Mathematics 2024 02 14

Mathematics Kindergarten to Grade 6 Curriculum
Kindergarten Grade 1 Grade 2
Organizing Idea Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.
Guiding Question How can quantity contribute meaning to daily life? How can quantity be communicated? How can quantity contribute to a sense of number?
Learning Outcome Children investigate quantity to 10. Students interpret and explain quantity to 100. Students analyze quantity to 1000.
Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures
Quantity can be Quantity can be the Recognize a number A numeral is a symbol Quantity is expressed Represent quantities Any number of objects There are infinitely Represent quantities
represented using number of objects in a of familiar objects as a or group of symbols in words and numerals using words, numerals, in a set can be many natural numbers. using words and
objects set. quantity. used to represent a based on patterns. objects, or pictures. represented by a natural numbers.
pictures number. natural number. Every digit in a natural
words Represent a quantity in Quantity in the world is Identify a quantity of 0 number has a value Identify the digits
numerals different ways. The absence of represented in multiple in familiar situations. The values of the based on its place. representing
quantity is represented ways. places in a four-digit thousands, hundreds,
Relate a numeral to a by 0. natural number are Each natural number is tens, and ones based
specific quantity. thousands, hundreds, associated with on place in a natural
tens, and ones. exactly one point on number.
the number line.
Places that have no Relate a number,
value within a given including zero, to its
number use zero as a position on the number
placeholder. line.
The number line is a

spatial representation
of quantity.
Mathematics | April 2022 Final Curriculum: Implemented September 2023. Page | 1

Quantity can be A quantity is always Count within 10, Counting can begin at Each number counted Count within 100, A quantity can be skip A quantity can be Decompose quantities
determined by counted using the forward and backward, any number. includes all previous forward by 1s, starting counted in various interpreted as a into groups of 100s,
counting. same sequence of starting at any number, numbers (counting at any number, ways according to composition of groups. 10s, and 1s.
words (counting according to the Counting more than principle: hierarchical according to the context.
principle: stable counting principles. one object at a time is inclusion). counting principles. Count within 1000,
order). called skip counting. Quantities of money forward and backward
A quantity can be Count backward from can be skip counted in by 1s, starting at any
A quantity remains the determined by 20 to 0 by 1s. amounts that are number.
same no matter the counting more than represented by coins
order in which the one object in a set at a Skip count to 100, and bills Skip count by 20s,
objects are counted time. forward by 5s and 10s, (denominations). 25s, or 50s, starting
(counting principle: starting at 0. at 0.
order irrelevance).
Skip count to 20, Skip count by 2s and
A quantity can be forward by 2s, starting 10s, starting at any
determined by at 0. number.
counting each object in
a set once and only Determine the value of
once (counting a collection of coins or
principle: one-to-one bills of the same
correspondence). denomination by skip
counting.
The last number used
to count represents the
quantity (counting
principle: cardinality).
Any quantity of like or

unlike objects can be
counted as a set
(counting principle:
abstraction).
Sharing involves Quantity can be Partition a set of An even quantity will All natural numbers are Model even and odd
partitioning a quantity partitioned by sharing objects by sharing and have no remainder either even or odd. quantities by sharing
into a certain number or grouping. grouping. when partitioned into and grouping.
of groups. two equal groups or
Demonstrate groups of two. Describe a quantity as
Grouping involves conservation of even or odd.
partitioning a quantity number when sharing An odd quantity will
into groups of a certain or grouping. have a remainder of Partition a set of
size. one when partitioned objects by sharing or
into two equal groups grouping, with or
or groups of two. without remainders.
A small quantity can Quantity can be Subitize quantities Familiar arrangements A quantity can be Recognize quantities A benchmark is a A quantity can be Estimate quantities
be recognized at a determined without to 5. of small quantities perceived as the to 10. known quantity to estimated when an using benchmarks.
glance (subitized). counting. facilitate subitizing. composition of smaller which another quantity exact count is not
quantities. can be compared. needed.

Comparisons of A quantity can be Compare the size of Comparisons of Two quantities are Investigate equal and Words that can Inequality is an Model equality and
quantity can be described relative to two sets using one-to- quantity can be equal when there is the unequal quantities, describe a imbalance between inequality between two
described by using another quantity. one correspondence. described by using same number of including using a comparison between two quantities. quantities, including
words such as words such as objects in both sets. balance model. two unequal quantities with a balance.
more A quantity can be Describe quantities equal include
less described in relation to relative to each other not equal Equality is a balance Identify numbers that not equal Compare and order
same a purpose or need. using comparative less between two are one more, two greater than natural numbers.
enough language. more quantities. more, one less, and less than
not enough two less than a given Describe a quantity as
Describe a quantity in Equality can be number. The less than sign, <, less than, greater than,
relation to a purpose modelled using a and the greater than or equal to another
or need using balance. Represent a quantity sign, >, are used to quantity.
comparative language. relative to another, indicate inequality
The equal sign, =, is including symbolically. between two
Solve problems in used to show equality quantities.
familiar situations by between two
counting. quantities. Equality and inequality
can be modelled using
The unequal sign, =, a balance.
is used to show that
two quantities are not
equal.

Guiding Question In what ways can quantity be composed? How can addition and subtraction provide perspectives of number? How can addition and subtraction be interpreted?
Learning Outcome Children interpret compositions of quantities within 10. Students examine addition and subtraction within 20. Students investigate addition and subtraction within 100.
Quantity can be A quantity remains the Identify a quantity in Quantities can be Addition and Visualize quantities The order in which A sum can be Visualize 100 as a
arranged in various same no matter how various groups or composed or subtraction are between 10 and 20 as more than two composed in multiple composition of
ways. the objects are arrangements. decomposed to model processes that compositions of 10 numbers are added ways. multiples of 10 in
grouped or arranged a change in quantity. describe the and another quantity. does not affect the various ways.
(counting principle: Compose quantities composition and sum (associative
conservation). within 10. Addition can be decomposition of Model addition and property). Compose a sum in
applied in various quantity. subtraction within 20 in multiple ways,
Recognize various contexts, including various ways, including including with more
ways to make 5 combining parts to with a balance. than two addends.
and 10. find the whole
increasing an Relate addition and
existing quantity subtraction to various
contexts involving
Subtraction can be composition or
applied in various decomposition of
contexts, including quantity.
comparing two
quantities
taking away one
quantity from
another
finding a part of a
whole
Addition and
subtraction can be
modelled using a
balance.

Strategies are Addition and Investigate addition Familiar addition and Addition and Recall and apply
meaningful steps subtraction are and subtraction subtraction number subtraction can addition number facts,
taken to solve opposite (inverse) strategies. facts facilitate addition represent the sum or with addends to 10,
problems. mathematical and subtraction difference of countable and related subtraction
operations. Add and subtract strategies. quantities or number facts.
Addition and within 20. measurable lengths.
subtraction strategies Addition and Investigate strategies
include Check differences and subtraction strategies for addition and
counting on sums using inverse for two-digit numbers subtraction of two-digit
counting back operations. include making numbers.
decomposition multiples of ten and
compensation Determine a missing using doubles. Add and subtract
making tens quantity in a sum or numbers within 100.
difference, within 20, in
Sums and differences a variety of ways. Verify a sum or
can be expressed difference using
symbolically using the Express addition and inverse operations.
addition sign, +, the subtraction
subtraction sign, −, symbolically. Determine a missing
quantity in a sum or
and the equal sign, =.
Solve problems using difference, within 100,
addition and in a variety of ways.
The order in which two
subtraction.
quantities are added
Solve problems using
does not affect the
addition and
sum (commutative
subtraction of
property).
countable quantities or
measurable lengths.
The order in which two
quantities are
subtracted affects the
difference.
Addition of 0 to any
number, or subtraction
of 0 from any number,
results in the same
number (zero
property).
A missing quantity in a
sum or difference can
be represented in
different ways,
including
a+ b= □
a+ □ = c
□+b=c
e−f =□
e−□=g
□−f =g

Addition and Addition number facts Identify patterns in

subtraction number have related addition and
facts represent part- subtraction number subtraction, including
part-whole facts. patterns in addition
relationships. tables.
Fact families are Recognize families of

groups of related related addition and
addition and subtraction number
subtraction number facts.
facts.
Recall addition
number facts, with
addends to 10, and
related subtraction
number facts.

Guiding Question In what ways can parts and wholes be related? In what ways can parts compose a whole?
Learning Outcome Students examine one-half as a part-whole relationship. Students interpret part-whole relationships using unit fractions.
Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures
One-half can be one of In a quantity Identify one-half in A whole can be a Fractions can Model a unit fraction
two equal groups or partitioned into two familiar situations. whole set of objects, or represent part-to- by partitioning a whole
one of two equal equal groups, each a whole object, that whole relationships. object or whole set into
pieces. group represents one- Partition an even set of can be partitioned into equal parts, limited
half of the whole objects into two equal a number of equal One whole can be to 10 or fewer equal
quantity. groups, limited to sets parts. interpreted as a parts.
of 10 or less. number of unit
In a shape or object The whole can be any fractions. Compare different unit
partitioned into two Partition a shape or size and is designated fractions of the same
identical pieces, each object into two equal by context. whole, limited to
piece represents one- pieces. denominators of 10 or
half of the whole. A unit fraction less.
Describe one of two describes any one of
equal groups or the equal parts that Compare the same
pieces as one-half. compose a whole. unit fractions of
different wholes,
Verify that the two limited to
halves of one whole denominators of 10 or
group, shape, or less.
object are the same
size. Model one whole,
using a given unit
fraction, limited to
denominators of 10 or
less.

