BIG IDEAS Numbers to 20 Repeating Objects and shapes Addition and subtraction with Concrete graphs help represent quantities that elements in numbers to 10 can be modelled have attributes that us to compare and can be can be decomposed into patterns concretely, pictorially, and interpret data and can be described, 10s and 1s. identified. symbolically to develop show one-to-one measured, and computational fluency. correspondence. compared. Learning Standards Curricular Competencies Content Students are expected to know the following: Students are expected to do the following: number concepts to 20 Reasoning and analyzing ways to make 10 Use reasoning to explore and make connections addition and subtraction to 20 (understanding of Estimate reasonably operation and process) Develop mental math strategies and abilities to make sense of quantities repeating patterns with multiple elements and Use technology to explore mathematics attributes Model mathematics in contextualized experiences change in quantity to 20, concretely and verbally Understanding and solving meaning of equality and inequality Develop, demonstrate, and apply mathematical understanding through play, inquiry, with non-standard units direct measurement and problem solving (non-uniform and uniform) Visualize to explore mathematical concepts comparison of 2D shapes and 3D objects Develop and use multiple strategies to engage in problem solving concrete graphs, using one-to-one correspondence Engage in problem-solving experiences that are connected to place, story, cultural likelihood of familiar life events, using comparative practices, and perspectives relevant to local First Peoples communities, the local language community, and other cultures financial literacy values of coins, and monetary — Communicating and representing exchanges Communicate mathematical thinking in many ways Use mathematical vocabulary and language to contribute to mathematical discussions Explain and justify mathematical ideas and decisions Represent mathematical ideas in concrete, pictorial, and symbolic forms Learning Standards (continued) Ministry of Education Curricular Competencies Content
BIG IDEAS Numbers to 20 represent quantities that can be decomposed into 10s and 1s. Addition and subtraction with numbers to 10 can be modelled concretely, pictorially, and symbolically to develop computational fluency. Repeating elements in patterns can be identified. Objects and shapes have attributes that can be described, measured, and compared. Concrete graphs help us to compare and interpret data and show one-to-one correspondence. Learning Standards Curricular Competencies Content Students are expected to do the following: Reasoning and analyzing Use reasoning to explore and make connections Estimate reasonably Develop mental math strategies and abilities to make sense of quantities Use technology to explore mathematics Model mathematics in contextualized experiences Understanding and solving Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving Visualize to explore mathematical concepts Develop and use multiple strategies to engage in problem solving Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures Communicating and representing Communicate mathematical thinking in many ways Use mathematical vocabulary and language to contribute to mathematical discussions Explain and justify mathematical ideas and decisions Represent mathematical ideas in concrete, pictorial, and symbolic forms Students are expected to know the following: number concepts to 20 ways to make 10 addition and subtraction to 20 (understanding of operation and process) repeating patterns with multiple elements and attributes change in quantity to 20, concretely and verbally meaning of equality and inequality direct measurement with non-standard units (non-uniform and uniform) comparison of 2D shapes and 3D objects concrete graphs, using one-to-one correspondence likelihood of familiar life events, using comparative language financial literacy — values of coins, and monetary exchanges Ministry of Education Learning Standards (continued) Curricular Competencies Content