### 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: read and represent whole numbers up to and including one million, using appropriate tools and strategies, and describe various ways they are used in everyday life

B1.2: By the end of each grade, students will: read and represent integers, using a variety of tools and strategies, including horizontal and vertical number lines

B1.3: By the end of each grade, students will: compare and order integers, decimal numbers, and fractions, separately and in combination, in various contexts

2.1.2: Fractions, Decimals, and Percents

B1.4: By the end of each grade, students will: read, represent, compare, and order decimal numbers up to thousandths, in various contexts

B1.6: By the end of each grade, students will: describe relationships and show equivalences among fractions and decimal numbers up to thousandths, using appropriate tools and drawings, 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 of operations, and the relationships between operations, to solve problems involving whole numbers, decimal numbers, fractions, ratios, rates, and whole number 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 the divisibility rules and use them to determine whether numbers are divisible by 2, 3, 4, 5, 6, 8, 9, and 10

B2.4: By the end of each grade, students will: represent and solve problems involving the addition and subtraction of whole numbers and decimal numbers, using estimation and algorithms

B2.5: By the end of each grade, students will: add and subtract fractions with like and unlike denominators, using appropriate tools, in various contexts

2.2.5: Multiplication and Division

B2.6: By the end of each grade, students will: represent composite numbers as a product of their prime factors, including through the use of factor trees

B2.9: By the end of each grade, students will: multiply whole numbers by proper fractions, using appropriate tools and strategies

B2.10: By the end of each grade, students will: divide whole numbers by proper fractions, using appropriate tools and strategies

B2.12: By the end of each grade, students will: solve problems involving ratios, including percents and rates, using appropriate tools and strategies

### 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 describe repeating, growing, and shrinking patterns, including patterns found in real-life contexts, and specify which growing patterns are linear

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

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, and use algebraic representations of the pattern rules to solve for unknown values in linear growing patterns

C1.4: By the end of each grade, students will: create and describe patterns to illustrate relationships among whole numbers and decimal numbers

#### 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 and Expressions

C2.1: By the end of each grade, students will: add 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 tenths

3.2.2: Equalities and Inequalities

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

C2.4: By the end of each grade, students will: solve inequalities that involve two operations and whole numbers up to 100, 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 about a population, and organize the sets of data as appropriate, including using intervals

4.1.2: Data Visualization

D1.3: By the end of each grade, students will: select from among a variety of graphs, including histograms and broken-line 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, histograms, and broken-line 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 range as a measure of spread and the measures of central tendency for various data sets, and use this information to compare two or more data sets

D1.6: By the end of each grade, students will: analyse different sets of data presented in various ways, including in histograms and broken-line 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: use fractions, decimals, and percents to express the probability of events happening, represent this probability on a probability line, and use it to make predictions and informed decisions

D2.2: By the end of each grade, students will: determine and compare the theoretical and experimental probabilities of two independent 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: create lists of geometric properties of various types of quadrilaterals, including the properties of the diagonals, rotational symmetry, and line symmetry

E1.2: By the end of each grade, students will: construct three-dimensional objects when given their top, front, and side views

5.1.2: Location and Movement

E1.3: By the end of each grade, students will: plot and read coordinates in all four quadrants of a Cartesian plane, and describe the translations that move a point from one coordinate to another

E1.4: By the end of each grade, students will: describe and perform combinations of translations, reflections, and rotations up to 360° on a grid, 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

E2.1: By the end of each grade, students will: measure length, area, mass, and capacity using the appropriate metric units, and solve problems that require converting smaller units to larger ones and vice versa

5.2.2: Angles

E2.3: By the end of each grade, students will: use the properties of supplementary angles, complementary angles, opposite angles, and interior and exterior angles to solve for unknown angle measures

5.2.3: Area and Surface Area

E2.4: By the end of each grade, students will: determine the areas of trapezoids, rhombuses, kites, and composite polygons by decomposing them into shapes with known areas

E2.5: By the end of each grade, students will: create and use nets to demonstrate the relationship between the faces of prisms and pyramids and their surface areas

E2.6: By the end of each grade, students will: determine the surface areas of prisms and pyramids by calculating the areas of their two-dimensional faces and adding them together

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.