Elaborations (from BC curriculum)

• Number: Number represents and describes quantity. Sample questions to support inquiry with students: How can two quantities be compared, represented, and communicated? How are decimals, fractions, ratios, and percents interrelated? How does ratio use in mechanics differ from ratio use in architecture?

Elaborations (from BC curriculum)

• Computational Fluency: Computational fluency develops from a strong sense of number. Sample questions to support inquiry with students: When we are working with fractions, what is the relationship between addition and subtraction? When we are working with fractions, what is the relationship between multiplication and division? When we are working with fractions, what is the relationship between addition and multiplication? When we are working with fractions, what is the relationship between subtraction and division?

Elaborations (from BC curriculum)

• Patterning: We use patterns to represent identified regularities and to make generalizations. Sample questions to support inquiry with students: What is a discrete linear relationship? How can discrete linear relationships be represented? What factors can change a discrete linear relationship?

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 the surface area and volume of regular solids? How can surface area and volume of regular solids be determined? How are the surface area and volume of regular solids related? How does surface area compare with volume in patterning and cubes?

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 does determining averages help us understand large data sets? What do central tendencies represent? How are central tendencies best used to describe a quality of a large data set?

Elaborations (from BC curriculum)

• using colour tiles, pictures, or multi-link cubes building the number or using prime factorization

Elaborations (from BC curriculum)

• finding the cube root of 125 finding the square root of 16/169 estimating the square root of 30

Elaborations (from BC curriculum)

• A worker’s salary increased 122% in three years. If her salary is now $93,940, what was it originally? What is ½% of 1 billion? The population of Vancouver increased by 3.25%. What is the population if it was approximately 603,500 people last year? beading

Elaborations (from BC curriculum)

• two-term and three-term ratios, real-life examples and problems A string is cut into three pieces whose lengths form a ratio of 3:5:7. If the string was 105 cm long, how long are the pieces? creating a cedar drum box of proportions that use ratios to create differences in pitch and tone paddle making

Elaborations (from BC curriculum)

• includes the use of brackets, but excludes exponents using pattern blocks or Cuisenaire Rods simplifying ½ ÷ 9/6 x (7 – 4/5) drumming and song: 1/2, 1/4, 1/8, whole notes, dot bars, rests = one beat changing tempos of traditional songs dependent on context of use proportional sharing of harvests based on family size

Elaborations (from BC curriculum)

• two-variable discrete linear relations expressions, table of values, and graphs scale values (e.g., tick marks on axis represent 5 units instead of 1) four quadrants, integral coordinates

Elaborations (from BC curriculum)

• using an expression to describe a relationship evaluating 0.5n – 3n + 25, if n = 14

Elaborations (from BC curriculum)

• solving and verifying 3 x – 4 = –12 modelling the preservation of equality (e.g., using a balance, manipulatives, algebra tiles, diagrams) spirit canoe journey calculations

Elaborations (from BC curriculum)

• exploring strategies to determine the surface area and volume of a regular solid using objects, a net, 3D design software volume = area of the base x height surface area = sum of the areas of each side

Elaborations (from BC curriculum)

• modelling the Pythagorean theorem finding a missing side of a right triangle deriving the Pythagorean theorem constructing canoe paths and landings given current on a river First Peoples constellations

Elaborations (from BC curriculum)

• top, front, and side views of 3D objects matching a given net to the 3D object it represents drawing and interpreting top, front, and side views of 3D objects constructing 3D objects with nets using design software to create 3D objects from nets bentwood boxes, lidded baskets, packs

Elaborations (from BC curriculum)

• mean, median, and mode

Elaborations (from BC curriculum)

• with two independent events: sample space (e.g., using tree diagram, table, graphic organizer) rolling a 5 on a fair die and flipping a head on a fair coin is 1/6 x ½ = 1/12 deciding whether a spinner in a game is fair

Elaborations (from BC curriculum)

• coupons, proportions, unit price, products and services proportional reasoning strategies (e.g., unit rate, equivalent fractions given prices and quantities)

Elaborations (from BC curriculum)

• including coding

Elaborations (from BC curriculum)

• making connections, using inductive and deductive reasoning, predicting, generalizing, drawing conclusions through experiences

Elaborations (from BC curriculum)

• estimating using referents, approximation, and rounding strategies (e.g., the distance to the stop sign is approximately 1 km, the width of my finger is about 1 cm)

Elaborations (from BC curriculum)

• extending whole-number strategies to decimals working toward developing fluent and flexible thinking about number

Elaborations (from BC curriculum)

• acting it out, using concrete materials (e.g., manipulatives), drawing pictures or diagrams, building, programming

Elaborations (from BC curriculum)

• includes familiar, personal, and from other cultures

Elaborations (from BC curriculum)

• in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration Patterns are important in First Peoples technology, architecture, and art. Have students pose and solve problems or ask questions connected to place, stories, and cultural practices.

Elaborations (from BC curriculum)

• using mathematical arguments

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)

• 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., cross-discipline, daily activities, local and traditional practices, the environment, popular media and news events, and social justice)

Elaborations (from BC curriculum)

• including anticipating consequences

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/