Big Idea(s):

Numbers tell us how many and how much.

Numbers are related in many ways.

Quantities and numbers can be added and subtracted to determine how many or how much.

Expectations:

B. Number

B1. Number Sense: demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life

• Whole Numbers: B1.2 compose and decompose whole numbers up to and including 50, using a variety of tools and strategies, in various contexts

C. Algebra

C2. Equations and Inequalities: demonstrate an understanding of variables, expressions, equalities, and inequalities, and apply this understanding in various contexts

• Variables: C2.1 identify quantities that can change and quantities that always remain the same in real‐life contexts

C4. Mathematical Modelling: apply the process of mathematical modelling to:

• represent, analyse, make predictions, and provide insight into real‐life situations

F. Financial Literacy

F1. Money and Finances: demonstrate an understanding of the value of Canadian currency

• Money Concepts: F1.1 identify the various Canadian coins up to 50¢ and coins and bills up to $50, and compare their values

teacher background

Students may benefit from prior experience with:

• knowing the names and values of coins

• counting collections by grouping

• composing and decomposing numbers

• skip-counting by 5s and 10s

• counting on

• comparing numbers

Key concepts

• Quantities that can change are also referred to as “variables”.

• Quantities that remain the same are also referred to as “constants”.

Note

• Identifying quantities in real life that stay the same and those that can change will help students understand the concept of variability.

• Identifying what is constant and what changes is one aspect of mathematical modelling.

• When students create models of 10 by adding numbers (terms), they are implicitly working with variables. These terms are variables that can change (e.g., in coding, a student’s code could be TotalSteps = FirstSteps + SecondSteps).

• In mathematics notation, variables are only expressed as letters or symbols. When coding, variables may be represented as words, abbreviated words, symbols, or letters.

• Students are also implicitly working with variables as they are working with attributes (e.g., length, mass, colour, number of buttons), as the value of those attributes can vary.

LOOK-FORS:

• Do students group coins to find the total value? If they do, do they group similar coins together or do they group coins to make 10?

• Do students use skip-counting to count coins of the same type? Do they skip-count and then count on by 1s?

• Do students count coins with greater values first?

• Do students clear all coins and start again, or do they trade coins (e.g., trade 1 dime for 2 nickels)?

Have pairs of students share two ways they made the amount on their coin card and how they found the total value of the coins. Connect different representations of the same value.

Discuss how some quantities change and some always remain the same. For example: A dime is always worth 10 cents, but you can make 10 cents more than one way with different combinations of coins.

Use trading to model how 1 nickel and 5 cents is the same as 2 nickels, which is the same as 1 dime.

Have students share the ways they showed their work on paper (e.g., drew coins, used numbers, used number sentences).

Highlight for Students

• A money amount can be shown in different ways.

• We can trade coins to make the same amount in different ways.

Accommodations: Use Side B. Place a nickel or dime in the pocket and have student show the same amount in different ways.

Extension: Use coin cards with greater coin values (Masters 50e and 50f).

Combined Grades Extension: Use coin cards totalling up to two dollars.

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SEL Self-Assessments (English) and Teacher Rubric

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