Organizing Idea Geometry: Shapes are defined and related by geometric attributes.
Guiding Question How can shape bring meaning to the space in an environment? In what ways can shape be characterized? How can shape influence perception of space?
Learning Outcome Children investigate shape. Students interpret shape in two and three dimensions. Students analyze and explain geometric attributes of shape.
A shape can be Shape is structured Relate shapes in Familiar two- A shape can be Identify familiar shapes Common geometric Shapes are defined Sort shapes according
represented using two-dimensional or nature to various two- dimensional shapes modelled in various in various sizes and attributes include according to to two geometric
objects, pictures, or three-dimensional dimensional and three- include sizes and orientations. orientations. sides geometric attributes. attributes and
words. space. dimensional shapes. squares vertices describe the sorting
circles A shape is Model two- faces or surfaces A shape can be rule.
Familiar two- and Identify familiar two- rectangles symmetrical if it can be dimensional shapes. visualized as a
three-dimensional and three-dimensional triangles decomposed into Two-dimensional composition of other Relate the faces of
shapes can be found shapes. matching halves. Sort shapes according shapes may have shapes. three-dimensional
in nature, such as Familiar three- to one attribute and sides that are line shapes to two-
circles Investigate three- dimensional shapes describe the sorting segments. dimensional shapes.
triangles dimensional shapes include rule.
cubes by rolling, stacking, or cubes Three-dimensional Create a picture or
cylinders sliding. prisms Compose and shapes may have design with shapes
cylinders decompose two- or faces that are two- from verbal
First Nations, Métis, Describe a shape spheres three-dimensional dimensional shapes. instructions,
and Inuit relate specific using words such as pyramids composite shapes. visualization, or
shapes to those found flat, curved, straight, or cones memory.
in nature. round. Identify familiar shapes
A composite shape is within two- or three-
composed of two or dimensional
more shapes. composite shapes.
A line of symmetry Investigate symmetry

indicates the division of two-dimensional
between the matching shapes by folding and
halves of a matching.
symmetrical shape.
A shape can change Geometric attributes Investigate translation,
orientation or position do not change when a rotation, and reflection
through slides shape is translated, of two- and three-
(translations), turns rotated, or reflected. dimensional shapes.
(rotations), or flips
(reflections). Describe geometric
attributes of two- and
Shapes can be turned three-dimensional
or flipped in the shapes in various
creation of art. orientations.
Recognize the
translation, rotation, or
reflection of shapes
represented in
artwork.

Organizing Idea Measurement: Attributes such as length, area, volume, and angle are quantified by measurement.
Guiding Question In what ways can size be distinguished? In what ways can length provide perspectives of size? How can length contribute to interpretations of space?
Learning Outcome Children explore size through direct comparison. Students relate length to the understanding of size. Students communicate length using units.
Size can be Size describes the Identify measurable Size may refer to the Length is a Recognize the height, Tiling is the process of Length is quantified by Measure length with
interpreted in many amount of one attributes of familiar length of an object, measurable attribute width, or depth of an measuring a length by measurement. non-standard units by
ways (according to measurable attribute objects to which size including that describes the object as lengths in using many copies of tiling, iterating, or
measurable of an object or a may refer. height amount of fixed space various orientations. a unit without gaps or Length is measured using a self-created
attributes), such as: space. width between the end overlaps. with equal-sized units measuring tool.
the length of an depth points of an object. Compare and order that themselves have
object objects according to Iterating is the process length. Compare and order
how much flat A length does not Length remains the length. of measuring a length measurements of
space an object need to be a straight same if an object is by repeating one copy The number of units different lengths
covers (area) line. repositioned but may Describe distance in of a unit without gaps required to measure a measured with the
how much a be named differently. familiar contexts. or overlaps. length is inversely same non-standard
container holds The length between related to the size of units, and explain the
(capacity) any two points in The unit can be the unit. choice of unit.
the heaviness of an space is called chosen based on the
object (weight) distance. length to be measured. Compare
measurements of the
Familiar contexts of Length can be same length measured
distance include measured with non- with different non-
distance between standard units or standard units.
objects or people standard units.
distance between Measure length with
objects on the land Non-standard units standard units by tiling
distance between found in nature can be or iterating with a
home and school used to measure centimetre.
distance between length on the land.
towns or cities Compare and order
Standard units, such measurements of
as centimetres, can different lengths
enable a common measured with
language around centimetres.
measurement.

Comparisons of size Size may refer to only Compare the length, Indirect comparison is The size of two objects Compare the length, A referent is a Length can be Identify referents for a
can be described by one measurable area, weight, or useful when objects can be compared area, or capacity of personal or familiar estimated when a centimetre.
using words such as attribute at a time. capacity of two objects are fixed in place or indirectly with a third two objects directly or representation of a measuring tool is not
longer directly. difficult to move. object. indirectly using a third known length. available. Estimate length by
shorter The size of two objects object. visualizing the iteration
heavier can be compared Describe the size of Comparisons of size A common referent of a referent for a
lighter directly. an object in relation to can be described by Order objects from the land or body centimetre.
too big another object, using using words such as according to length, parts can be used to
too small The size of an object comparative language. higher area, or capacity. measure length. Investigate First
can be described in wider Nations, Métis, or Inuit
relation to a purpose Describe the size of deeper use of the land in
or need. an object in relation to estimations of length.
a purpose or need,
using comparative
language.

Organizing Idea Patterns: Awareness of patterns supports problem solving in various situations.
Guiding Question How can patterns be recognized? What can patterns communicate? How can patterns characterize change?
Learning Outcome Children identify and create repeating patterns. Students examine patterns in cycles. Students explain and analyze patterns in a variety of contexts.
Patterns exist A pattern is Recognize repeating A cycle can express A pattern that appears Recognize cycles Change can be an A pattern can show Describe non-
everywhere. characterized by how patterns encountered repetition of events or to repeat may not encountered in daily increase or a increasing or repeating patterns
the elements change in daily routines and experiences. repeat in the same routines and nature. decrease in the decreasing change. encountered in
A pattern can involve or remain constant. play, including songs way forever. number and size of surroundings, including
elements such as or dances. Cycles include Investigate cycles elements. A pattern is more in art, architecture,
sounds seasons A cycle is a repeating found in nature that evident when the cultural designs, and
objects Recognize change or day/night pattern that repeats in inform First Nations, A hundreds chart is an elements are nature.
pictures constancy between life cycles the same way forever. Métis, or Inuit arrangement of natural represented,
symbols elements in a calendars practices. numbers that illustrates organized, aligned, or Investigate patterns in
actions repeating pattern. multiple patterns. oriented in familiar a hundreds chart.
The same pattern can Identify the pattern ways.
Repeating patterns Predict the next be represented with core, up to four Patterns can be found Create and express
have one or more elements in a different elements. elements, in a cycle. and created in cultural growing patterns using
elements that repeat. repeating pattern. designs. sounds, objects,
A pattern core is a Identify a missing pictures, or actions.
Create a repeating sequence of one or element in a repeating
pattern with up to three more elements that pattern or cycle.
repeating elements. repeats as a unit.
Describe change and
constancy in repeating
patterns and cycles.
Create different
representations of the
same repeating
pattern or cycle,
limited to a pattern
core of up to four
elements.
Extend a sequence of
elements in various
ways to create
repeating patterns.
Attributes of elements, A pattern core can Create and express a
such as size and vary in complexity. repeating pattern with
colour, can contribute a pattern core of up to
to a pattern. four elements that
change by more than
one attribute.

Organizing Idea Time: Duration is described and quantified by time.
Guiding Question In what ways can time be described? How can time characterize change? How can duration support interpretation of time?
Learning Outcome Children interpret time as a sequence of events. Students explain time in relation to cycles. Students relate duration to time.
Sequence in time can Time can be Sequence events, Time can be Time is an experience Describe cycles of Events can be related Time can be Express significant
be described in words, perceived as a limited to two events, perceived through of change. time encountered in to calendar dates. communicated in events using calendar
such as sequence. according to time observable change. daily routines and various ways. dates.
first using words or ordinal Time can be nature. Duration can be
next numbers. First Nations, Métis, perceived as a cycle. described using Duration is the Describe the duration
today and Inuit experience Describe observable comparative language measure of an amount between or until
Describe daily events time through changes that indicate such as longer or of time from beginning significant events
Ordinal numbers can as occurring sequences and cycles a cycle of time. shorter. to end. using comparative
indicate order in time. yesterday, today, or in nature, including language.
tomorrow. cycles of seasons. Relate cycles of Duration can be
seasons to First measured in non- Describe the duration
Cycles from a Nations, Métis, or Inuit standard units, of events using non-
calendar include days practices. including events, standard units.
of the week and natural cycles, or
months of the year. Identify cycles from a personal referents. Relate First Nations’
calendar. winter counts to
Winter counts are First duration.
Nations symbolic
calendars that record
oral traditions and
significant events.
Time can be Duration is quantified Describe the
described using by measurement. relationship between
standard units such as days, weeks, months,
days or minutes. and years.
Describe the duration

between or until
significant events
using standard units of
time.

