### 1: Numeration

#### 1.4N: Number

1.4N1: Represent and describe whole numbers to 10 000, concretely, pictorially and symbolically.

1.4N2: Compare and order whole numbers to 10 000.

1.4N2.1: Create and order three different four-digit numerals.

1.4N2.4: Order a given set of numbers in ascending or descending order, and explain the order by making references to place value.

#### 2.4N: Number

2.4N3: Demonstrate an understanding of addition of whole numbers with answers to 10 000 and their corresponding subtractions (limited to 3- and 4-digit numerals) by:

2.4N3.a: using personal strategies for adding and subtracting

2.4N3.b: estimating sums and differences

2.4N3.c: solving problems involving addition and subtraction.

2.4N3.1: Describe a situation in which an estimate rather than an exact answer is sufficient.

2.4N3.2: Estimate sums and differences, using different strategies.

2.4N3.5: Solve problems that involve addition and subtraction of more than two numbers.

### 3: Patterns in Mathematics

#### 3.4PR: Patterns and Relations (Patterns)

3.4PR1: Identify and describe patterns found in tables and charts, including a multiplication chart.

3.4PR1.1: Describe the pattern found in a given table or chart.

3.4PR2: Translate among different representations of a pattern, such as a table, a chart or concrete materials.

3.4PR2.1: Create a concrete representation of a given pattern displayed in a table or chart.

3.4PR2.2: Create a table or chart from a given concrete representation of a pattern.

3.4PR3: Represent, describe and extend patterns and relationships, using charts and tables, to solve problems.

3.4PR3.1: Translate the information in a given problem into a table or chart.

### 4: Data Relationships

#### 4.4SP: Statistics and Probability (Data Analysis)

4.4SP1: Demonstrate an understanding of many-to-one correspondence.

4.4SP1.1: Compare graphs in which the same data has been displayed using one-to-one and many-to-one correspondences, and explain how they are the same and different.

4.4SP1.2: Explain why many-to-one correspondence is sometimes used rather than one-to-one correspondence.

4.4SP1.3: Find examples of graphs in which many-to-one correspondence is used in print and electronic media, such as newspapers, magazines and the Internet, and describe the correspondence used.

4.4SP2: Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions.

4.4SP2.1: Identify an interval and correspondence for displaying a given set of data in a graph, and justify the choice.

4.4SP2.2: Create and label (with categories, title and legend) a pictograph to display a given set of data, using many-to-one correspondence, and justify the choice of correspondence used.

4.4SP2.3: Answer a given question using a given graph in which data is displayed using many-to-one correspondence.

4.4SP2.4: Create and label (with axes and title) a bar graph to display a given set of data, using many-to-one correspondence, and justify the choice of interval used.

4.4PR4: Identify and explain mathematical relationships, using charts and diagrams, to solve problems.

4.4PR4.4: Complete a Carroll diagram by entering given data into correct squares to solve a given problem.

4.4PR4.5: Determine where new elements belong in a given Carroll diagram.

4.4PR4.7: Solve a given problem by using a chart or diagram to identify mathematical relationships.

### 5: 2-D Geometry

#### 5.4SS: Shape and Space (Transformations)

5.4SS6: Demonstrate an understanding of line symmetry by:

5.4SS6.a: identifying symmetrical 2-D shapes

5.4SS6.b: creating symmetrical 2-D shapes

5.4SS6.c: drawing one or more lines of symmetry in a 2-D shape.

5.4SS6.1: Identify lines of symmetry of a given set of 2-D shapes, and explain why each shape is symmetrical.

5.4SS6.2: Determine whether or not a given 2-D shape is symmetrical by using an image refl ector or by folding and superimposing.

5.4SS6.3: Complete a symmetrical 2-D shape, given half the shape and its line of symmetry.

### 6: Multiplication and Division Facts

#### 6.4N: Number

6.4N5: Describe and apply mental mathematics strategies, such as:

6.4N5.a: skip counting from a known fact

6.4N5.1: Provide examples for applying mental mathematics strategies:

6.4N5.1.a: skip counting from a known fact

6.4N5.1.g: relating division to multiplication.

