Embedded Files
⭐️ Essential Key Concept ⭐️
Expectation Cluster
Expectation Cluster
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
B2.5 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
⭐ Connections to Other Essential Key Concepts ⭐
B1.4 count to 200, including by 20s, 25s, and 50s, using a variety of tools and strategies
B1.6 use drawings to represent, solve, and compare the results of fair-share problems that involve sharing up to 10 items among 2, 3, 4, and 6 sharers, including problems that result in whole numbers, mixed numbers, and fractional amounts
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
F1 demonstrate and 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
⛭ Related Mathematical Processes
Representing, Connecting, Selecting Tools and Strategies
Organize your observations of student learning related to the key concepts and skills for this topic:
Explore possible contexts to engage students in mathematically modelling relevant situations.
During this topic, pay attention to the students' ability to maintain positive motivation and perseverance.
Do students have strategies when they are stuck? (e.g. attempt or test out different approaches, use resources in the room, ask for help from a friend)
Are students open to learning from mistakes?
Do students recognize what is working well for them, and what might need to be changed?
Models and Tools
Models and Tools
Concrete Learning Resources Tools:
rekenreks (math racks)
ten frames and two-sided counters
money (groups of 5, 10)
number lines
linking cubes in two colours
counting rods (cuisenaire rods)
white boards
Virtual Learning Resources and Tools:
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