Unit 1: Numeration I can read a given four-digit numeral without using the word and; e.g., 5321 is five thousand three hundred twenty-one, NOT five thousand three hundred AND twenty-one. I can write a given numeral, using proper spacing without commas; e.g., 4567 or 4 567 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; e.g., 321= 300 + 20 + 1. 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; e.g., for the numeral 2222, the first digit represents two thousands, the second digit two hundreds, the third digit two tens and the fourth digit two ones 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).
Unit 2: Addition and Subtraction I can determine the sum of two numbers using a personal strategy. (one example for 1326 + 548, is to record 1300 + 500 + 74) I can determine the difference of two numbers using a personal strategy (e.g. for 4127 238, record 238 + 2 + 60 + 700 + 3000 + 127 or 4127 27 100 100 11). I can describe a situation in which an estimate rather than an exact answer is okay. I can estimate sums and differences, using different strategies; (e.g., front-end estimation and compensation.) I can improve on a personal strategy to be more efficient. I can solve problems that involve addition and subtraction of more than 2 numbers.
Unit 3: Patterns I can identify and describe patterns found in tables and charts, including a multiplication chart. I can determine the missing numeral(s) in a given table or chart I can identify the error(s) in a given table or chart. I can describe the 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 create a table or chart from a picture of a pattern. I can take information from a given problem and put it 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 missing number e.g. 36 = 6 I can explain the meaning of a given picture or use manipulatives to show an equation in symbolic form. (i.e 12 x = 4, x =?) I can identify missing number in a problem; represent the problem with an equation; and solve the problem using pictures, numbers and words. I can create a problem for a given equation with one missing number. I can solve a given one-step equation using manipulatives. I can solve a given one step equation using guess and check. I can describe aloud, the meaning of a given one-step equation with one missing number. I can solve a given equation when the missing number is on the left or right side of the equation.
I can represent and solve a given addition or subtraction problem involving using a symbol to represent the missing number. (i.e. Connie has 15 red marbles and 28 blue marbles. How many marbles does she have? 15+28 = ).
Unit 4: Data Relationships I can compare graphs in which the same data has been displayed using oneto-one correspondences, and explain how they are the same and different. For ople) 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, and explain how it is represented. I can choose an appropriate interval for displaying a given 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 explain the choice of correspondence 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 explain the choice of interval used. I can answer a question, using a graph in which data is displayed using manyto-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 are 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.
Unit 5: 2 D Geometry I can identify the characteristics of given symmetrical and non-symmetrical 2-D shapes. I can sort a given set of 2-D shapes as symmetrical and non-symmetrical. I can complete a symmetrical 2-D shape, given half the shape and its line of symmetry. I can find lines of symmetry of a given set of 2-D shapes, and explain why each shape is symmetrical. I can decide whether or not a given 2-D 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 2-D shapes as those that have no lines of symmetry, one line of symmetry or more than one line of symmetry. I can decide if two given 2-D shapes are congruent, and explain the strategy used. I can create a shape that is congruent to a given 2-D shape. I can find congruent 2-D shapes from a given set of shapes rotated in different directions. I can find corresponding vertices and sides of two given congruent shapes.
Unit 6: Multiplication and Division Facts I can determine the answer to a given question involving the multiplication of a number by 1, and explain the answer. I can determine the answer to a given question involving the multiplication of a number by 0, and explain the answer. I can determine the answer to a given question involving the division of a number by 1, and explain the answer. I can describe and apply mental mathematics strategies, such as: skip counting from a known fact ; e.g., for 3 6, think 3 5 = 15 plus 3 = 18 using doubling or halving; e.g., for 4 3, think 2 3 = 6 and 4 3 = 6 + 6 using doubling or halving and adding or subtracting one more group; e.g., for 3 7, think 2 7 = 14 and 14 + 7 = 21 using patterns in the 9s facts or use ten facts when multiplying by 9; e.g., for 9 6, think 10 6 = 60 and 60 6 = 54; for 7 9, think 7 10 = 70 and 70 7 = 63 relating division to multiplication; e.g., for 64 8, think 8 = 64 using repeated doubling to determine basic multiplication facts to 9 9 and related division facts;., for 4 6, think 2 6 = 12 and 2 12 = 24. I can identify and describe patterns found in tables and charts, including a multiplication chart. I can determine the missing numeral(s) in a given table or chart I can identify the error(s) in a given table or chart. I can describe the pattern found in a given table or chart
I can solve a given one-step equation using manipulatives. I can describe aloud, the meaning of a given one-step equation with one missing number. I can represent and solve a given multiplication or division problem involving equal grouping or equal sharing using a symbol to represent the missing number.