Organizing Idea Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.
Guiding Question How can data be used to answer questions about the world? How can data inform representation?
Learning Outcome Students investigate and represent data. Students relate data to a variety of representations.
Data can be collected Data can be answers Share wonderings Data can be collected Data can be collected Generate questions for
information. to questions. about people, things, by asking questions. to answer questions. a specific investigation
events, or within the learning
experiences. First-hand data is data environment.
collected by the
Gather data by sharing person using the data. Collect first-hand data
answers to questions. by questioning people
within the learning
environment.
A graph is a visual Data can be Collaborate to Data can be recorded Data can be Record data in a table.
representation of data. represented in a construct a concrete using tally marks, represented in various
graph. graph using data words, or counts. ways. Construct graphs to
A graph can represent collected in the represent data.
data by using objects, learning environment. Data can be
pictures, or numbers. expressed through Interpret graphs to
Create a pictograph First Nations, Métis, or answer questions.
from a concrete graph. Inuit stories.
Compare the features
A graph includes of pictographs, dot
features such as plots, and bar graphs.
a title
a legend
axes
axis labels
Data can be
represented with
graphs such as
pictographs
bar graphs
dot plots

Grade 3 Grade 4
Guiding Question How can place value support organization of number? How can place value facilitate interpretation of number?
Learning Outcome Students interpret place value within 100 000. Students apply place value to decimal numbers.
For numbers in base-10, each Place value is the basis for the Identify the place value of each digit For numbers in base-10, each Decimal numbers are numbers Identify the place value of each digit
place has 10 times the value of the base-10 system. in a natural number. place has one-tenth the value of the between natural numbers. in a number, including tenths and
place to its right. place to its left. hundredths.
Place value determines the value of Relate the values of adjacent Decimal numbers are fractions with
The digits 0 to 9 indicate the a digit based on its place in a places. Multiplying or dividing a number denominators of 10, 100, etc. Relate the values of adjacent
number of groups in each place in a number relative to the ones place. by 10 corresponds to shifting place places, including tenths and
number. Determine the value of each digit in value one position to the left or The separation between wholes hundredths.
Place value is used to read, write, a natural number. right, respectively. and parts, including dollars and
The value of each place in a and compare numbers. cents, can be represented using Determine the value of each digit in
number is the product of the digit Express natural numbers using The decimal separator is a point in decimal notation. a number, including tenths and
and its place value. words and numerals. English and a comma in French. hundredths.
Patterns in place value are used to
Numbers can be composed in Express various compositions of a Numbers, including decimal read and write numbers, including Express numbers, including
various ways using place value. natural number using place value. numbers, can be composed in wholes and parts. decimal numbers, using words and
various ways using place value. numerals.
Numbers can be rounded in Round natural numbers to various
contexts where an exact count is places. A zero placed to the right of the last Express various compositions of a
not needed. digit in a decimal number does not number, including decimal
Compare and order natural change the value of the number. numbers, using place value.
The less than sign, <, and the numbers.
greater than sign, >, are used to The word and is used to indicate Recognize decimal notation
show the relationship between two Express the relationship between the decimal point when reading a expressed in English and in French.
unequal numbers. two numbers using <, >, or =. number.
Round numbers to various places,
A zero in the leftmost place of a Count and represent the value of a including tenths.
natural number does not change the collection of nickels, dimes, and
value of the number. quarters as cents. Compare and order numbers,
including decimal numbers.
The dollar sign, $, is placed to the Count and represent the value of a
left of the dollar value in English and collection of loonies, toonies, and Express the relationship between
to the right of the dollar value in bills as dollars. two numbers, including decimal
French. numbers, using <, >, or =.
Recognize French and English
The cent sign, ¢ , is placed to the symbolic representations of Express a monetary value in cents
right of the cent value in English and monetary values. as a monetary value in dollars using
in French. decimal notation.

Grade 3 Grade 4
Guiding Question How can processes be established for addition and subtraction? How can understanding of addition and subtraction be extended to decimal numbers?
Learning Outcome Students apply strategies for addition and subtraction within 1000. Students add and subtract within 10 000, including decimal numbers to hundredths.
Recall of addition and subtraction Addition and subtraction strategies Relate strategies for the addition Standard algorithms for addition Standard algorithms for addition Add and subtract numbers,
number facts facilitates addition can be chosen based on the nature and subtraction of two-digit and subtraction of decimal numbers and subtraction may be used for including decimal numbers, using
and subtraction strategies. of the numbers. numbers to strategies for the are conventional procedures based any decimal numbers. standard algorithms.
addition and subtraction of three- on place value.
Standard algorithms for addition Standard algorithms for addition digit numbers. Assess the reasonableness of a
and subtraction are conventional and subtraction may be used for Estimation can be used to check sum or difference using estimation.
procedures based on place value. any natural numbers. Model regrouping by place value for the reasonableness of a sum or
addition and subtraction. difference. Solve problems using addition and
Estimation can be used to support subtraction, including problems
addition and subtraction in Explain the standard algorithms for involving money.
everyday situations, including addition and subtraction of natural
when an exact sum or difference numbers.
is not needed
to check if an answer is Add and subtract natural numbers
reasonable using standard algorithms.
Estimate sums and differences.
Solve problems using addition and

subtraction.

Grade 3 Grade 4
Guiding Question How can multiplication and division provide new perspectives of number? How can multiplication and division characterize the composition of numbers?
Learning Outcome Students analyze and apply strategies for multiplication and division within 100. Students explain properties of prime and composite numbers using multiplication and division.
Multiplication and division are Quantities can be composed and Compose a product using equal A factor of a number is a divisor of Different factors can compose the Determine the factors of a number
inverse mathematical operations. decomposed through multiplication groups of objects. that number. same product. within 100.
and division.
Multiplication is repeated addition. Relate multiplication to repeated A number is a multiple of any of its Different products can share Describe a number as prime or
addition. factors. factors. composite.
Multiplication can be interpreted in
various ways according to context, Relate multiplication to skip A prime number has factors of only A number divided by one of its Determine the first five multiples of
such as counting. itself and one. factors will result in a remainder a given number within 100.
equal groups of 0.
an array Investigate multiplication by 0. A composite number has factors Recognize the greatest common
an area other than one and itself. factor (greatest common divisor) of
Model a quotient by partitioning a two numbers within 100.
Division can be interpreted in quantity into equal groups or groups Zero and one are neither prime nor
various ways according to context, of a certain size, with or without composite numbers.
such as remainders.
equal sharing
equal grouping Visualize and model products and
repeated subtraction quotients as arrays.
The order in which two quantities Recognize interpretations of

are multiplied does not affect the multiplication and division in
product (commutative property). various contexts.
The order in which two numbers are

divided affects the quotient.
Multiplication or division by 1
results in the same number (identity
property).

Grade 3 Grade 4
Numbers can be multiplied or Sharing and grouping situations Investigate multiplication and
divided in parts (distributive can be interpreted as multiplication division strategies.
property). or division.
Multiply and divide within 100.
Multiplication strategies include Multiplication and division
repeated addition strategies can be supported by Verify a product or quotient using
multiplying in parts addition and subtraction. inverse operations.
compensation
Determine a missing quantity in a
Division strategies include product or quotient in a variety of
repeated subtraction ways.
partitioning the dividend
Express multiplication and division
Products can be expressed symbolically.
symbolically using the multiplication
sign, ×, factors, and the equal sign. Explain the meaning of the
remainder in various situations.
Quotients can be expressed
symbolically using the division Solve problems using multiplication
sign, ÷, dividend, divisor, and the and division in sharing or grouping
equal sign. situations.
A missing quantity in a product or

quotient can be represented in
different ways, including
a×b = □
a×□ = c
□×b =c
e÷f =□
e÷□ =g
□÷f =g
A remainder is the quantity left over

after division.
A multiplication table shows both Multiplication number facts have Examine patterns in multiplication
multiplication and division facts. related division facts. and division, including patterns in
multiplication tables and skip
Fact families are groups of related counting.
multiplication and division number
facts. Recognize families of related
multiplication and division number
facts.
Recall multiplication number facts,

with factors to 10, and related
division facts.

Grade 3 Grade 4
Guiding Question How can multiplication and division be interpreted?
Learning Outcome Students multiply and divide natural numbers within 10 000.
Knowledge Understanding Skills & Procedures

Recall of multiplication and division Multiplication and division Recall and apply multiplication
number facts facilitates strategies can be chosen based on number facts, with factors to 12,
multiplication and division the nature of the numbers. and related division number facts.
strategies.
Investigate patterns in multiplication
Standard algorithms facilitate and division of natural numbers by
multiplication and division of natural 10, 100, and 1000.
numbers that have multiple digits.
Multiply and divide 3-digit natural
Estimation can be used to check numbers by 1-digit natural numbers
the reasonableness of a product or using personal strategies.
quotient.
Examine standard algorithms for
multiplication and division.
Multiply and divide 3-digit natural

numbers by 1-digit natural numbers
using standard algorithms.
Divide and express a quotient with

or without a remainder.
Investigate strategies for estimation

of products and quotients.
Assess the reasonableness of a

product or quotient using
estimation.
Solve problems using multiplication

and division.

