### A: Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes

#### A1: Throughout this grade, in order to promote a positive identity as a math learner, to foster well-being and the ability to learn, build resilience, and thrive, students will: apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with the expectations in the other five strands of the mathematics curriculum

1.1.2: … as they apply the mathematical processes:

A1.MP.2: reasoning and proving: develop and apply reasoning skills (e.g., classification, recognition of relationships, use of counter-examples) to justify thinking, make and investigate conjectures, and construct and defend arguments

### B: Number

#### B1: By the end of each grade, students will: demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life

2.1.1: Rational Numbers

B1.1: By the end of each grade, students will: represent and compare whole numbers up to and including one billion, including in expanded form using powers of ten, and describe various ways they are used in everyday life

B1.2: By the end of each grade, students will: identify and represent perfect squares, and determine their square roots, in various contexts

B1.3: By the end of each grade, students will: read, represent, compare, and order rational numbers, including positive and negative fractions and decimal numbers to thousandths, in various contexts

2.1.2: Fractions, Decimals, and Percents

B1.4: By the end of each grade, students will: use equivalent fractions to simplify fractions, when appropriate, in various contexts

B1.5: By the end of each grade, students will: generate fractions and decimal numbers between any two quantities

B1.7: By the end of each grade, students will: convert between fractions, decimal numbers, and percents, in various contexts

#### B2: By the end of each grade, students will: use knowledge of numbers and operations to solve mathematical problems encountered in everyday life

2.2.1: Properties and Relationships

B2.1: By the end of each grade, students will: use the properties and order of operations, and the relationships between operations, to solve problems involving whole numbers, decimal numbers, fractions, ratios, rates, and percents, including those requiring multiple steps or multiple operations

2.2.2: Math Facts

B2.2: By the end of each grade, students will: understand and recall commonly used percents, fractions, and decimal equivalents

B2.4: By the end of each grade, students will: use objects, diagrams, and equations to represent, describe, and solve situations involving addition and subtraction of integers

B2.5: By the end of each grade, students will: add and subtract fractions, including by creating equivalent fractions, in various contexts

2.2.5: Multiplication and Division

B2.6: By the end of each grade, students will: determine the greatest common factor for a variety of whole numbers up to 144 and the lowest common multiple for two and three whole numbers

B2.8: By the end of each grade, students will: multiply and divide fractions by fractions, using tools in various contexts

B2.9: By the end of each grade, students will: multiply and divide decimal numbers by decimal numbers, in various contexts

B2.10: By the end of each grade, students will: identify proportional and non-proportional situations and apply proportional reasoning to solve problems

### C: Algebra

#### C1: By the end of each grade, students will: identify, describe, extend, create, and make predictions about a variety of patterns, including those found in real-life contexts

3.1.1: Patterns

C1.1: By the end of each grade, students will: identify and compare a variety of repeating, growing, and shrinking patterns, including patterns found in real-life contexts, and compare linear growing patterns on the basis of their constant rates and initial values

C1.2: By the end of each grade, students will: create and translate repeating, growing, and shrinking patterns involving whole numbers and decimal numbers using various representations, including algebraic expressions and equations for linear growing patterns

C1.3: By the end of each grade, students will: determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in repeating, growing, and shrinking patterns involving whole numbers and decimal numbers, and use algebraic representations of the pattern rules to solve for unknown values in linear growing patterns

#### C2: By the end of each grade, students will: demonstrate an understanding of variables, expressions, equalities, and inequalities, and apply this understanding in various contexts

3.2.1: Variables

C2.1: By the end of each grade, students will: add and subtract monomials with a degree of 1 that involve whole numbers, using tools

C2.2: By the end of each grade, students will: evaluate algebraic expressions that involve whole numbers and decimal numbers

3.2.2: Equalities and Inequalities

C2.3: By the end of each grade, students will: solve equations that involve multiple terms, whole numbers, and decimal numbers in various contexts, and verify solutions

C2.4: By the end of each grade, students will: solve inequalities that involve multiple terms and whole numbers, and verify and graph the solutions

### D: Data

#### D1: By the end of each grade, students will: manage, analyse, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life

4.1.1: Data Collection and Organization

D1.2: By the end of each grade, students will: collect qualitative data and discrete and continuous quantitative data to answer questions of interest, and organize the sets of data as appropriate, including using percentages

4.1.2: Data Visualization

D1.3: By the end of each grade, students will: select from among a variety of graphs, including circle graphs, the type of graph best suited to represent various sets of data; display the data in the graphs with proper sources, titles, and labels, and appropriate scales; and justify their choice of graphs

D1.4: By the end of each grade, students will: create an infographic about a data set, representing the data in appropriate ways, including in tables and circle graphs, and incorporating any other relevant information that helps to tell a story about the data

4.1.3: Data Analysis

D1.5: By the end of each grade, students will: determine the impact of adding or removing data from a data set on a measure of central tendency, and describe how these changes alter the shape and distribution of the data

D1.6: By the end of each grade, students will: analyse different sets of data presented in various ways, including in circle graphs and in misleading graphs, by asking and answering questions about the data, challenging preconceived notions, and drawing conclusions, then make convincing arguments and informed decisions

#### D2: By the end of each grade, students will: describe the likelihood that events will happen, and use that information to make predictions

4.2.1: Probability

D2.1: By the end of each grade, students will: describe the difference between independent and dependent events, and explain how their probabilities differ, providing examples

D2.2: By the end of each grade, students will: determine and compare the theoretical and experimental probabilities of two independent events happening and of two dependent events happening

### E: Spatial Sense

#### E1: By the end of each grade, students will: describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them

5.1.1: Geometric Reasoning

E1.1: By the end of each grade, students will: describe and classify cylinders, pyramids, and prisms according to their geometric properties, including plane and rotational symmetry

E1.2: By the end of each grade, students will: draw top, front, and side views, as well as perspective views, of objects and physical spaces, using appropriate scales

5.1.2: Location and Movement

E1.3: By the end of each grade, students will: perform dilations and describe the similarity between the image and the original shape

E1.4: By the end of each grade, students will: describe and perform translations, reflections, and rotations on a Cartesian plane, and predict the results of these transformations

#### E2: By the end of each grade, students will: compare, estimate, and determine measurements in various contexts

5.2.1: The Metric System

E2.2: By the end of each grade, students will: solve problems involving perimeter, area, and volume that require converting from one metric unit of measurement to another

5.2.2: Circles

E2.3: By the end of each grade, students will: use the relationships between the radius, diameter, and circumference of a circle to explain the formula for finding the circumference and to solve related problems

E2.5: By the end of each grade, students will: show the relationships between the radius, diameter, and area of a circle, and use these relationships to develop the formula for measuring the area of a circle and to solve related problems

5.2.3: Volume and Surface Area

E2.6: By the end of each grade, students will: represent cylinders as nets and determine their surface area by adding the areas of their parts

E2.7: By the end of each grade, students will: show that the volume of a prism or cylinder can be determined by multiplying the area of its base by its height, and apply this relationship to find the area of the base, volume, and height of prisms and cylinders when given two of the three measurements

Correlation last revised: 5/18/2021

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