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

• C2.1 identify when symbols are being used as variables, and describe how they are being used

• C2.2 determine what needs to be added to or subtracted from addition and subtraction expressions to make them equivalent

• C2.3 identify and use equivalent relationships for whole numbers up to 100, in various contexts

F1 demonstrate an understanding of the value of Canadian currency

• F1.1 identify different ways of representing the same amount of money up to Canadian 200¢ using various combinations of coins, and up to $200 using various combinations of $1 and $2 coins and $5, $10, $20, $50, and $100 bills

C4 apply the process of mathematical modelling to represent, analyse, make predictions, and provide insight into real-life situations

• Mathematical Modelling is a key process expectation that connects across multiple strands. Opportunities to engage students in modelling may arise naturally within rich, real-world contexts — for example, in financial literacy (e.g., creating a budget), measurement (e.g., designing a garden space), or data (e.g., interpreting results from a student survey).

• We recommend using open-ended tasks where students define problems, make decisions, and justify their thinking — even in informal ways — as early steps toward developing modelling skills.

• See our Mathematical Modelling page for more information.

⭐ Connections to Other Essential Key Concepts ⭐

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

• B1.1 read, represent, compose, and decompose whole numbers up to and including 200, using a variety of tools and strategies, and describe various ways they are used in everyday life

• B1.2 compare and order whole numbers up to and including 200, in various contexts

• B1.3 estimate the number of objects in collections of up to 200 and verify their estimates by counting

• B1.4 count to 200, including by 20s, 25s, and 50s, using a variety of tools and strategies

• B1.5 describe what makes a number even or odd

B2 use knowledge of numbers and operations to solve mathematical problems encountered in everyday life

• B2.1 use the properties of addition and subtraction, and the relationships between addition and multiplication and between subtraction and division, to solve problems and check calculations

• B2.2 recall and demonstrate addition facts for numbers up to 20, and related subtraction facts

• B2.3 use mental math strategies, including estimation, to add and subtract whole numbers that add up to no more than 50, and explain the strategies used

• B2.4 use objects, diagrams, and equations to represent, describe, and solve situations involving addition and subtraction of whole numbers that add up to no more than 100

• B2.5 represent multiplication as repeated equal groups, including groups of one half and one fourth, and solve related problems, using various tools and drawings

• B2.6 represent division of up to 12 items as the equal sharing of a quantity, and solve related problems, using various tools and drawings

⛭ Related Mathematical Processes 

 Problem Solving, Communicating, Selecting Tools and Computational Strategies