Grade 3 Grade 4
Guiding Question How can fractions contribute to a sense of number? How can fractions be characterized in different ways?
Learning Outcome Students interpret fractions in relation to one whole. Students apply equivalence to the interpretation of fractions.
The same fraction can represent Fractions are numbers between Model fractions of a whole quantity, Equivalent fractions are associated There are infinitely many equivalent Model equivalent fractions by
equal parts of one whole length, natural numbers. length, shape, or object, in various with the same point on the number fractions that represent the same partitioning a whole in multiple
shape, or object ways, limited to denominators of 12 line. number. ways.
equal groups of one whole Fractions can represent part-to- or less.
quantity whole relationships. Equivalent fractions can be created Exactly one of infinitely many Determine fractions equivalent to a
equal parts of each equal group Visualize fractions as compositions by partitioning each equal part of a equivalent fractions is in simplest given fraction.
in one whole quantity A unit fraction describes the size of of a unit fraction. fraction in the same way. form.
the equal parts of a fraction. Relate the position of equivalent
The name of a fraction describes Identify the numerator and Partitioning a fraction can be fractions on the number line.
its composition as a number of unit The size of the parts and the total denominator of a fraction in various interpreted as multiplying the
fractions. number of equal parts in the whole representations. numerator and denominator of a Identify fractions in which the
are inversely related. fraction by the same number. numerator and denominator have a
Fraction notation, ( ab ), relates the Name a given fraction. common factor.
numerator, a, a number of equal A fraction can be simplified to an
Express fractions, including one equivalent form by dividing the Simplify a given fraction by dividing
parts, to the denominator, b, the
whole, symbolically, limited to numerator and denominator by a the numerator and denominator by
total number of equal parts in the denominators of 12 or less. common factor. a common factor.
whole.
Relate various representations of The numerator and denominator of Express a fraction in simplest form.
Equal numerators or equal
the same fraction, limited to a fraction in simplest form have no
denominators can facilitate the denominators of 12 or less. common factors. Compare and order fractions.
comparison of fractions.
Compare the same fraction of Dividing the numerator and
A fraction with a numerator that is
different-sized wholes. denominator of a fraction by their
equal to its denominator is one greatest common factor will
whole.
Compare different fractions of the achieve simplest form.
same whole that have the same
Each fraction is associated with a
denominator.
point on the number line.
Compare different fractions of the
same whole that have the same
numerator and different
denominators.
Express the relationship between

two fractions of the same whole,
using <, >, or =.
Relate a fraction less than one to its

position on the number line, limited
to denominators of 12 or less.
Compare fractions to benchmarks

of 0, 12 , and 1.

Grade 3 Grade 4
Fractions and decimal numbers Decimal numbers that terminate Relate fractions and equivalent
can represent the same number. (do not repeat) are fractions with decimal numbers to their positions
denominators of 10, 100, etc. on the number line.
Decimals can be expressed as
fractions with a denominator that is Fractions and decimal numbers Express fractions as decimal
equivalent to the place value of the that represent the same number are numbers and vice versa, limited to
last non-zero digit of the decimal associated with the same point on tenths and hundredths.
number. the number line.

Grade 3 Grade 4
Guiding Question How can percentages standardize part-whole relationships?
Learning Outcome Students interpret percentages.

Percentage is represented Fractions, decimals, and Investigate percentage in familiar
symbolically with %. percentages can represent the situations.
same part-whole relationship.
Decimals can be expressed as Compare percentages within
percentages by multiplying by 100. 100%.
Percentages can be expressed as Express the fraction, decimal, and

decimals by dividing by 100. percentage representations of the
same part-whole relationship.
One percent represents one
hundredth of a whole.

Grade 3 Grade 4
Organizing Idea Algebra: Equations express relationships between quantities.
Guiding Question How can equality facilitate agility with number? How can equality create opportunities to reimagine number?
Learning Outcome Students illustrate equality with equations. Students represent and apply equality in multiple ways.
An equation uses the equal sign to Two expressions are equal if they Write equations that represent An expression can include multiple There are infinitely many Evaluate expressions according to
indicate equality between two represent the same number. equality between a number and an operations. expressions that represent the the order of operations.
expressions. expression or between two different same number.
expressions of the same number. The conventional order of Create various expressions of the
The left and right sides of an operations provides a set of rules The order in which operations are same number using one or more
equation are interchangeable. for evaluating expressions, performed can affect the value of an operations.
including the following: expression.
Multiplication and division are
performed before addition and
subtraction.
Multiplication and division are
performed in order from left to
right.
Addition and subtraction are
performed in order from left to
right.
Equations can be modelled using a Equations can include unknown Model equations that include an Equations can be solved through a An equation is solved by Write equations involving one
balance. values. unknown value, including with a process of adding, subtracting, determining an unknown value that operation to represent a situation.
balance. multiplying, or dividing the same makes the left and right sides of the
A symbol may represent an number on both sides of the equation equal. Investigate preservation of equality
unknown value in an equation. Determine an unknown value on the equation (preservation of equality). using a balance model.
left or right side of an equation,
limited to equations with one Investigate preservation of equality
operation. using an equation without an
unknown value.
Solve problems using equations,
limited to equations with one Apply preservation of equality to
operation. determine the unknown value in an
equation, limited to equations with
one operation.

limited to equations with one
operation.

Grade 3 Grade 4
Guiding Question In what ways might geometric properties refine interpretation of shape? In what ways can geometric properties define space?
Learning Outcome Students relate geometric properties to shape. Students analyze and explain geometric properties.
Geometric properties can describe Geometric properties are Investigate the relationships Angle relationships, including Geometric properties are Identify relationships between the
relationships, including relationships between geometric between the sides of a polygon, supplementary and complementary, measurable. sides of a polygon, including
perpendicular, parallel, and equal. attributes. including perpendicular, parallel, are geometric properties. parallel, equal length, or
and equal, using referents for 90° or Geometric properties define a perpendicular, by measuring.
Parallel lines or planes are always Geometric properties define a by measuring. Two angles that compose 90° are hierarchy for classifying shapes.
the same distance apart. class of polygon. complementary angles. Identify relationships between
Investigate the relationships angles at vertices of a polygon,
Perpendicular lines or planes between vertices of a polygon, Two angles that compose 180° are including equal, supplementary, and
intersect at a 90° (right) angle. including equal or right angles, supplementary angles. complementary, by measuring.
using direct comparison or
Right angles can be identified using referents for 90°. Quadrilaterals include Identify relationships between the
various referents, such as squares faces of three-dimensional models
the corner of a piece of paper Describe geometric properties of rectangles of prisms, including parallel or
the angle between the hands on regular and irregular polygons. parallelograms perpendicular, by measuring.
an analog clock at 3:00 trapezoids
a capital letter L Sort polygons according to rhombuses Describe triangles according to
geometric properties and describe side length.
Polygons include the sorting rule. Side length can be used to
triangles describe triangles as Classify triangles as right, acute, or
quadrilaterals Classify polygons as regular or equilateral obtuse using geometric properties
pentagons irregular using geometric isosceles related to angles.
hexagons properties. scalene
octagons Classify quadrilaterals in a
Triangles can be classified hierarchy according to geometric
Regular polygons have sides of according to angle as properties.
equal length and interior angles of right
equal measure. obtuse
acute
Transformations include Geometric properties do not Examine geometric properties of Many shapes in the environment A shape resembling a polygon that Show, using geometric properties,
translations change when a polygon undergoes polygons by translating, rotating, or resemble polygons. does not share the defining that a close approximation of a
rotations a transformation. reflecting using hands-on materials geometric properties of the polygon polygon is not the same as the
reflections or digital applications. Transformations can be used to is a close approximation. polygon.
illustrate geometric properties of a
The distance between any two polygon. Verify geometric properties of
vertices of a shape is maintained in polygons by translating, rotating, or
the image created by a reflecting using hands-on materials
transformation. or digital applications.

Grade 3 Grade 4
Guiding Question In what ways can length be communicated? How can area characterize space?
Learning Outcome Students determine length using standard units. Students interpret and express area.
The basic unit of length in the metric Length is measured in standard Relate millimetres, centimetres, Tiling is the process of measuring Area is a measurable attribute that Model area by dragging a length
system is the metre. units according to the metric and metres. an area with many copies of a unit, describes the amount of two- using hands-on materials or digital
system and the imperial system. without gaps or overlaps. dimensional space contained within applications.
Metric units are named using Relate inches to feet and yards. a region.
prefixes that indicate the Length can be expressed in various The unit can be chosen based on Recognize the rearrangement of
relationship to the basic unit, units according to context and Justify the choice of millimetres, the area to be measured. Area may be interpreted as the area in First Nations, Métis, or Inuit
including desired precision. centimetres, or metres to measure result of motion of a length. design.
milli: one thousand millimetres in various lengths. Area can be measured with non-
one metre standard units or standard units. An area remains the same when Compare non-standard units that
centi: one hundred centimetres Measure lengths of straight lines decomposed or rearranged. tile to non-standard units that do not
in one metre and curves, with millimetres, The area of a rectangle equals the tile.
deci: ten decimetres in one centimetres, or metres. product of its perpendicular side Area is measured with equal-sized
metre lengths. units that themselves have area and Measure area with non-standard
Recognize length expressed in do not need to resemble the region units by tiling.
Metric units are abbreviated for metric or imperial units. being measured.
convenience, including Measure area with standard units
m: metre Approximate a measurement in The area of a rectangle can be by tiling with square centimetres.
dm: decimetre inches, feet, or yards using perceived as square-shaped units
cm: centimetre centimetres or metres. structured in a two-dimensional Visualize and model the area of
mm: millimetre array. various rectangles as two-
dimensional arrays of square
Standard measuring tools show shaped units.
iterations of a standard unit from an
origin. Determine the area of a rectangle
using multiplication.
Units of length in the imperial
system include inch, foot, and yard, Solve problems involving area of
related in these ways: rectangles.
12 inches in one foot
36 inches in one yard
3 feet in one yard
Approximate conversions between

metric and imperial are useful in
real-world situations, including
2 12 centimetres are
approximately 1 inch
1 metre is approximately 3 feet
30 centimetres are
approximately 1 foot
1 metre is approximately 1 yard

Grade 3 Grade 4
The perimeter of a polygon is the Length remains the same when Determine the perimeter of
sum of the lengths of its sides. decomposed or rearranged. polygons.
Determine the length of an unknown

side given the perimeter of a
polygon.
A benchmark is a known length to Length can be estimated when less Identify referents for a centimetre Area can be estimated using a Area can be estimated when less Identify referents for a square
which another length can be accuracy is required. and a metre. referent for a square centimetre. accuracy is required. centimetre.
compared.
Estimate length by comparing to a Estimate an area by visualizing the
Length can be estimated using a benchmark. iteration of a referent for a square
personal or familiar referent. centimetre.
Estimate length by visualizing the
iteration of a referent for a Estimate an area by rearranging or
centimetre or metre. combining partial units.

