Identified regularities Computational fluency and Numbers describe Closed shapes have area Data represented in in number patterns quantities that can be flexibility with numbers and perimeter that can be graphs can be used to represented by described, measured, and show many-to-one can be expressed extend to operations with equivalent fractions. compared. correspondence. larger (multi-digit) numbers. in tables. Learning Standards Curricular Competencies Content Students are expected to do the following: Students are expected to know the following: Reasoning and analyzing number concepts to 1 000 000 Use reasoning to explore and make connections decimals to thousandths Estimate reasonably equivalent fractions Develop mental math strategies and abilities to make sense of quantities whole-number, fraction, and decimal benchmarks Use technology to explore mathematics addition and subtraction of whole numbers to 1 000 000 Model mathematics in contextualized experiences to three digits, including division multiplication and division with remainders Understanding and solving addition and subtraction of decimals to thousandths Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving addition and subtraction facts to 20 (extending computational fluency) Visualize to explore mathematical concepts multiplication and division facts to 100 (emerging computational Develop and use multiple strategies to engage in problem solving fluency) Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, rules for increasing and decreasing patterns with words, the local community, and other cultures numbers, symbols, and variables Communicating and representing one-step equations with variables area measurement of squares and rectangles Communicate mathematical thinking in many ways relationships between area and perimeter Use mathematical vocabulary and language to contribute to mathematical discussions duration, using measurement of time classification of prisms and pyramids Explain and justify mathematical ideas and decisions Represent mathematical ideas in concrete, pictorial, and symbolic forms single transformations Learning Standards (continued) Ministry of Education Curricular Competencies Content
Numbers describe quantities that can be represented by equivalent fractions. Computational fluency and flexibility with numbers extend to operations with larger (multi-digit) numbers. Identified regularities in number patterns can be expressed in tables. Closed shapes have area and perimeter that can be described, measured, and compared. Data represented in graphs can be used to show many-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 1 000 000 decimals to thousandths equivalent fractions whole-number, fraction, and decimal benchmarks addition and subtraction of whole numbers to 1 000 000 multiplication and division to three digits, including division with remainders addition and subtraction of decimals to thousandths addition and subtraction facts to 20 (extending computational fluency) multiplication and division facts to 100 (emerging computational fluency) rules for increasing and decreasing patterns with words, numbers, symbols, and variables one-step equations with variables area measurement of squares and rectangles relationships between area and perimeter duration, using measurement of time classification of prisms and pyramids single transformations Ministry of Education Learning Standards (continued) Curricular Competencies Content