Math

I can read a given four-digit numeral without using the word and.

I can write a given numeral, using proper spacing without commas.

I can write a given numeral 0–10 000 in words.

I can represent a given numeral, using a place value chart or diagrams.

I can express a given numeral in expanded notation.

I can write the numeral represented by a given expanded notation.

I can explain the meaning of each digit in a given 4-digit numeral, including numerals with all digits the same.

I can order a given set of numbers in ascending or descending order, and explain the order by making references to place value.

I can create and order three different 4-digit numerals.

I can identify the missing numbers in an ordered sequence or on a number line (vertical or horizontal).

I can identify incorrectly placed numbers in an ordered sequence or on a number line (vertical or horizontal).

I can determine the sum of two numbers using a personal strategy.

I can find the difference of two numbers using a personal strategy.

I can describe a situation in which an estimated answer is sufficient.

I can estimate sums and differences using different strategies.

I can refine personal strategies to increase their efficiency.

I can solve problems that involve addition and subtraction of more than 2 numbers.

I can determine the missing elements in a given table or chart.

I can identify the errors in a given table or chart.

I can describe the given pattern found in a given table or chart.

I can create a concrete representation of a pattern displayed in a table or chart.

I can translate information in a given problem into a table or chart.

I can identify and extend the patterns in a table or chart to solve a given problem.

I can explain the purpose of the symbol in a given addition, subtraction, multiplication or division equation with one unknown e.g. 36 - ___ = 6

I can express a given pictorial or concrete representation of an equation in symbolic form.

I can identify the unknown in a problem; represent the problem with an equation; and solve the problem concretely, pictorially or symbolically.

I can create a problem for a given equation with one unknown.

I can solve a given one-step equation using manipulatives.

I can solve a given one step equation using guess and test.

I can describe, orally, the meaning of a given one-step equation with one unknown.

I can solve a given equation when the unknown is on the left or right side of the equation.

I can represent and solve a given addition or subtraction problem involving a “part-part-whole” or comparison context, using a symbol to represent the unknown.

I can compare graphs in which the same data has been displayed using one-to-one correspondences, and explain how they are the same and different.

I can explain why many-to-one correspondences is sometimes used rather than one-to-one correspondence.

I can find examples of graphs in which many-to-one correspondence is used in print and electronic media, such as newspapers, magazines and the internet, describe the correspondence used.

I can identify an interval and correspondence for displaying set of data in a graph and justify the choice.

I can create and label (with categories, title and legend) a pictograph to display a given set of data using many-to-one correspondence and justify the choice of interval used.

I can create and label (with axes and title) a bar graph to display a given set of data, using many-to-one correspondence and justify the choice of interval used.

I can answer a given question using a given graph in which data is displayed using many-to-one correspondence.

I can complete a Carroll diagram by entering given data into correct squares to solve a given problem.

I can determine where new elements belong in a given Carroll diagram.

I can solve a given problem using a Carroll diagram.

I can identify a sorting rule for a given Venn diagram.

I can describe the relationship shown in a Venn diagram when the circles intersect, when one circle is contained in the other and when the circle is separated.

I can determine where new elements belong in a Venn diagram.

I can solve a given problem by using a chart or diagram to identify mathematical relationships.

I can identify the characteristics of a given symmetrical and non-symmetrical 2D shapes.

I can sort a given set of 2D shapes as symmetrical and non-symmetrical.

I can complete a 2D symmetrical shape, given half the shape and its line of symmetry.

I can identify lines of symmetry of a given set of 2D shapes. And explain why each shape is symmetrical.

I can determine whether or not a 2D shape is symmetrical by using an image reflector or by folding and superimposing.

I can create a symmetrical shape with and without manipulatives.

I can provide examples of symmetrical shapes found in the environment and identify the line(s) of symmetry.

I can sort a given set of 2D shapes as those that have no lines of symmetry, one line of symmetry or more than one line.

I can determine if two given 2D shapes are congruent and explain the strategy used.

I can create a shape that is congruent to a given 2D shape.

I can identify congruent 2D shapes from a given set of shapes shown in different orientations.

I can identify corresponding vertices and sides of two given congruent shapes.

I can determine the answer to a given situation involving the multiplication of a number by 1 and explain the answer.

I can determine the answer to a given situation involving the multiplication of a number by 0 and explain the answer.

I can determine the answer to a given situation involving the division of a number by 1 and explain the answer.

I can provide examples for applying mental mathematics strategies such as: skip counting from a known fact, doubling, doubling and adding one more group, using ten facts when multiplying by 9, halving, related division to multiplication, repeated doubling.

I can solve a given division problem without a remainder using arrays or base ten materials and connect this process to the symbolic representation.

I can solve a given division problem using a personal strategy and record the process.

I can create and solve a division problem involving 1-or-2 digit dividend and record the process.

I can identify and describe a variety of patterns in a multiplication chart.

I can determine the missing element(s) in a given table or chart.

I can identify the given errors in a given table or chart.

I can solve a given one-step equation using manipulatives.

I can solve a given one-step equation using guess and test.

I can solve a given equation when the unknown is on the right or the left side of the equation.

I can represent and solve a given multiplication or division problem involving equal grouping or partitioning (equal sharing) using a symbol to represent the unknown.

I can represent a given fraction using concrete materials.

I can identify a fraction from its given concrete representation.

I can name and record the shaded and non-shaded parts of a given set.

I can and record the shaded and non-shaded parts of a given whole.

I can represent a given fraction pictorially by shading parts of a given whole.

I can explain how denominators can be used to compare two given unit fractions.

I can order a given set of fractions that have the same numerator and explain the ordering.

I can order a given set of fractions that have the same denominator and explain the ordering.

I can identify which of the benchmarks 0, ½ or 1 is closer to a given fraction.

I can name fractions between two given benchmarks on a number line (horizontal and vertical).

I can order a given set of fractions by placing them on a number line (horizontal and vertical) with given benchmarks.

I can provide examples of when two identical fractions may not represent the same quality eg. Half a large apple is not equivalent to half a small apple.

I can provide, from everyday contexts, an example of a fraction that represents part of a set and an example of a fraction that represents part of a whole.

I can write the decimal for a given concrete or pictorial representation of a set, part of a region or part of a unit of measure.

I can represent a given decimal, using concrete materials or a pictorial representation.

I can explain the meaning of each digit in a given decimal with all digits the same.

I can represent a given decimal using money values (dimes and pennies).

I can record a given money value using decimals.

I can provide examples of everyday contexts in which tenths and hundredths are used.

I can model, using manipulatives or pictures, that a given tenth can be expressed as a hundredth; eg., 9 dimes is equivalent to 90 pennies.

I can express orally, and in written form, a given fraction with a denominator of 10 or 100 as a decimal.

I can read decimals as fractions.

I can express orally, and in written form, a given decimal in fraction form.

I can express a given pictorial or concrete representation as a fraction or decimal.

I can express orally, and in written form, the decimal equivalent for a given fraction.

I can predict sums and differences of decimals, using estimation strategies.

I can refine personal strategies to increase their efficiency.

I can solve problems, including money problems, which involve addition and subtraction of decimals, limited to hundredths.

I can determine the approximate solution of a given problem not requiring an exact answer.

I can estimate a sum or difference using compatible numbers.

I can count back change for a given purchase.