanding elapsed time and duration applying concepts of time in real-life contexts and problem-based situations daily and seasonal cycles, moon cycles, tides, journeys, events

Elaborations (from BC curriculum)

• investigating 3D objects and 2D shapes, based on multiple attributes describing and sorting quadrilaterals describing and constructing rectangular and triangular prisms identifying prisms in the environment

Elaborations (from BC curriculum)

• single transformations (slide/translation, flip/reflection, turn/rotation) using concrete materials with a focus on the motion of transformations weaving, cedar baskets, designs

Elaborations (from BC curriculum)

• many-to-one correspondence: one symbol represents a group or value (e.g., on a bar graph, one square may represent five cookies)

Elaborations (from BC curriculum)

• predicting outcomes of independent events (e.g., when you spin using a spinner and it lands on a single colour) predicting single outcomes (e.g., when you spin using a spinner and it lands on a single colour) using spinners, rolling dice, pulling objects out of a bag representing single outcome probabilities using fractions

Elaborations (from BC curriculum)

• making monetary calculations, including making change and decimal notation to $1000 in real-life contexts and problem-based situations applying a variety of strategies, such as counting up, counting back, and decomposing, to calculate totals and make change making simple financial plans to meet a financial goal developing a budget that takes into account income and expenses

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 of 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 First Peoples people value, recognize and utilize balance and symmetry within art and structural design; have students pose and solve problems or ask questions connected to place, stories, and cultural practices.

Elaborations (from BC curriculum)

• concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, justify, and apply mathematical ideas; may use 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/