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

• C2.1 describe how variables are used, and use them in various contexts as appropriate

• C2.2 determine whether given sets of addition, subtraction, multiplication, and division expressions are equivalent or not

• C2.3 identify and use equivalent relationships for whole numbers up to 1000, in various contexts

F1 demonstrate an understanding of the value of Canadian currency

• F1.1 estimate and calculate the change required for various simple cash transactions involving whole-dollar amounts and amounts of less than one dollar

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 1000, using a variety of tools and strategies, and describe various ways they are used in everyday life describe various ways they are used in everyday life

• B1.2 compare and order whole numbers up to and including 1000, in various contexts

• B1.3 round whole numbers to the nearest ten or hundred, in various contexts

• B1.4 count to 1000, including by 50s, 100s, and 200s, using a variety of tools and strategies

• B1.5 use place value when describing and representing multi-digit numbers in a variety of ways, including with base ten materials

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

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

• B2.2 recall and demonstrate multiplication facts of 2, 5, and 10, and related division facts

• B2.3 use mental math strategies, including estimation, to add and subtract whole numbers that add up to no more than 1000, and explain the strategies used

• B2.4 demonstrate an understanding of algorithms for adding and subtracting whole numbers by making connections to and describing the way other tools and strategies are used to add and subtract

• B2.5 represent and solve problems involving the addition and subtraction of whole numbers that add up to no more than 1000, using various tools and algorithms

• B2.6 represent multiplication of numbers up to 10 × 10 and division up to 100 ÷ 10, using a variety of tools and drawings, including arrays

• B2.7 represent and solve problems involving multiplication and division, including problems that involve groups of one half, one fourth, and one third, using tools and drawings

• B2.9 use the ratios of 1 to 2, 1 to 5, and 1 to 10 to scale up numbers and to solve problems

⛭ Related Mathematical Processes

Problem Solving, Communicating, Selecting Tools and Computational Strategies