Math

Our current unit for December is Data Management

Click Here for activities, games and extra practice to do at home to support learning.

demonstrate an ability to organize objects into categories, by sorting and classifying objects using two attributes simultaneously (e.g., sort attribute blocks by colour and shape at the same time);
collect and organize data, and display the data using one-to-one correspondence in concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers (e.g., tally charts, diagrams), with appropriate titles and labels and with labels ordered appropriately along horizontal axes
read data presented in various graphs, and describe the data using mathematical language (e.g.,“Our bar graph shows that 4 more students walk to school than take the bus.”)
distinguish between numbers that represent data values (e.g.,“I have 4 people in my family.”) and numbers that represent the frequency of an event (e.g.,“There are 10 children in my class who have 4 people in their family.”);
demonstrate an understanding of data displayed in a graph (e.g., by telling a story, by drawing a picture), by comparing different parts of the data and by making statements about the data as a whole
gather data to answer a question, using a simple survey with a limited number of responses (e.g.,What is your favourite season?; How many letters are in your first name?);

demonstrate an ability to organize objects into categories, by sorting and classifying objects using two or more attributes simultaneously (Sample problem: Sort a collection of buttons by size, colour, and number of holes.);
collect and organize categorical or discrete primary data and display the data in charts, tables, and graphs (including vertical and horizontal bar graphs), with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed, using many-to-one correspondence (e.g., a scale of 2 on a bar graph)
read data presented in charts, tables, and graphs (including vertical and horizontal bar graphs), then describe the data using comparative language, and describe the shape of the data (e.g.,“Most of the data are at the high end.”; “All of the data values are different.”)
interpret and draw conclusions from data presented in charts, tables, and graphs
demonstrate an understanding of mode (e.g.,“The mode is the value that shows up most often on a graph.”), and identify the mode in a set of data.
collect data by conducting a simple survey about themselves, their environment, issues in their school or community, or content from another subject

represent, compare, and order whole numbers to 100
read and write numbers up to twenty
show numbers in a variety of ways (e.g., show 42 as 4 tens and 2 ones, or on tens frames)
determine which tens number is closest to a 2 digit number using manipulative (e.g., 48 is closer to 50 than 40)
count forward by 1’s, 2’s, 5’s, 10’s, and 25’s to 200, using number lines and hundreds charts, starting from multiples of 1, 2, 5, and 10 (e.g., count by 5’s from 15; count by 25’s from 125)
count backwards by 1’s from 50 and any number less than 50, and count backwards by 10’s from 100 and any number less than 100, using number lines and hundreds charts
identify, describe and represent growing and shrinking patterns with shapes and numbers

represent, compare, and order whole numbers to 1000
read and write numbers up to one hundred
identify and represent the value of a digit in a number according to its position in the number (e.g., use base ten materials to show that the 3 in 324 represents 3 hundreds)
compose and decompose three-digit numbers into hundreds, tens, and ones in a variety of ways, using concrete materials (e.g., use base ten materials to decompose 327 into 3 hundreds, 2 tens, and 7 ones, or into 2 hundreds, 12 tens, and 7 ones)
round two-digit numbers to the nearest ten
count forward by 1’s, 2’s, 5’s, 10’s, and 100’s to 1000 from various starting points, and by 25’s to 1000 starting from multiples of 25, using a variety of tools and strategies
count backwards by 2’s, 5’s, and 10’s from 100 using multiples of 2, 5, and 10 as starting points, and count backwards by 100’s from 1000 and any number less than 1000, using a variety of tools (e.g., number lines, calculators, coins) and strategies.
identify, describe and represent growing and shrinking patterns with shapes and numbers involving 2 attributes
create a number pattern involving addition or subtraction, given a pattern represented on a number line or a pattern rule expressed in words

identify and describe various polygons (i.e., triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort and classify them by their geometric properties
create and describe pictures, designs, and patterns by combining two-dimensional shapes (e.g.,“I made a picture of a flower from one hexagon and six equilateral triangles.”)
compose and decompose two-dimensional shapes (Sample problem: Use Power Polygons to show if you can compose a rectangle from two triangles of different sizes.);
cover an outline puzzle with two dimensional shapes in more than one way
identify and describe various three dimensional figures (i.e., cubes, prisms, pyramids) and sort and classify them by their geometric properties (i.e., number and shape of faces)
create models and skeletons of prisms and pyramids
describe the 2D shapes located in 3D figures
locate the line of symmetry in a 2D shape (e.g., by paper folding; by using a Mira)

identify right angles and describe angles as greater than, equal to, or less than a right angle
identify and compare various polygons (i.e., triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort them by their geometric properties (i.e., number of sides; side lengths; number of interior angles; number of right angles)
solve problems requiring the greatest or least number of two-dimensional shapes (e.g., pattern blocks) needed to compose a larger shape in a variety of ways (e.g., to cover an outline puzzle) (Sample problem: Compose a hexagon using different numbers of smaller shapes.)
explain the relationships between different types of quadrilaterals (e.g., a square is a rectangle because a square has four sides and four right angles; a rhombus is a parallelogram because opposite sides of a rhombus are parallel)
compare and sort prisms and pyramids by geometric properties (i.e., number and shape of faces, number of edges, number of vertices)
construct rectangular prisms
identify and describe the two-dimensional shapes that can be found in a three-dimensional figure
describe and name prisms and pyramids by the shape of their base (e.g., rectangular prism, square-based pyramid)
identify congruent two-dimensional shapes by manipulating and matching concrete materials

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