Grade 3 Grade 4
Guiding Question How can angles broaden an understanding of space? In what ways can angles be described?
Learning Outcome Students interpret angles. Students determine and express angles using standard units.
Angle defines the space in An angle is the union of two arms Recognize various angles in 1 Angles are quantified by Measure an angle with degrees
One degree represents 360 of the
corners with a common vertex. surroundings. rotation of a full circle. measurement and based on the using a protractor.
bends division of a circle.
turns or rotations An angle can be interpreted as the Recognize situations in which an Angles can be classified according Describe an angle as acute, right,
intersections motion of a length rotated about a angle can be perceived as motion. to their measure: An angle is measured with equal- obtuse, or straight.
slopes vertex. Acute angles measure less than sized units that themselves are
90°. angles. Relate angles of 90°, 180°, 270°,
The arms of an angle can be line Right angles measure 90°. and 360° to fractions of a circle.
segments or rays. Obtuse angles measure
between 90° and 180°. Estimate angles by comparing to
The end point of a line segment or Straight angles measure 180°. benchmarks of 45°, 90°, 180°,
ray is called a vertex. 270°, and 360°.
A benchmark is a known angle to
which another angle can be
compared.
Superimposing is the process of Two angles can be compared Compare two angles directly by
placing one angle over another to directly or indirectly. superimposing.
compare angles.
Compare two angles indirectly by
A referent is a personal or familiar superimposing a third angle.
representation of a known angle.
Estimate which of two angles is
greater.
Identify referents for 90°.
Identify 90° angles in the

environment using a referent.

Grade 3 Grade 4
Guiding Question How can diverse representations of patterns contribute to interpretation of change? How can sequences provide insight into change?
Learning Outcome Students analyze patterns in numerical sequences. Students interpret and explain arithmetic and geometric sequences.
Ordinal numbers can indicate A sequence is a list of terms Recognize familiar numerical The sequences of triangular and Sequences may increase or Investigate increasing sequences,
position in a sequence. arranged in a certain order. sequences, including the sequence square numbers are examples of decrease. including the Fibonacci sequence,
of even or odd numbers. increasing sequences. in multiple representations.
Finite sequences, such as a Sequences may be finite or infinite. Different representations can
countdown, have a definite end. Describe position in a sequence The Fibonacci sequence is an provide new perspectives of the Create and explain increasing or
using ordinal numbers. increasing sequence that occurs in increase or decrease of a decreasing sequences, including
Infinite sequences, such as the nature. sequence. numerical sequences.
natural numbers, never end. Differentiate between finite and
infinite sequences. Express a numerical sequence to
represent a concrete or pictorial
sequence.
Numerical sequences can be A sequence can progress Recognize skip-counting An arithmetic sequence progresses An arithmetic sequence has a Recognize arithmetic and
constructed using addition, according to a pattern. sequences in various through addition or subtraction. constant difference between geometric sequences.
subtraction, multiplication, or representations, including rows or consecutive terms.
division. columns of a multiplication table. A skip-counting sequence is an Describe the initial term and the
example of an arithmetic sequence. A geometric sequence has a constant change in an arithmetic
Determine any missing term in a constant multiplicative change sequence.
skip-counting sequence using A geometric sequence progresses between consecutive terms.
multiplication. through multiplication. Express the first five terms of an
arithmetic sequence related to a
Describe the change from term to A geometric sequence begins at a given initial term and constant
term in a numerical sequence using number other than zero. change.
mathematical operations.
Describe the initial term and the
constant change in a geometric
sequence.
Express the first five terms of a

geometric sequence related to a
given initial term and constant
change.

Grade 3 Grade 4
Organizing Idea Time: Duration is described and quantified by time.
Guiding Question How can duration be communicated? What might be the relevance of duration to daily living?
Learning Outcome Students tell time using clocks. Students communicate duration with standard units of time.
Clocks relate seconds to minutes Clocks are standard measuring Investigate relationships between Time of day can be expressed with Analog clocks can relate duration to Relate durations of 15 minutes,
and hours according to a base-60 tools used to communicate time. seconds, minutes, and hours using fractions of a circle, including a circle. 20 minutes, 30 minutes,
system. an analog clock. quarter past the hour 40 minutes, and 45 minutes to
half past the hour fractions of a circle.
The basic unit of time is the Relate minutes past the hour to quarter to the hour
second. minutes until the next hour. Express time of day using fractions.
Duration can be determined by
1 of a minute.
One second is 60 Describe time of day as a.m. or finding the difference between a Determine duration in minutes
p.m. relative to 12-hour cycles of start time and an end time. using a clock.
1 day and night.
One minute is 60 of an hour.
Apply addition and subtraction
Analog and digital clocks represent Tell time using analog and digital strategies to the calculation of
clocks. duration.
time of day.
Express time of day in relation to Convert between hours, minutes,
Time of day can be expressed as a
duration relative to 12:00 in two one 24-hour cycle. and seconds.
12-hour cycles.
Compare the duration of events
Time of day can be expressed as a using standard units.
duration relative to 0:00 in one
24-hour cycle in some contexts, Solve problems involving duration.
including French-language
contexts.

Grade 3 Grade 4
Guiding Question How can representation support communication? In what ways can communication be shaped by the choice of representation?
Learning Outcome Students interpret and explain representations of data. Students evaluate the use of scale in graphical representations of data.
Statistical questions are questions Representation connects data to a Formulate statistical questions for A statistical problem-solving Representation is part of a Engage in a statistical problem-
that can be answered by collecting statistical question. investigation. process includes statistical problem-solving process. solving process.
data. formulating statistical questions
Predict the answer to a statistical collecting data
question. representing data
interpreting data
First-hand data is collected by the Representation expresses data Collect data using digital or non- Many-to-one correspondence is the Representation can express many- Select an appropriate scale to
person using the data. specific to a unique time and place. digital tools and resources. representation of many objects to-one correspondence by defining represent data.
using one object or interval on a a scale.
Second-hand data is data collected Representation tells a story about Represent first-hand and second- graph. Represent data in a graph using
by others from sources such as data. hand data in a dot plot or bar graph Different representations tell many-to-one correspondence.
websites and social media. with one-to-one correspondence. Common graphs include different stories about the same
pictographs data. Describe the effect of scale on
Describe the story that a bar graphs representation.
representation tells about a dot plots
collection of data in relation to a Justify the choice of graph used to
statistical question. represent certain data.
Examine First Nations, Métis, or Compare different graphs of the

Inuit representations of data. same data.
Consider possible answers to a Interpret data represented in

statistical question based on the various graphs.
data collected.

Grade 5 Grade 6
Guiding Question How can the infinite nature of place value enhance insight into number? How can the infinite nature of the number line broaden the perception of number?
Learning Outcome Students analyze patterns in place value. Students investigate magnitude with positive and negative numbers.
A number expressed with more Place value symmetry extends Relate the names of place values Negative numbers are to the left of Symmetry of the number line Identify negative numbers in familiar
decimal places is more precise. infinitely to the left and right of the that are the same number of places zero on the number line visualized extends infinitely to the left and right contexts, including contexts that use
ones place. to the left and right of the ones horizontally, and below zero on the of zero or above and below zero. vertical or horizontal models of the
A zero in the rightmost place of a place. number line visualized vertically. number line.
decimal number does not change Direction relative to zero is
the value of the number. Express numbers within Positive numbers can be indicated symbolically with a Express positive and negative
10 000 000, including decimal represented symbolically with or positive or negative sign. numbers symbolically, in context.
There are infinitely many decimal numbers to thousandths, using without a positive sign (+).
numbers between any two decimal words and numerals. Magnitude with direction Relate magnitude to the distance
numbers. Negative numbers are represented distinguishes between positive and from zero on the number line.
Relate a decimal number to its symbolically with a negative negative numbers.
position on the number line. sign (−). Relate positive and negative
numbers, including additive
Determine a decimal number Zero is neither positive nor inverses, to their positions on
between any two other decimal negative. horizontal and vertical models of the
numbers. number line.
Negative numbers communicate
Compare and order numbers, meaning in context, including Compare and order positive and
including decimal numbers. temperature negative numbers.
debt
Express the relationship between elevation Express the relationship between
two numbers, including decimal two numbers, including positive and
numbers, using <, >, or =. Magnitude is a number of units negative numbers, using <, >,
counted or measured from zero on or =.
Round numbers, including decimal the number line.
numbers, to various places
according to context. Every positive number has an
opposite negative number with the
same magnitude.
A number and its opposite are

called additive inverses.

Grade 5 Grade 6
The set of integers includes all Any number can be expressed as a Investigate addition of an integer
natural numbers, their additive sum in infinitely many ways. and its additive inverse.
inverses, and zero.
Express zero as the sum of
The sum of any number and its integers in multiple ways.
additive inverse is zero.
Model the sum of two positive
The sum of two positive numbers is integers.
a positive number.
Model the sum of two negative
The sum of two negative numbers integers.
is a negative number.
Model the sum of a positive and
The sum of a positive number and a negative integer as the sum of zero
negative number can be interpreted and another integer.
as the sum of zero and another
number. Add any two integers.
Subtracting a number is the same The difference of any two numbers Express a difference as a sum.
as adding its additive inverse. can be interpreted as a sum.

Grade 5 Grade 6
Guiding Question In what ways can the processes of addition and subtraction be articulated? How can the processes of addition and subtraction be applied to problem solving?
Students add and subtract within 1 000 000, including decimal numbers to thousandths, using standard
Learning Outcome Students solve problems using standard algorithms for addition and subtraction.
algorithms.
Standard algorithms are efficient Addition and subtraction of Add and subtract numbers, Standard algorithms are reliable Addition and subtraction of Solve problems in various contexts
procedures for addition and numbers with many digits is including decimal numbers, using procedures for addition and numbers in problem-solving using standard algorithms for
subtraction. facilitated by standard algorithms. standard algorithms. subtraction. contexts is facilitated by standard addition and subtraction.
algorithms.
Assess the reasonableness of a Contexts for problems involving
sum or difference using estimation. addition and subtraction include
money and metric measurement.
Solve problems using addition and
subtraction, including problems
involving money.

