Communicating and representing includes familiar, personal, coordinates and from other cultures 3n + 2; values increase by 3 starting Use mathematical vocabulary and from y-intercept of 2 language to contribute to connected: deriving relation from the graph or mathematical discussions in daily activities, local and table of values traditional practices, the Explain and justify mathematical Small Number stories: environment, popular media Small ideas and decisions and news events, Number and the Old Canoe, Small Communicate mathematical thinking () integration Number Counts to 100 in many ways Patterns are important in two-step equations: Represent mathematical ideas in Aboriginal technology, solving and verifying 3x + 4 = 16 concrete, pictorial, and symbolic architecture, and art. modelling the preservation of forms Have students pose and solve equality (e.g., using balance, Connecting and reflecting problems or ask questions pictorial representation, algebra Reflect on mathematical thinking connected to place, stories, tiles) Connect mathematical concepts to and cultural practices. spirit canoe trip pre-planning and each other and to other areas and calculations Explain and justify: personal interests Small Number stories: using mathematical Small Use mathematical arguments to () arguments Number and the Big Tree support personal choices circumference Communicate: Incorporate First Peoples constructing circles given radius, concretely, pictorially, worldviews and perspectives to diameter, area, or circumference symbolically, and by using make connections to mathematical finding relationships between spoken or written language to concepts radius, diameter, circumference, express, describe, explain, and area to develop C = x d justify and apply π formula mathematical ideas; may use applying = x x formula to technology such as A r r π find the area given radius or screencasting apps, digital diameter photos drummaking, dreamcatcher making, Reflect: stories of SpiderWoman (Dene, sharing the mathematical Cree, Hopi, Tsimshian), basket thinking of self and others, making, quill box making (Note: including evaluating Local protocols should be strategies and solutions, considered when choosing an extending, and posing new activity.) problems and questions volume: other areas and personal interests: volume = area of base x height to develop a sense of how bentwood boxes, wiigwaasabak and mathematics helps us mide-wiigwaas (birch bark scrolls) understand ourselves and the
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 includes familiar, personal, and from other cultures connected: in daily activities, local and traditional practices, the environment, popular media and news events, 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 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 coordinates 3n + 2; values increase by 3 starting from y-intercept of 2 deriving relation from the graph or table of values Small Number stories: Small Number and the Old Canoe, Small Number Counts to 100 () two-step equations: solving and verifying 3x + 4 = 16 modelling the preservation of equality (e.g., using balance, pictorial representation, algebra tiles) spirit canoe trip pre-planning and calculations Small Number stories: Small Number and the Big Tree () circumference constructing circles given radius, diameter, area, or circumference finding relationships between radius, diameter, circumference, and area to develop C = π x d formula applying A = π x r x r formula to find the area given radius or diameter drummaking, dreamcatcher making, stories of SpiderWoman (Dene, Cree, Hopi, Tsimshian), basket making, quill box making (Note: Local protocols should be considered when choosing an activity.) volume: volume = area of base x height bentwood boxes, wiigwaasabak and mide-wiigwaas (birch bark scrolls)
6-9-DRAFT-April-2016.docx