6.4N5.2: Demonstrate understanding and application of strategies for multiplication and related division facts to 9 x 9.

6.4N5.3: Demonstrate recall of multiplication and related division facts to 7 x 7.

#### 6.4PR: Patterns and Relations (Patterns)

6.4PR1: Identify and describe patterns found in tables and charts, including a multiplication chart.

6.4PR1.1: Describe the pattern found in a given table or chart.

### 7: Fractions and Decimals

#### 7.4N: Number

7.4N8: Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations to:

7.4N8.a: name and record fractions for the parts of a whole or a set

7.4N8.b: compare and order fractions

7.4N8.c: model and explain that for different wholes, two identical fractions may not represent the same quantity

7.4N8.d: provide examples of where fractions are used.

7.4N8.1: Name and record the shaded and non-shaded parts of a given whole.

7.4N8.2: Represent a given fraction pictorially by shading parts of a given whole.

7.4N8.3: Provide examples of when two identical fractions may not represent the same quantity.

7.4N8.4: Represent a given fraction, using concrete materials.

7.4N8.5: Name and record the shaded and non-shaded parts of a given set.

7.4N8.6: Identify a fraction from its given concrete representation.

7.4N8.7: Represent a given fraction pictorially by shading parts of a given set.

7.4N8.8: Provide, from everyday contexts, an example of a fraction that represents part of a set and an example of a fraction that represents part of a whole.

7.4N8.10: Explain how denominators can be used to compare two given unit fractions with numerator 1.

7.4N8.12: Identify which of the benchmarks, 0 , 1/2 or 1, is closer to a given fraction.

7.4N9: Represent and describe decimals (tenths and hundredths), concretely, pictorially and symbolically.

7.4N9.1: Write the decimal for a given concrete or pictorial representation of part of a set, part of a region or part of a unit of measure.

7.4N9.2: Represent a given decimal, using concrete materials or a pictorial representation.

7.4N9.4: Explain the meaning of each digit in a given decimal.

7.4N9.7: Model, using manipulatives or pictures, that a given tenth can be expressed as a hundredth.

7.4N10: Relate decimals to fractions and fractions to decimals (to hundredths).

7.4N10.1: Express, orally and in written form, a given fraction with a denominator of 10 or 100 as a decimal.

7.4N10.3: Express, orally and in written form, a given decimal in fraction form.

7.4N10.4: Express a given pictorial or concrete representation as a fraction or decimal.

7.4N10.5: Express, orally and in written form, the decimal equivalent for a given fraction.

### 8: Multiplying Multi-Digit Numbers

#### 8.4N: Number

8.4N6: Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to solve problems by:

8.4N6.b: using arrays to represent multiplication

8.4N6.d: estimating products

8.4N6.e: applying the distributive property.

8.4N6.1: Use concrete materials, such as base ten blocks or their pictorial representations, to represent multiplication; and record the process symbolically.

8.4N6.2: Solve a given multiplication problem and record the process.

8.4N6.3: Model and solve a given multiplication problem, using an array, and record the process.

8.4N6.4: Model a given multiplication problem, using the distributive property.

8.4N6.5: Estimate a product, using a personal strategy.

### 9: Dividing Multi-Digit Numbers

#### 9.4N: Number

9.4N7: Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by:

9.4N7.c: relating division to multiplication.

9.4N7.4: Solve a given division problem by relating division to multiplication.

9.4N7.5: Create and solve a division problem involving a 1- or 2-digit dividend, and record the process.

### 10: Measurement

#### 10.4SS: Shape and Space (Measurement)

10.4SS1: Read and record time, using digital and analog clocks, including 24-hour clocks.

10.4SS1.6: Solve problems related to time, including elapsed time.

10.4SS3: Demonstrate an understanding of area of regular and irregular 2-D shapes by:

10.4SS3.a: recognizing that area is measured in square units

10.4SS3.1: Describe area as a measure of surface recorded in square units.

10.4SS3.2: Identify and explain why the square is the most efficient unit for measuring area.

10.4SS3.3: Determine the area of an irregular 2-D shape, and explain the strategy.

10.4SS3.6: Determine the area of a regular 2-D shape, and explain the strategy.

Correlation last revised: 9/16/2020

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.