Elaborations (from BC curriculum)

• Number: Number represents and describes quantity. Sample questions to support inquiry with students: What is the relationship between fractions and decimals? How are these fractions (e.g., 1/2 and 7/8) alike and different? 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: What is the relationship between multiplication and division? What patterns in our number system connect to our understanding of multiplication? 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: What regularities can you identify in these patterns? Where do we see patterns in the world around us? How can we represent increasing and decreasing regularities that we see in number patterns? How do tables and charts help us understand number patterns?

Elaborations (from BC curriculum)

• Geometry and Measurement: We can describe, measure, and compare spatial relationships. Sample questions to support inquiry with students: How are these polygons alike and different? How can we measure polygons? How do the properties of shapes contribute to buildings and design?

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 is the probability of an event determined and described? What events in our lives are left to chance? How do probability experiments help us understand chance?

Elaborations (from BC curriculum)

• counting: multiples flexible counting strategies whole number benchmarks Numbers to 10 000 can be arranged and recognized: comparing and ordering numbers estimating large quantities place value: 1000s, 100s, 10s, and 1s understanding the relationship between digit places and their value, to 10 000

Elaborations (from BC curriculum)

• Fractions and decimals are numbers that represent an amount or quantity. Fractions and decimals can represent parts of a region, set, or linear model. Fractional parts and decimals are equal shares or equal-sized portions of a whole or unit. understanding the relationship between fractions and decimals

Elaborations (from BC curriculum)

• comparing and ordering of fractions with common denominators estimating fractions with benchmarks (e.g., zero, half, whole) using concrete and visual models 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, division and subtraction using 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 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. flexible use of mental math strategies

Elaborations (from BC curriculum)

• Provide opportunities for concrete and pictorial representations of multiplication. building computational fluency 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. 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 halving Students should be able to recall the following multiplication facts by the end of Grade 4 (2s, 5s, 10s).

Elaborations (from BC curriculum)

• Change in patterns can be represented in charts, graphs, and tables. using words and numbers to describe increasing and decreasing patterns fish stocks in lakes, life expectancies

Elaborations (from BC curriculum)

• representing and explaining one-step equations with an unknown number describing pattern rules, using words and numbers from concrete and pictorial representations planning a camping or hiking trip; planning for quantities and materials needed per individual and group over time

Elaborations (from BC curriculum)

• 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 = __)

Elaborations (from BC curriculum)

• understanding how to tell time with analog and digital clocks, using 12- and 24-hour clocks understanding the concept of a.m. and p.m. understanding the number of minutes in an hour understanding the concepts of using a circle and of using fractions in telling time (e.g., half past, quarter to) telling time in five-minute intervals telling time to the nearest minute First 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)

Elaborations (from BC curriculum)

• describing and sorting regular and irregular polygons based on multiple attributes investigating polygons (polygons are closed shapes with similar attributes) Yup’ik border patterns

Elaborations (from BC curriculum)

• using geoboards and grids to create, represent, measure, and calculate perimeter

Elaborations (from BC curriculum)

• using concrete materials such as pattern blocks to create designs that have a mirror image within them First Peoples art, borders, birchbark biting, canoe building Visit 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.

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 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 bag recording results using tallies Dene/Kaska hand games, Lahal stick games

Elaborations (from BC curriculum)

• making monetary calculations, including decimal notation 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 decisions involving earning, spending, saving, and giving equitable trade rules

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.

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/