Table 1: Strand A: BIG IDEAS: MATH: NUMBER skip counting by 2s, 5s, estimating to the and 10s including nearest multiple of skip counting from 10 various starting points place value to 99 including modeling, comparing and estimating amounts and ordering counting and estimation to 100 comparing numbers in a variety of ways or representations Introductory sorting counting forward and backward to/from at least 10 including different starting points reading, writing, recognizing numbers more/less, equivalent halves Recalling Extending extending counting to up to 100, counting forwards, backwards, and skip counting by 2 s, 5 s, and 10 s extending sets to comparing extending counting to 1000 extending skip counting to include counting by 25s and 100s including from various starting points decimal to the tenths rounding extending place value to 9 999 extend estimation to the nearest hundred extend fractions to describing situations 24/11/2004 1
extending fractions to thirds, fourths, fifths, sixths, and tenths in context using models extend sets to creating sets of different sizes extend sorting to include distinguishing between sets extend comparisons of numbers to include a variety of representations extend recognizing and representing numbers to 2-digit numbers extending place value to 999 extend place value to 3-digit numbers including modeling, comparing, ordering, and estimating amounts extending estimation to multiples of 10 extend fractions to thirds and fifths extending fractions to include symbolic representations 24/11/2004 2
Table 2: Strand B: BIG IDEAS: MATH: OPERATIONS Introductory combining small groups separating small groups comparing groups the comparison meaning for subtraction onedigit addition and subtraction using pictures, models, and symbols the relationship between addition and subtraction addition strategies for facts to 10 and the corresponding subtraction facts twodigit addition and subtraction with and without regrouping including the estimation of sums and differences addition of 3 singledigit numbers multiplication with the emphasis on putting together groups of equal size (NOT memorization of facts) division including contexts where a) the size of the groups is unknown and b) the number of groups is unknown estimation of sums and differences of stories division using set model (number in the group or number of groups) estimation in multiplication and division and develop mental strategies for adding and subtracting and two digit numbers principles of and relationships between multiplication and division 24/11/2004 3
Recalling recalling addition facts with sums to 10 Extending extend addition to include joining situations (4 + 3 = ; 4 + = 7; + 3 = 7) extend subtraction to include joining situations (5-2 = ; 5 - = 3; - 2 = 3) two 2-digit numbers the solving and creating of word problems subtraction fact strategies recalling addition facts with sums to 18 recalling subtraction facts extending addition and subtraction to whole numbers involving three digits extending multiplication to array, number line, (comparison) representations extend division to include two meanings for the divisor including sharing (how many in each group) and how many groups 24/11/2004 4
Table 3: Strand C: BIG IDEAS: MATH: PATTERNS using number patterns to solve addition and subtraction questions Introductory copying, extending, creating and representing patterns based on number, shape (2D & 3D), size, colour, and measurement. Recalling recall addition facts that total 10 or less in a 3 sec response Extending extend patterns to help solve addition and subtraction problems extend physical representations of numbers to include patterns of addition and place value technology (calculators) to add and subtract large numbers comparing and contrasting patterns place value patterns the concept that patterns can be contrived in many ways extend patterns using addition tables extend patterns using personal notation or symbolism extend patterns in solving open patterns in multiplication table be able to recognize repeated addition as multiplication extend open sentences to include multiplication equations extend geometric patterns to include appropriate Grade 3 shapes 24/11/2004 5
sentences involving addition and subtraction 24/11/2004 6
Table 4: Strand D: BIG IDEAS: MATH: MEASUREMENT area indirect standard measurement measurement hours including 1cm, 1m, on the analog clock 1L, 1kg nonstandard units for length, capacity, time, and mass procedures for comparing and ordering objects based on measurement attributes Introductory comparing, order, sorting objects based on nonstandard measurement attributes (length, capacity, mass) sequencing events Recalling Extending extend understanding of direct measurement extending hours and half-hours on the clock and properties of the calendar continuing with non-standard measurement with area, length, capacity, mass, and countable non-standard and standard square units (cm²) the units: decimetre and kilometre in length and distance, millilitres in capacity, grams in mass, square centimetres in area. extend estimation and measurement in standard metric units in length/distance, capacity, mass, area to include all units of measure extend the reading of digital and analog clocks to the 24/11/2004 7
time nearest five minutes. 24/11/2004 8
Table 5: Strand E: BIG IDEAS: MATH: GEOMETRY spatial parallel sense including lines and right visual memory, angles figure ground the perception terminology (surfaces and faces) recognizing and of 3-D shapes representing angles 3-D reflective symmetry shapes including in 2-D shapes square prism, odd and rectangular prism, even numbers using triangular prism, rectangles triangular pyramid, be d and square pyramid recognize different slides perspectives from and flips real life structures use attributes of 2D and isometric and 3D shapes to drawings sort, build, and pattern identify, describe and represent 2D and 3D shapes with emphasis on the hexagon, trapezoid and rhombus Introductory developing spatial sense (position-inspace, hand-eye motor coordination) the quadrilateral family including circle, square, triangle, and rectangle 3-D shapes including sphere, cone, cylinder, and cube transformations of figures and 2D shapes using flips, slides and turns recognize, sort, build patterns with 2D and 3D shapes with emphasis on the sphere, cylinder, cone, cube, square, triangle, circle, and rectangle half and quarter turns congruency in angles and polygons concave, convex, and regular polygons 24/11/2004 9
subdividing and changing 2D shapes Recalling recall the ability to identify, describe, and represent 2D & 3D shapes with emphasis on triangular, square, and rectangular prisms and pyramids as well as parallelograms Extending extending the quadrilateral family to include the rhombus, trapezoid, and hexagon extend special sense with a focus on visual memory and figure ground perception continue to explore slides and reflection of 2D shapes extending the quadrilateral family to include the parallelogram continue to develop spatial sense with emphasis on perceptual constancy, perception of spatial relationships, and visual discrimination extending quadrilateral family to include the kite extending polygons to include sides greater than six (including the terms: congruent, convex, concave and regular) extending prisms and pyramids to the polygonal bases (up to octagons) extend angle study to include comparing angles to right angles 24/11/2004 10
extending transformations to include quarter and half turns of 2D shapes and reflective symmetry of polygons continue to develop special sense 24/11/2004 11
Table 6: Strand F: BIG IDEAS: MATH: DATA MANAGEMENT concrete and symbolic graphs Introductory collecting and organizing data of personal interest creating and interpreting people, real, and picture graphs Recalling recall interpreting picture graphs Extending expand concrete, picture, and symbolic graphs to include interpreting and creating. Continue to collect and organize data by posing oral question. making predictions about data conducting simple surveys, recording data, and modifying predictions continue to create and interpret pictographs and symbolic graphs scaled bar pictographs where each symbol represents more than one item 24/11/2004 12
Table 7: Strand G: BIG IDEAS: MATH: PROBABILITY terms: unlikely, and probably develop an understanding that some events occurring are more likely than others and that probability predictions need not always occur. Introductory predictions of event terms based on never, must always, might occur Recalling recall terms: always, never, likely (might occur) Extending Introduce probability experiments involving coins, spinners, number cubes 24/11/2004 13