Ministry of Education BIG IDEAS Repeating elements in Numbers represent Familiar events One-to-one correspondence Objects have patterns can be quantities that can and a sense of 5 and 10 attributes that can be can be described identified. described, measured, be decomposed into are essential for fluency as likely or unlikely and compared. smaller parts. with numbers. and compared. Learning Standards Curricular Competencies Content Students are expected to know the following: Students are expected to do the following: number concepts to 10 Reasoning and analyzing ways to make 5 Use reasoning to explore and make connections decomposition of numbers to 10 Estimate reasonably repeating patterns with two or three elements Develop mental math strategies and abilities to make sense of quantities change in quantity to 10, using concrete materials Use technology to explore mathematics equality as a balance and inequality as an imbalance Model mathematics in contextualized experiences direct comparative measurement (e.g., linear, mass, Understanding and solving capacity) Develop, demonstrate, and apply mathematical understanding through play, inquiry, single attributes of 2D shapes and 3D objects and problem solving concrete or pictorial graphs as a visual tool Visualize to explore mathematical concepts likelihood of familiar life events Develop and use multiple strategies to engage in problem solving financial literacy attributes of coins, and financial — Engage in problem-solving experiences that are connected to place, story, cultural play 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 mathematical ideas and decisions Explain and justify Represent mathematical ideas in concrete, pictorial, and symbolic forms Learning Standards (continued) Ministry of Education
Ministry of Education BIG IDEAS Numbers represent quantities that can be decomposed into smaller parts. One-to-one correspondence and a sense of 5 and 10 are essential for fluency with numbers. Repeating elements in patterns can be identified. Objects have attributes that can be described, measured, and compared. Familiar events can be described as likely or unlikely and compared. 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 10 ways to make 5 decomposition of numbers to 10 repeating patterns with two or three elements change in quantity to 10, using concrete materials equality as a balance and inequality as an imbalance direct comparative measurement (e.g., linear, mass, capacity) single attributes of 2D shapes and 3D objects concrete or pictorial graphs as a visual tool likelihood of familiar life events financial literacy — attributes of coins, and financial Ministry of Education Learning Standards (continued) play