If the train departs Toronto at 11:30 a.m. No Alien Left Behind (Division with Remainders)Ģ.3.6: use estimation when solving problems involving the addition, subtraction, multiplication, and division of whole numbers, to help judge the reasonableness of a solution.Ģ.4: demonstrate an understanding of proportional reasoning by investigating whole-number rates.Ģ.4.2: determine and explain, through investigation using concrete materials, drawings, and calculators, the relationship between fractions (i.e., with denominators of 2, 4, 5, 10, 20, 25, 50, and 100) and their equivalent decimal forms (e.g., use a 10 x 10 grid to show that 2/5 = 40/100, which can also be represented as 0.4) ģ: Measurement 3.1: estimate, measure, and record perimeter, area, temperature change, and elapsed time, using a variety of strategies ģ.1.1: estimate, measure (i.e., using an analogue clock), and represent time intervals to the nearest second ģ.1.2: estimate and determine elapsed time, with and without using a time line, given the durations of events expressed in minutes, hours, days, weeks, months, or years (Sample problem: You are travelling from Toronto to Montreal by train. Number Line Frog Hop (Addition and Subtraction)Ģ.1.6: demonstrate and explain the concept of equivalent fractions, using concrete materials (e.g., use fraction strips to show that 3/4 is equal to 9/12) Ģ.1.7: demonstrate and explain equivalent representations of a decimal number, using concrete materials and drawings (e.g., use base ten materials to show that three tenths is equal to thirty hundredths ) Ģ.3: solve problems involving the multiplication and division of multi-digit whole numbers, and involving the addition and subtraction of decimal numbers to hundredths, using a variety of strategies Ģ.3.1: solve problems involving the addition, subtraction, and multiplication of whole numbers, using a variety of mental strategies (e.g., use the commutative property: 5 x 18 x 2 = 5 x 2 x 18, which gives 10 x 18 = 180) Ģ.3.2: add and subtract decimal numbers to hundredths, including money amounts, using concrete materials, estimation, and algorithms (e.g., use 10 x 10 grids to add 2.45 and 3.25) Ģ.3.3: multiply two-digit whole numbers by two-digit whole numbers, using estimation, student-generated algorithms, and standard algorithms Ģ.3.4: divide three-digit whole numbers by one-digit whole numbers, using concrete materials, estimation, student-generated algorithms, and standard algorithms Target Sum Card Game (Multi-digit Addition)Ģ.1.5: represent, compare, and order fractional amounts with like denominators, including proper and improper fractions and mixed numbers, using a variety of tools (e.g., fraction circles, Cuisenaire rods, number lines) and using standard fractional notation įraction Artist 1 (Area Models of Fractions)įraction Artist 2 (Area Models of Fractions)įractions Greater than One (Fraction Tiles) Treasure Hunter (Decimals on the Number Line)Ģ.1.2: demonstrate an understanding of place value in whole numbers and decimal numbers from 0.01 to 100 000, using a variety of tools and strategies (e.g., use numbers to represent 23 011 as 20 000 + 3000 + 0 + 10 + 1 use base ten materials to represent the relationship between 1, 0.1, and 0.01) (Sample problem: How many thousands cubes would be needed to make a base ten block for 100 000?) Īdding Whole Numbers and Decimals (Base-10 Blocks)Ĭannonball Clowns (Number Line Estimation) Subtracting Whole Numbers and Decimals (Base-10 Blocks) Modeling Whole Numbers and Decimals (Base-10 Blocks) 1.5.1: make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, sports) ġ.7.1: communicate mathematical thinking orally, visually, and in writing, using everyday language, a basic mathematical vocabulary, and a variety of representations, and observing basic mathematical conventions.įraction, Decimal, Percent (Area and Grid Models)Ģ: Number Sense and Numeration 2.1: read, represent, compare, and order whole numbers to 100 000, decimal numbers to hundredths, proper and improper fractions, and mixed numbers Ģ.1.1: represent, compare, and order whole numbers and decimal numbers from 0.01 to 100 000, using a variety of tools (e.g., number lines with appropriate increments, base ten materials for decimals)
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