Connecting and reflecting Have students pose and percents solve problems or ask finding missing part (whole or on mathematical thinking Reflect questions connected to percentage) Connect mathematical concepts to place, stories, and cultural 50% = 1/2 = 0.5 = 50:100 each other and to other areas and practices. decimals: personal interests 0.125 x 3 or 7.2 ÷ 9 Explain and justify: Use mathematical arguments to using mathematical using base 10 block array support personal choices arguments birchbark biting Incorporate First Peoples Communicate: patterns: worldviews and perspectives to concretely, pictorially, limited to discrete points in the first make connections to symbolically, and by using quadrant mathematical concepts spoken or written language visual patterning (e.g., colour tiles) to express, describe, Take 3 add 2 each time, 2n + 1, and 1 explain, justify, and apply more than twice a number describe all mathematical ideas; may the pattern 3, 5, 7, … use technology such as graphing data on Aboriginal language screencasting apps, digital loss, effects of language intervention photos one-step equations: Reflect: preservation of equality (e.g., using a sharing the mathematical balance, algebra tiles) thinking of self and others, 3x = 12, x + 5 = 11 including evaluating perimeter strategies and solutions, A complex shape is a group of shapes extending, and posing new with no holes (e.g., use colour tiles, problems and questions pattern blocks, tangrams). other areas and personal area: interests: grid paper explorations to develop a sense of how deriving formulas mathematics helps us making connections between area of understand ourselves and parallelogram and area of rectangle the world around us (e.g., birchbark biting cross-discipline, daily angle: activities, local and straight, acute, right, obtuse, reflex traditional practices, the constructing and identifying; include environment, popular examples from local environment media and news events, estimating using 45°, 90°, and 180° as and social justice) reference angles personal choices: angles of polygons including anticipating Small Number stories: Small Number
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 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 solutions, extending, and posing new problems and questions other areas and personal interests: 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) personal choices: including anticipating percents finding missing part (whole or percentage) 50% = 1/2 = 0.5 = 50:100 decimals: 0.125 x 3 or 7.2 ÷ 9 using base 10 block array birchbark biting patterns: limited to discrete points in the first quadrant visual patterning (e.g., colour tiles) Take 3 add 2 each time, 2n + 1, and 1 more than twice a number all describe the pattern 3, 5, 7, … graphing data on Aboriginal language loss, effects of language intervention one-step equations: preservation of equality (e.g., using a balance, algebra tiles) 3x = 12, x + 5 = 11 perimeter A complex shape is a group of shapes with no holes (e.g., use colour tiles, pattern blocks, tangrams). area: grid paper explorations deriving formulas making connections between area of parallelogram and area of rectangle birchbark biting angle: straight, acute, right, obtuse, reflex constructing and identifying; include examples from local environment estimating using 45°, 90°, and 180° as reference angles angles of polygons Small Number stories: Small Number
6-9-DRAFT-April-2016.docx