Communicating and representing exponents theoretical probability with two using pattern blocks or Cuisenaire Rods Use mathematical vocabulary and multiple strategies: independent events simplifying ½ ÷ 9/6 x (7 4/5) language to contribute to includes familiar, best buys financial literacy – — drumming and song: 1/2, 1/4, 1/8, whole mathematical discussions personal, and from other notes, dot bars, rests = one beat cultures Explain and justify mathematical changing tempos of traditional songs ideas and decisions connected: dependent on context of use in daily activities, local Communicate mathematical proportional sharing of harvests based on and traditional practices, thinking in many ways family size the environment, popular Represent mathematical ideas in discrete linear relations: media and news events, concrete, pictorial, and symbolic two-variable discrete linear relations cross-curricular forms expressions, table of values, and graphs integration Connecting and reflecting scale values (e.g., tick marks on axis Patterns are important in Reflect on mathematical thinking represent 5 units instead of 1) Aboriginal technology, Connect mathematical concepts to four quadrants, integral coordinates architecture, and art. each other and to other areas and Have students pose and expressions: personal interests solve problems or ask using an expression to describe a Use mathematical arguments to questions connected to relationship support personal choices place, stories, and cultural evaluating 0.5n 3n + 25, if n = 14 – Incorporate First Peoples practices. two-step equations: worldviews and perspectives to Explain and justify: solving and verifying 3x 4 = – –12 make connections to using mathematical modelling the preservation of equality mathematical concepts arguments (e.g., using a balance, manipulatives, algebra tiles, diagrams) Communicate: spirit canoe journey calculations concretely, pictorially, symbolically, and by surface area and volume: using spoken or written exploring strategies to determine the language to express, surface area and volume of a regular solid describe, explain, justify, using objects, a net, 3D design software and apply mathematical volume = area of the base x height ideas; may use surface area = sum of the areas of each technology such as side screencasting apps, digital Pythagorean theorem: photos modelling the Pythagorean theorem Reflect: finding a missing side of a right triangle sharing the mathematical deriving the Pythagorean theorem thinking of self and constructing canoe paths and landings others, including given current on a river (First Nations evaluating strategies and Education Steering Committee)
Communicating and representing Use mathematical vocabulary and language to contribute to mathematical discussions Explain and justify mathematical ideas and decisions Communicate mathematical thinking in many ways Represent mathematical ideas in concrete, pictorial, and symbolic forms Connecting and reflecting Reflect on mathematical thinking Connect mathematical concepts to each other and to other areas and personal interests Use mathematical arguments to support personal choices Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts multiple strategies: includes familiar, personal, and from other cultures connected: in daily activities, local and traditional practices, the environment, popular media and news events, cross-curricular integration Patterns are important in Aboriginal technology, architecture, and art. Have students pose and solve problems or ask questions connected to place, stories, and cultural practices. Explain and justify: using mathematical arguments Communicate: 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 Reflect: sharing the mathematical thinking of self and others, including evaluating strategies and theoretical probability with two independent events financial literacy — best buys exponents using pattern blocks or Cuisenaire Rods simplifying ½ ÷ 9/6 x (7 – 4/5) drumming and song: 1/2, 1/4, 1/8, whole notes, dot bars, rests = one beat changing tempos of traditional songs dependent on context of use proportional sharing of harvests based on family size discrete linear relations: two-variable discrete linear relations expressions, table of values, and graphs scale values (e.g., tick marks on axis represent 5 units instead of 1) four quadrants, integral coordinates expressions: using an expression to describe a relationship evaluating 0.5n – 3n + 25, if n = 14 two-step equations: solving and verifying 3x – 4 = –12 modelling the preservation of equality (e.g., using a balance, manipulatives, algebra tiles, diagrams) spirit canoe journey calculations surface area and volume: exploring strategies to determine the surface area and volume of a regular solid using objects, a net, 3D design software volume = area of the base x height surface area = sum of the areas of each side Pythagorean theorem: modelling the Pythagorean theorem finding a missing side of a right triangle deriving the Pythagorean theorem constructing canoe paths and landings given current on a river (First Nations Education Steering Committee)
6-9-DRAFT-April-2016.docx