Unit 7: Fractions and Decimals I can show a fraction using manipulatives such as a number line, fraction squares, fraction strips, or a set of objects. I can name a fraction by looking at manipulatives such as a number line, fraction squares, fraction strips, or a set of objects. I can name and write the shaded and non-shaded parts of a given set. I can name and write the shaded and non-shaded parts of a given whole. I can draw a picture to show a shaded part of a fraction of a given set. I can draw a picture to show a shaded part of a fraction of a given whole. I can explain how denominators can be used to compare two unit fractions (fractions that have 1 as the numerator). I can put a set of fractions with the same numerator in order from greatest to least, or from least to greatest. I can explain how I put a set of fractions with the same numerator in order from greatest to least, or from least to greatest. I can put a set of fractions with the same denominator in order from greatest to least, or from least to greatest. I can explain how I put a set of fractions with the same denominator in order from greatest to least, or from least to greatest. I can name which benchmark (0, ½, or 1) is closest to a fraction. I can name fractions between two benchmarks on a number line (horizontal and vertical). I can order fractions between two benchmarks on a number line (horizontal and vertical). I can give an example where two fractions that are the same can represent different amounts.
I give an example in my life of a fraction that is part of a set. I give an example in my life of a fraction that is part of a whole. I can write a decimal for a picture that shows part of a set, part of a region or part of a unit of measure. I can write a decimal for manipulatives that show part of a set, part of a region or part of a unit of measure. I can represent a decimal using manipulatives and pictures. I can tell the value of each digit in a decimal number when all the digits are the same. I can use pennies and dimes to show decimal numbers. I can write a decimal number to show money. I can give examples of how I can use decimals (tenths and hundredths) in my everyday life. I can use manipulatives or pictures to show how tenths can be expressed as hundredths. e.g., 0.9 is equivalent to 0.90, or 9 dimes is equivalent to 90 pennies I can say and write a fraction with a denominator of 10 or 100 as a decimal number. I can read decimals as fractions. I can say and write a decimal as a fraction. I can use pictures or manipulatives to show a fraction or decimal. I can say and write an equivalent decimal for a fraction. I can estimate sums and differences of decimal numbers. I can pick a strategy to solve a problem with decimals.
I can solve money problems. I can estimate decimal problems. I can use compatible numbers to estimate sums and differences of decimals. I can give back correct change.
Unit 8: Multiplying Multi-Digit Numbers I can model a given multiplication problem, using the distributive property e.g., 8 365 = (8 300) + (8 60) + (8 5). I can use concrete materials (e.g. Base ten blocks) or pictures to represent multiplication and record what I ve done using words, pictures and numbers. I can create and solve a multiplication problem that is either 2- digit by 1-digit, or 3-digits by 1-digit. I can change my personal strategies to make them more efficient. I can estimate a product, using a personal strategy; e.g., 2 243 is close to or a little more than 2 200, or close to or a little less than 2 250. I can model and solve a given multiplication problem using an array, and record the process. I can solve a given multiplication problem, and record the process.
Unit 9: Dividing Multi-Digit Numbers I can solve a division problem without a remainder using arrays or base ten materials and show how I solved it using pictures, numbers and words. I can solve a division problem with a remainder using arrays or base ten materials and show how I solved it using pictures, numbers and words. I can solve a division problem using a personal strategy and record how I got the answer. I can develop the personal strategies I use to do division to become more efficient. I can create and solve a division problem involving a 1- or 2-digit dividend, and record the process. I can use a personal strategy to estimate a quotient. E.g. 86 4 is closer to 80 4 or 80 5. I can solve a given division problem by relating division to multiplication; e.g., for 100 4, we know that 4 25 = 100, so 100 4 = 25. I can describe aloud, the meaning of a given one-step equation with one missing number.
Unit 10: Measurement I can state the number of hours in a day. I can express the time orally and in writing from a 12-hour analog clock. I can express the time orally and in writing from a 24-hour analog clock. I can express the time orally and in writing from a 12-hour digital clock. I can express time orally and in writing from a 24-hour digital clock. I can express the time orally and in writing minutes to or minutes after the hour. I can explain the meaning of a.m. and p.m., and provide an example of an activity that occurs during the a.m., and another that occurs during the pm I can write dates in a variety of formats; e.g., yyyy/mm/dd, dd/mm/yyyy, March 21, 2007, dd/mm/yy. I can relate dates written in the format yyyy/mm/dd to dates on a calendar. I can identify possible interpretations of a given date; e.g., 06/03/04. I can explain that area is the measure of length by width recorded in square units. I can identify and explain why the square is the most efficient unit for measuring are. I can provide an example of an object that is close to a square centimetre and explain the choice. I can provide an example of an object that is close to a square metre and explain the choice. I can decide which standard square unit (mm², cm², m²) is represented by a
given object. I can estimate the area of a given 2-D shape when they are compared to common objects. I can find the area of a regular 2-D shape and explain the strategy. I can find the area of an irregular 2-D shape and explain the strategy. I can build and draw a rectangle for a given area. I can show that there are many ways to represent a given area (i.e 24 cm² could be 1 by 24, 2 by 12, 3 by 8, 4 by 6).
Unit 11: 3D Geometry I can classify and name common attributes (characteristics) of right rectangular prisms from given sets of right rectangular prisms. I can classify and name common attributes (characteristics) of right triangular prisms from given sets of right triangular prisms. I can sort a given set of right rectangular and right triangular prisms, using the shape of the base. I can build and describe a model of a right rectangular and a right triangular prism, using materials such as pattern blocks or modelling clay. I can build right rectangular prisms from their nets. I can build right triangular prisms from their nets. I can find examples of right rectangular and right triangular prisms in the environment.