Embedded Files
⭐️ Essential Key Concept ⭐️
Expectation Cluster
Expectation Cluster
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
B2.6 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
⭐ Connections to Other Essential Key Concepts ⭐
B1.4 count to 1000, including by 50s, 100s, and 200s, 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 20 items among 2, 3, 4, 5, 6, 8, and 10 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 1000, and explain the strategies used
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
F1 demonstrate and 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
⛭ 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:
money
base ten blocks
number lines
number charts
linking cubes in two colours
white boards
concept circles
colour tiles
Virtual Learning Resources and Tools:
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