Grade 5 Grade 6
Guiding Question In what ways can divisibility characterize natural numbers? How can prime factorization and exponentiation provide new perspectives of numbers?
Learning Outcome Students determine divisibility of natural numbers. Students analyze numbers using prime factorization and exponentiation.
A divisibility test can be used to A number is divisible by another Investigate divisibility by natural The order in which three or more A product can be composed in Compose a product in multiple
determine factors of a natural number if it can be divided with a numbers to 10, including 0. numbers are multiplied does not multiple ways. ways, including with more than two
number. remainder of 0. affect the product (associative factors.
Generalize divisibility tests for 2, 3, property). The prime factors of a number
Division by zero is not possible. and 5. provide a picture of its divisibility. Express the prime factorization of a
Any composite number can be composite number.
Determine factors of natural expressed as a product of smaller
numbers using divisibility tests. numbers (factorization). Determine common factors for two
natural numbers, using prime
Prime factorization represents a factorization.
number as a product of prime
numbers. Determine divisibility of a natural
number from its prime factorization.
Any composite factor of a number
can be determined from its prime
factors.
Repeated multiplication of identical Different representations of a Identify the base and exponent in a
factors can be represented product can provide new power.
symbolically as a power perspectives of its divisibility.
(exponentiation). Express the product of identical
A power is divisible by its base. factors as a power, including within
A power, An , includes a base, A, a prime factorization.
representing the repeated factor,
and an exponent, n, indicating the Describe the divisibility of numbers
number of repeated factors. represented in various forms.
Any repeated prime factor within a

prime factorization can be
expressed as a power.

Grade 5 Grade 6
Guiding Question In what ways can the processes of multiplication and division be articulated? How can the processes of multiplication and division be applied to decimal numbers?
Learning Outcome Students multiply and divide natural numbers within 100 000, including with standard algorithms. Students apply standard algorithms to multiplication and division of decimal and natural numbers.
Multiplication and division of Standard algorithms are efficient Explain the standard algorithms for Standard algorithms are reliable Multiplication and division of Explain the standard algorithms for
numbers with many digits is procedures for multiplication and multiplication and division of natural procedures for multiplication and decimal numbers is facilitated by multiplication and division of
facilitated by standard algorithms. division. numbers. division of numbers, including standard algorithms. decimal numbers.
decimal numbers.
Multiply up to 3-digit by 2-digit Multiply and divide up to 3-digit
natural numbers using standard A quotient with a remainder can be natural or decimal numbers by
algorithms. expressed as a decimal number. 2-digit natural numbers, using
standard algorithms.
Divide 3-digit by 1-digit natural
numbers using standard algorithms. Assess the reasonableness of a
product or quotient using
Express a quotient with or without a estimation.
remainder according to context.
Assess the reasonableness of a and division, including problems
product or quotient using involving money.
estimation.

and division of natural numbers.

Grade 5 Grade 6
Guiding Question In what ways can fractions communicate numbers greater than one? How can equal sharing contribute meaning to fractions?
Learning Outcome Students interpret improper fractions. Students relate fractions to quotients.
A fraction can represent quantities Fractions allow counting and Relate fractions, improper fractions, An equal-sharing situation can be Fractions represent quotients in Model an equal-sharing situation in
greater than one. measuring between whole and mixed numbers to their represented by a fraction in which equal-sharing situations. more than one way.
quantities. positions on the number line. the numerator represents the
An improper fraction has a quantity to be shared and the All equivalent fractions represent Describe an equal-sharing situation
numerator that is greater than its Improper fractions and mixed Count beyond 1 using fractions with denominator represents the number the same quotient. using a fraction.
denominator. numbers that represent the same the same denominator. of shares.
number are associated with the Express a fraction as a division
Natural numbers can be expressed same point on the number line. Model fractions, including improper Division can be used to determine statement and vice versa.
as improper fractions with a fractions and mixed numbers, using an equal share.
denominator of 1. quantities, lengths, and areas. Convert a quotient from fraction to
Division of the numerator by the decimal form using division.
A mixed number of the form A bc , Express improper fractions and denominator of a fraction provides
composed of a number of mixed numbers symbolically. the equivalent decimal number.
b
wholes, A, and a fractional part, c ,
Express an improper fraction as a
can represent an improper fraction.
mixed number and vice versa.
Compare fractions, including

improper fractions and mixed
numbers, to benchmarks of 0, 12 ,
and 1.

Grade 5 Grade 6
Guiding Question How can the composition of fractions facilitate operating with fractions? How can the addition and subtraction of fractions be generalized?
Learning Outcome Students add and subtract fractions with common denominators. Students add and subtract fractions with denominators within 100.
Fractions with common Fractions with common Investigate the composition and Addition and subtraction of Fractions with common Recognize two fractions with
denominators can be composed or denominators are multiples of the decomposition of a quantity within 1 fractions is facilitated by denominators have the same units. related denominators.
decomposed to model the change same unit fraction. using unit fractions. representing the fractions with
in a quantity of unit fractions. common denominators. Any numbers with the same unit can Determine the factor that relates
Properties for addition and Express the composition or be compared, added, or one denominator to another.
Addition and subtraction of subtraction of natural numbers decomposition of fractions with Denominators are related if one is subtracted.
fractions with common apply to fractions. common denominators as a sum or a multiple of the other. Express two fractions with common
denominators does not change the difference. denominators.
unit fraction from which they are Multiplication of one denominator
composed. Compare strategies for adding or by the factor that relates it to Add and subtract fractions.
subtracting improper fractions to another denominator achieves
Fractions greater than one can be strategies for adding or subtracting common denominators. Solve problems involving addition
added or subtracted as mixed mixed numbers. and subtraction of fractions.
numbers or improper fractions. The product of the denominators of
Add and subtract fractions with two fractions provides a common
common denominators within 100, denominator.
including improper fractions and
mixed numbers.
Solve problems requiring addition

and subtraction of fractions with
common denominators, including
improper fractions and mixed
numbers.

Grade 5 Grade 6
Guiding Question How can an understanding of multiplication be extended to fractions?
Learning Outcome Students interpret the multiplication of natural numbers by fractions.

Multiplication of a natural number by Multiplication does not always result Relate multiplication of a natural
a fraction is equivalent to in a larger number. number by a fraction to repeated
multiplication by the fraction’s addition of the fraction.
numerator and division by its Multiplication of a natural number by
denominator. a fraction can be interpreted as Multiply a natural number by a
b ab repeated addition of the fraction. fraction.
a× =
c c
Multiplication of a fraction by a Relate multiplication by a unit
Multiplication by a unit fraction is natural number can be interpreted fraction to division.
equivalent to division by its as taking part of a quantity.
denominator. Multiply a natural number by a unit
1 a fraction.
a× =
b b
Model a fraction of a natural
The product of a fraction and a number.
natural number is the fraction with
a numerator that is the product of Multiply a fraction by a natural
the numerator of the given number.
fraction and the natural number
a denominator that is the Solve problems using multiplication
denominator of the given fraction of a fraction and a natural number.
a ac
×c =
b b

Grade 5 Grade 6
Guiding Question How can ratios provide new ways to relate numbers? In what ways can equivalent ratios support proportional reasoning?
Learning Outcome Students employ ratios to represent relationships between quantities. Students apply equivalence to the interpretation of ratios and rates.
A ratio can express part-part or A ratio is a comparison of two Express part-part ratios and part- A proportional relationship exists All equivalent ratios express the Determine whether two ratios are
part-whole relationships between quantities in a specific situation. whole ratios of the same whole to when one quantity is a multiple of same proportional relationship. equivalent.
two countable or measurable describe various situations. the other.
quantities. Fractions, decimals, ratios, and A rate can be used to extend a Determine an equivalent ratio using
percentages can represent the Express, symbolically, the same Equivalent ratios can be created by given proportional relationship to a proportion.
A ratio can be expressed with a same part-whole relationship. part-whole relationship as a ratio, multiplying or dividing both terms of different quantities.
fraction or with a colon. fraction, decimal, and percentage. a given ratio by the same number. Express a unit rate to represent a
given rate, including unit price and
A percentage represents a part- A proportion is an expression of speed.
whole ratio that compares a equivalence between two ratios.
quantity to 100. Relate percentage of a number to a
A rate describes the proportional proportion.
relationship represented by a set of
equivalent ratios. Determine a percent of a number,
limited to percentages within
A unit rate expresses a proportional 100%.
relationship as a rate with a second
term of 1. Solve problems involving ratios,
rates, and proportions.
A percentage describes a
proportional relationship between a
quantity and 100.
Percent of a number can be

determined by multiplying the
number by the percent and dividing
by 100.

