Elaborations (from BC curriculum)

• Number: Number represents and describes quantity. Sample questions to support inquiry with students: In how many ways can you represent the number ___? What are the connections between fractions, mixed numbers, and decimal numbers? How are mixed numbers and decimal numbers alike? Different?

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 decimal numbers, what is the relationship between addition and subtraction? When we are working with decimal numbers, what is the relationship between multiplication and division? When we are working with decimal numbers, what is the relationship between addition and multiplication? When we are working with decimal numbers, 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 linear relationship? How do linear expressions and line graphs represent linear relations? What factors can change or alter a linear relationship?

Elaborations (from BC curriculum)

• Geometry and Measurement: We can describe, measure, and compare spatial relationships. Sample questions to support inquiry with students: How are the areas of triangles, parallelogram, and trapezoids interrelated? What factors are considered when selecting a viable referent in measurement?

Elaborations (from BC curriculum)

• Data and Probability: Analyzing data and chance enables us to compare and interpret. Sample questions to support inquiry with students: What is the relationship between theoretical and experimental probability? What informs our predictions? What factors would influence the theoretical probability of an experiment?

Elaborations (from BC curriculum)

• place value from thousandths to billions, operations with thousandths to billions numbers used in science, medicine, technology, and media compare, order, estimate

Elaborations (from BC curriculum)

• mental math strategies (e.g., the double-double strategy to multiply 23 x 4)

Elaborations (from BC curriculum)

• includes the use of brackets, but excludes exponents quotients can be rational numbers

Elaborations (from BC curriculum)

• prime and composite numbers, divisibility rules, factor trees, prime factor phrase (e.g., 300 = 2 2 x 3 x 5 2) using graphic organizers (e.g., Venn diagrams) to compare numbers for common factors and common multiples

Elaborations (from BC curriculum)

• using benchmarks, number line, and common denominators to compare and order, including whole numbers using pattern blocks, Cuisenaire Rods, fraction strips, fraction circles, grids birchbark biting

Elaborations (from BC curriculum)

• comparing numbers, comparing quantities, equivalent ratios part-to-part ratios and part-to-whole ratios

Elaborations (from BC curriculum)

• using base 10 blocks, geoboard, 10x10 grid to represent whole number percents finding missing part (whole or percentage) 50% = 1/2 = 0.5 = 50:100

Elaborations (from BC curriculum)

• 0.125 x 3 or 7.2 ÷ 9 using base 10 block array birchbark biting

Elaborations (from BC curriculum)

• limited to discrete points in the first quadrant visual patterning (e.g., colour tiles) Take 3 add 2 each time, 2 n + 1, and 1 more than twice a number all describe the pattern 3, 5, 7, … graphing data on First Peoples language loss, effects of language intervention

Elaborations (from BC curriculum)

• preservation of equality (e.g., using a balance, algebra tiles) 3 x = 12, x + 5 = 11

Elaborations (from BC curriculum)

• A complex shape is a group of shapes with no holes (e.g., use colour tiles, pattern blocks, tangrams).

Elaborations (from BC curriculum)

• grid paper explorations deriving formulas making connections between area of parallelogram and area of rectangle birchbark biting

Elaborations (from BC curriculum)

• straight, acute, right, obtuse, reflex constructing and identifying; include examples from local environment estimating using 45°, 90°, and 180° as reference angles angles of polygons Small Number stories: Small Number and the Skateboard Park (mathcatcher.irmacs.sfu.ca/stories)

Elaborations (from BC curriculum)

• using cubes to build 3D objects and determine their volume referents and relationships between units (e.g., cm 3, m 3, mL, L) the number of coffee mugs that hold a litre berry baskets, seaweed drying

Elaborations (from BC curriculum)

• scalene, isosceles, equilateral right, acute, obtuse classified regardless of orientation

Elaborations (from BC curriculum)

• plotting points on Cartesian plane using whole-number ordered pairs translation(s), rotation(s), and/or reflection(s) on a single 2D shape limited to first quadrant transforming, drawing, and describing image Use shapes in First Peoples art to integrate printmaking (e.g., Inuit, Northwest coastal First Nations, frieze work) (mathcentral.uregina.ca/RR/database/RR.09.01/mcdonald1/)

Elaborations (from BC curriculum)

• table of values, data set; creating and interpreting a line graph from a given set of data

Elaborations (from BC curriculum)

• single-outcome probability events (e.g., spin a spinner, roll a die, toss a coin) listing all possible outcomes to determine theoretical probability comparing experimental results with theoretical expectation Lahal stick games

Elaborations (from BC curriculum)

• informed decision making on saving and purchasing How many weeks of allowance will it take to buy a bicycle?

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/