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 is the relationship between decimals, fractions, and percents? How can you prove equivalence? How are parts and wholes best represented in particular contexts?

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 integers, what is the relationship between addition and subtraction? When we are working with integers, what is the relationship between multiplication and division? When we are working with integers, what is the relationship between addition and multiplication? When we are working with integers, 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? In how many ways can linear relationships be represented? How do linear relationships differ? What factors can change 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: What is unique about the properties of circles? What is the relationship between diameter and circumference? What are the similarities and differences between the area and circumference of circles?

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 a circle graph similar to and different from other types of visual representations of data? When would you choose to use a circle graph to represent data? How are circle graphs related to ratios, percents, decimals, and whole numbers? How would circle graphs be informative or misleading?

Elaborations (from BC curriculum)

• When multiplying 214 by 5, we can multiply by 10, then divide by 2 to get 1070.

Elaborations (from BC curriculum)

• addition, subtraction, multiplication, division, and order of operations concretely, pictorially, symbolically order of operations includes the use of brackets, excludes exponents using two-sided counters 9–(–4) = 13 because –4 is 13 away from +9 extending whole-number strategies to decimals

Elaborations (from BC curriculum)

• includes the use of brackets, but excludes exponents

Elaborations (from BC curriculum)

• conversions, equivalency, and terminating versus repeating decimals, place value, and benchmarks comparing and ordering decimals and fractions using the number line ½ = 0.5 = 50% = 50:100 shoreline cleanup

Elaborations (from BC curriculum)

• four quadrants, limited to integral coordinates 3n + 2; values increase by 3 starting from y -intercept of 2 deriving relation from the graph or table of values Small Number stories: Small Number and the Old Canoe, Small Number Counts to 100 (mathcatcher.irmacs.sfu.ca/stories)

Elaborations (from BC curriculum)

• solving and verifying 3 x + 4 = 16 modelling the preservation of equality (e.g., using balance, pictorial representation, algebra tiles) spirit canoe trip pre-planning and calculations Small Number stories: Small Number and the Big Tree (mathcatcher.irmacs.sfu.ca/stories)

Elaborations (from BC curriculum)

• constructing circles given radius, diameter, area, or circumference finding relationships between radius, diameter, circumference, and area to develop C = π x d formula applying A = π x r x r formula to find the area given radius or diameter drummaking, dreamcatcher making, stories of SpiderWoman (Dene, Cree, Hopi, Tsimshian), basket making, quill box making (Note: Local protocols should be considered when choosing an activity.)

Elaborations (from BC curriculum)

• volume = area of base x height bentwood boxes, wiigwaasabak and mide-wiigwaas (birch bark scrolls) Exploring Math through Haida Legends: Culturally Responsive Mathematics

Elaborations (from BC curriculum)

• origin, four quadrants, integral coordinates, connections to linear relations, transformations overlaying coordinate plane on medicine wheel, beading on dreamcatcher, overlaying coordinate plane on traditional maps

Elaborations (from BC curriculum)

• four quadrants, integral coordinates translation(s), rotation(s), and/or reflection(s) on a single 2D shape; combination of successive transformations of 2D shapes; tessellations First Peoples art, jewelry making, birchbark biting

Elaborations (from BC curriculum)

• constructing, labelling, and interpreting circle graphs translating percentages displayed in a circle graph into quantities and vice versa visual representations of tidepools or traditional meals on plates

Elaborations (from BC curriculum)

• experimental probability, multiple trials (e.g., toss two coins, roll two dice, spin a spinner twice, or a combination thereof) dice games (web.uvic.ca/~tpelton/fn-math/fn-dicegames.html)

Elaborations (from BC curriculum)

• financial percentage calculations sales tax, tips, discount, sale price

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 integers 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/