Grade 5 Grade 6
Organizing Idea Algebra: Equations express relationships between quantities.
Guiding Question How can expressions enhance communication of number? How can expressions support a generalized interpretation of number?
Learning Outcome Students interpret numerical and algebraic expressions. Students analyze expressions and solve algebraic equations.
Numerical expressions with multiple Numerical expressions represent a Evaluate numerical expressions Numerical expressions can include The conventional order of Evaluate numerical expressions
operations may include quantity of known value. involving addition or subtraction in powers. operations can be applied to involving operations in parentheses
parentheses to group numbers and parentheses according to the order simplify or evaluate expressions. and powers according to the order
operations. Parentheses change the order of of operations. The conventional order of of operations.
operations in a numerical operations includes performing
The conventional order of expression. operations in parentheses, followed
operations includes performing by evaluating powers before other
operations in parentheses before operations.
other operations.
Expressions that include variables Algebraic expressions use Relate repeated addition of a Algebraic terms with exactly the Algebraic properties ensure Investigate like terms by modelling
are called algebraic expressions. variables to represent quantities of variable to the product of a number same variable are like terms. equivalence of algebraic an algebraic expression.
unknown value. and a variable. expressions.
A variable can be interpreted as a Constant terms are like terms. Simplify algebraic expressions by
specific unknown value and is Algebraic expressions may be Express the product of a number combining like terms.
represented symbolically with a composed of one algebraic term or and a variable using a coefficient. Like terms can be combined
letter. the sum of algebraic and constant through addition or subtraction. Express the terms of an algebraic
terms. Express the quotient of a variable expression in a different order in
Products with variables are and a number as a fraction. The terms of an algebraic accordance with algebraic
expressed without the multiplication expression can be rearranged properties.
sign. Recognize a product with a according to algebraic properties.
variable, a quotient with a variable,
Quotients with variables are or a number as a single term. Algebraic properties include
expressed using fraction notation. commutative property of
Write an algebraic expression addition: a + b = b + a, for
An algebraic term is the product of involving one or two terms to any two numbers a and b
a number, called a coefficient, and describe an unknown value. commutative property of
a variable.
multiplication: ab = ba for any
Evaluate an algebraic expression
A constant term is a number. by substituting a given number for two numbers a and b
the variable. associative property of addition:
A variable can be replaced by a (a + b) + c = a + (b + c)
given number in order to evaluate associative property of
an expression. multiplication: a(bc) = b(ac)
distributive property:
a(b + c) = ab + ac

Grade 5 Grade 6
The process of applying inverse Equality is preserved by applying Write equations involving one or All simplified forms of an equation Algebraic expressions on each Simplify algebraic expressions on
operations can be used to solve an inverse operations to algebraic two operations to represent a have the same solution. side of an equation can be both sides of an equation.
equation. expressions on each side of an situation. simplified into equivalent
equation. expressions to facilitate equation Solve equations, limited to
The value of the variable obtained Investigate order of operations solving. equations with one or two
by solving an equation is the The expressions on each side of an when performing inverse operations.
solution. equation will be equal when operations on both sides of an
evaluated using the correct solution. equation. Determine different strategies for
solving equations.
Apply inverse operations to solve
an equation, limited to equations Verify the solution to an equation by
with one or two operations. evaluating expressions on each
side of the equation.
Verify the solution to an equation by
evaluating expressions on each Solve problems using equations,
side of the equation. limited to equations with one or two
operations.
limited to equations with one or two
operations.

Grade 5 Grade 6
Guiding Question In what ways might symmetry characterize shape? How can congruence support interpretation of symmetry?
Learning Outcome Students investigate symmetry as a geometric property. Students analyze shapes through symmetry and congruence.
A 2-D shape has reflection Symmetry is a property of shapes. Recognize symmetry in nature. Symmetrical shapes can be Symmetry is a relationship between Verify symmetry of two shapes by
symmetry if there is a straight line mapped by any combination of two shapes that can be mapped reflecting or rotating one shape
over which the shape reflects and Symmetry can be created and can Recognize symmetry in First reflections and rotations. exactly onto each other through onto another.
the two halves exactly match. occur in nature. Nations, Métis, and Inuit designs. reflection or rotation.
A tessellation is the tiling of a plane Describe the symmetry between
A 3-D shape has reflection Investigate symmetry in familiar 2-D with symmetrical shapes. two shapes as reflection symmetry
symmetry if there is a plane over and 3-D shapes using hands-on or rotation symmetry.
which the shape reflects and the materials or digital applications. Tessellations are evident in First
two halves exactly match. Nations and Métis star blanket Visualize and describe a
Show the line of symmetry of a 2-D designs that convey a specific combination of two transformations
A 2-D shape has rotation symmetry shape. purpose. that relate symmetrical shapes.
if it exactly overlaps itself one or
more times within a rotation of less Describe the order of rotation Describe the symmetry modelled in
than 360° around its centre point. symmetry of a 2-D shape. a tessellation.
Order of rotation symmetry Investigate tessellations found in

describes the number of times a objects, art, or architecture.
shape coincides with itself within a
rotation of 360° around its centre
point.
Central symmetry is the rotational

symmetry by 180°.
The straight line that connects a

point with its image in the central
symmetry passes through the
centre of rotation.
Symmetry can be found in First

Nations, Métis, and Inuit designs,
such as
basket weaving
wampum belts
quilts
First Nations beadwork, Inuit
beadwork, or Métis floral
beadwork
architecture such as tipis or
longhouses

Grade 5 Grade 6
In a regular polygon, the number of Symmetry is related to other Compare the number of reflection Shapes related by symmetry are Congruence is a relationship Demonstrate congruence between
sides equals the number of geometric properties. and rotation symmetries of a 2-D congruent to each other. between two shapes of identical two shapes in any orientation by
reflection symmetries and the shape to the number of equal sides size and shape. superimposing using hands-on
number of rotation symmetries. and angles. Congruent shapes may not be materials or digital applications.
related by symmetry. Congruence is not dependent on
A circle has infinitely many Classify 2-D shapes according to orientation or location of the Describe symmetrical shapes as
reflection and rotation symmetries. the number of reflection or rotation shapes. congruent.
symmetries.

Grade 5 Grade 6
Organizing Idea Coordinate Geometry: Location and movement of objects in space can be communicated using a coordinate grid.
Guiding Question How can location enhance the ways in which space is defined? In what ways can location be communicated?
Learning Outcome Students relate location to position on a grid. Students explain location and movement in relation to position in the Cartesian plane.
Coordinate grids use coordinates Location can describe the position Locate a point on a coordinate grid The Cartesian plane is named after Location can be described using Relate the axes of the Cartesian
to indicate the location of the point of shapes in space. given the coordinates of the point. French mathematician René the Cartesian plane. plane to intersecting horizontal and
where the vertical and horizontal Descartes. vertical representations of the
grid lines intersect. Location can be described Describe the location of a point on The Cartesian plane is the two- number line.
precisely using a coordinate grid. a coordinate grid using The Cartesian plane uses dimensional equivalent of the
Coordinates are ordered pairs of coordinates. coordinates, (x, y), to indicate the number line. Locate a point in the Cartesian
numbers in which the first number location of the point where the plane given the coordinates of the
indicates the distance from the Describe the location of a point on vertical line passing through point.
vertical axis and the second a coordinate grid in relation to the (x, 0) and the horizontal line
number indicates the distance from location of another point using Describe the location of a point in
passing through (0, y) intersect.
the horizontal axis. positional language. the Cartesian plane using
coordinates.
Positional language includes Model a polygon on a coordinate The x-axis consists of those points
left grid using coordinates to indicate whose y-coordinate is zero, and Model a polygon in the Cartesian
right the vertices. the y-axis consists of those points plane using coordinates to indicate
up whose x-coordinate is zero. the vertices.
down Describe the location of the
vertices of a polygon on a The x-axis and the y-axis intersect Describe the location of the
coordinate grid using coordinates. vertices of a polygon in the
at the origin, (0, 0).
Cartesian plane using coordinates.
An ordered pair is represented
symbolically as (x, y).
An ordered pair indicates the

horizontal distance from the y-axis
with the x-coordinate and the
vertical distance from the x-axis
with the y-coordinate.

Grade 5 Grade 6
A translation describes a Location can change as a result of Create an image of a polygon in the
combination of horizontal and movement in space. Cartesian plane by translating the
vertical movements as a single polygon.
movement. Change in location does not imply
change in orientation. Describe the horizontal and vertical
A reflection describes movement components of a given translation.
across a line of reflection.
Create an image of a polygon in the
A rotation describes an amount of Cartesian plane by reflecting the
movement around a turn centre polygon over the x-axis or y-axis.
along a circular path in either a
clockwise or counter-clockwise Describe the line of reflection of a
direction. given reflection.
Create an image of a polygon in the

Cartesian plane by rotating the
polygon 90°, 180°, or 270° about
one of its vertices, clockwise or
counter-clockwise.
Describe the angle and direction of

a given rotation.
Relate the coordinates of a polygon

and its image after translation,
reflection, or rotation in the
Cartesian plane.

Grade 5 Grade 6
Guiding Question In what ways can area be communicated? In what ways can shapes be related using conservation of area?
Learning Outcome Students estimate and calculate area using standard units. Students analyze areas of parallelograms and triangles.
Area is expressed in the following Area can be expressed in various Relate a centimetre to a square A parallelogram is any quadrilateral The area of a parallelogram can be Rearrange the area of a
standard units, derived from units according to context and centimetre. with two pairs of parallel and equal generalized as the product of the parallelogram to form a rectangular
standard units of length: desired precision. sides. perpendicular base and height. area using hands-on materials or
square centimetres Relate a metre to a square metre. digital applications.
square metres Rectangles with the same area can Any side of a parallelogram can be The area of a triangle can be
square kilometres have different perimeters. Relate a square centimetre to a interpreted as the base. interpreted relative to the area of a Determine the area of a
square metre. parallelogram. parallelogram using multiplication.
A square centimetre (cm2) is an The height of a parallelogram is the
area equivalent to the area of a Express the relationship between perpendicular distance from its Determine the base or height of a
square measuring 1 centimetre by square centimetres, square metres, base to its opposite side. parallelogram using division.
1 centimetre. and square kilometres.
The area of a triangle is half of the Model the area of a parallelogram
A square metre (m2) is an area Justify the choice of square area of a parallelogram with the as two congruent triangles.
equivalent to the area of a square centimetres, square metres, or same base and height.
square kilometres as appropriate Describe the relationship between
measuring 1 metre by 1 metre.
units to express various areas. Two triangles with the same base the area of a triangle and the area
and height must have the same of a parallelogram with the same
A square kilometre (km2) is an area Estimate an area by comparing to area. base and height.
equivalent to the area of a square a benchmark of a square
measuring 1 kilometre by centimetre or square metre. Determine the area of a triangle,
1 kilometre. including various triangles with the
Express the area of a rectangle same base and height.
Among all rectangles with the same using standard units given the
area, the square has the least lengths of its sides. Solve problems involving the areas
perimeter. of parallelograms and triangles.
Compare the perimeters of various
rectangles with the same area.
Describe the rectangle with the

least perimeter for a given area.
Solve problems involving perimeter

and area of rectangles.
Area of composite shapes can be An area can be decomposed in Visualize the decomposition of
interpreted as the sum of the areas infinitely many ways. composite areas in various ways.
of multiple shapes, such as
triangles and parallelograms. Determine the area of composite
shapes using the areas of triangles
and parallelograms.

Grade 5 Grade 6
Guiding Question How can volume characterize space?
Learning Outcome Students interpret and express volume.

Volume can be measured in non- Volume is a measurable attribute Recognize volume in familiar
standard units or standard units. that describes the amount of three- contexts.
dimensional space occupied by a
Volume is expressed in the three-dimensional shape. Model volume of prisms by
following standard units, derived dragging or iterating an area using
from standard units of length: The volume of a prism can be hands-on materials or digital
cubic centimetres interpreted as the result of applications.
cubic metres perpendicular motion of an area.
Create a model of a three-
A cubic centimetre (cm3) is
a Volume remains the same when dimensional shape by stacking
volume equivalent to the volume of decomposed or rearranged. congruent non-standard units or
a cube measuring 1 centimetre by cubic centimetres without gaps or
1 centimetre by 1 centimetre. Volume is quantified by overlaps.
measurement.
A cubic metre (m3) is a volume Express volume in non-standard
Volume is measured with congruent units or cubic centimetres.
equivalent to the volume of a cube
measuring 1 metre by 1 metre by units that themselves have volume
1 metre. and do not need to resemble the Visualize and model the volume of
shape being measured. various right rectangular prisms as
The volume of a right rectangular three-dimensional arrays of cube-
The volume of a right rectangular shaped units.
prism can be interpreted as the
product of the two-dimensional prism can be perceived as cube-
base area and the perpendicular shaped units structured in a three- Determine the volume of a right
height of the prism. dimensional array. rectangular prism using
multiplication.
Solve problems involving volume of

right rectangular prisms.

Grade 5 Grade 6
Guiding Question How might representation of a sequence provide insight into change? How can a function enhance interpretation of change?
Learning Outcome Students relate terms to position within an arithmetic sequence. Students investigate functions to enhance understanding of change.
A table of values representing an Each term of an arithmetic Represent one-to-one A variable can be interpreted as the A function is a correspondence Identify the dependent and
arithmetic sequence lists the sequence corresponds to a natural correspondence between positions values of a changing quantity. between two changing quantities independent variables in a given
position in the first column or row number indicating position in the and terms of an arithmetic represented by independent and situation, including situations
and the corresponding term in the sequence. sequence in a table of values and A function can involve quantities dependent variables. involving change over time.
second column or row. on a coordinate grid. that change over time, such as
height of a person or plant Each value of the independent Describe the rule that determines
Points representing an arithmetic Describe the graph of an arithmetic temperature variable in a function corresponds the values of the dependent
sequence on a coordinate grid fit sequence as a straight line. distance travelled to exactly one value of the variable from values of the
on a straight line. dependent variable. independent variable.
Describe a rule, limited to one A table of values lists the values of
An algebraic expression can operation, that expresses the independent variable in the first Represent corresponding values of
describe the relationship between correspondence between positions column or row and the values of the the independent and dependent
the positions and terms of an and terms of an arithmetic dependent variable in the second variables of a function in a table of
arithmetic sequence. sequence. column or row to represent a values and as points in the
function at certain points. Cartesian plane.
Write an algebraic expression,
limited to one operation, that The values of the independent Write an algebraic expression that
represents correspondence variable are represented by represents a function.
between positions and terms of an x-coordinates in the Cartesian
arithmetic sequence. plane. Recognize various representations
of the same function.
Determine the missing term in an The values of the dependent
arithmetic sequence that variable are represented by Determine a value of the dependent
corresponds to a given position. y-coordinates in the Cartesian variable of a function given the
plane. corresponding value of the
Solve problems involving an independent variable.
arithmetic sequence.
Investigate strategies for
determining a value of the
independent variable of a function
given the corresponding value of
the dependent variable.
Solve problems involving a function.

Grade 5 Grade 6
Guiding Question How might frequency bring meaning to data? How can frequency support communication?
Learning Outcome Students analyze frequency in categorical data. Students investigate relative frequency using experimental data.
Frequency can be compared Frequency is a count of categorized Examine categorized data in tables Relative frequency can be used to Relative frequency expresses the Interpret frequency of categorized
across categories to answer data, but it is not the data value and graphs. compare the same category of data frequency of a category of data as data as relative frequency.
statistical questions. itself. across multiple data sets. a fraction of the total number of
Determine frequency for each data values. Express relative frequencies as
The mode is the category with the category of a set of data by Relative frequency can be decimals, fractions, or
highest frequency. counting individual data points. represented in various forms. percentages.
Identify the mode in various

representations of data.
Recognize data sets with no mode,

one mode, or multiple modes.
Justify possible answers to a

statistical question using mode.
Data can be collected by asking Frequency can be a count of Discuss potential categories for Equally likely outcomes of an Frequency can be a count of Identify the possible outcomes of an
closed-list and open-ended categorized responses to a open-ended questions and closed- experiment have the same chance categorized observations or trials in experiment involving equally likely
questions. question. list questions in relation to the same of occurring. an experiment. outcomes.
statistical question.
Closed-list questions provide a list Frequency can be used to An event can be described as a Relative frequency of outcomes can Collect categorized data through
of possible responses to choose summarize data. Formulate closed-list questions to combination of potential outcomes be used to estimate the likelihood experiments.
from. collect data to answer a statistical of an experiment, including of an event.
Frequency can be represented in question. heads or tails from a coin toss Predict the likelihood of an event
Open-ended questions allow any various forms. any roll of a die Relative frequency varies between based on the possible outcomes of
response. Categorize data that was collected the result of spinning a spinner sets of collected data. an experiment.
using closed-list questions.
Responses can be categorized in The law of large numbers states Relative frequency provides a Determine relative frequency for
various ways. Organize counts of categorized that more independent trials of an better estimate of the likelihood of categories of a sample of data.
data in a frequency table. experiment result in a better an event with larger amounts of
Representations of frequency can estimate of the expected likelihood data. Describe the likelihood of an
include Create various representations of of an event. outcome in an experiment using
bar graphs data, including with technology, to relative frequency.
dot plots interpret frequency.
stem-and-leaf plots Analyze relative frequency statistics
from experiments with different
sample sizes.

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Mathematics Kindergarten to Grade 6 Curriculum

Kindergarten Grade 1 Grade 2

The number line is a

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Kindergarten Grade 1 Grade 2

Any quantity of like or

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Kindergarten Grade 1 Grade 2

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Kindergarten Grade 1 Grade 2

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Kindergarten Grade 1 Grade 2

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Kindergarten Grade 1 Grade 2

Addition and Addition number facts Identify patterns in

Fact families are Recognize families of

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Kindergarten Grade 1 Grade 2

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Kindergarten Grade 1 Grade 2

A line of symmetry Investigate symmetry

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Kindergarten Grade 1 Grade 2

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Kindergarten Grade 1 Grade 2

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Kindergarten Grade 1 Grade 2

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Kindergarten Grade 1 Grade 2

Organizing Idea Time: Duration is described and quantified by time.

Describe the duration

Mathematics | April 2022 Final Curriculum: Implemented September 2023. Page | 12

Kindergarten Grade 1 Grade 2

Mathematics | April 2022 Final Curriculum: Implemented September 2023. Page | 13

Mathematics | April 2022 Final Curriculum: Implemented September 2023. Page | 14

Estimate sums and differences.

Solve problems using addition and

Mathematics | April 2022 Final Curriculum: Implemented September 2023. Page | 15

The order in which two quantities Recognize interpretations of

The order in which two numbers are

Mathematics | April 2022 Final Curriculum: Implemented September 2023. Page | 16

A missing quantity in a product or

A remainder is the quantity left over

Recall multiplication number facts,

Mathematics | April 2022 Final Curriculum: Implemented September 2023. Page | 17

Guiding Question How can multiplication and division be interpreted?

Knowledge Understanding Skills & Procedures

Multiply and divide 3-digit natural

Divide and express a quotient with

Investigate strategies for estimation

Assess the reasonableness of a

Solve problems using multiplication

Mathematics | April 2022 Final Curriculum: Implemented September 2023. Page | 18

Express the relationship between

Relate a fraction less than one to its

Compare fractions to benchmarks

Mathematics | April 2022 Final Curriculum: Implemented September 2023. Page | 19

Mathematics | April 2022 Final Curriculum: Implemented September 2023. Page | 20

Guiding Question How can percentages standardize part-whole relationships?

Learning Outcome Students interpret percentages.

Knowledge Understanding Skills & Procedures

Percentages can be expressed as Express the fraction, decimal, and

Mathematics | April 2022 Final Curriculum: Implemented September 2023. Page | 21