Parent Math Memo- Outcomes for Unit 8
Measurement
Read and record time, using digital and analog clocks, including 24-hour clocks.
· State the number of hours in a day.
· Express the time orally and in writing from a 12-hour analog clock.
· Express the time orally and in writing from a 24-hour analog clock.
· Express the time orally and in writing from a 12-hour digital clock.
· Express time orally and in writing from a 24-hour digital clock.
· Express the time orally and in writing “minutes to” or “minutes after” the hour.
· 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 p.m.
Read and record calendar dates in a variety of formats
· Write dates in a variety of formats; e.g., yyyy/mm/dd, dd/mm/yyyy, March 21, 2007, dd/mm/yy.
· Relate dates written in the format yyyy/mm/dd to dates on a calendar.
· Identify possible interpretations of a given date; e.g., 06/03/04
Demonstrate an understanding of area of regular and irregular 2-D shapes by:
· recognizing that area is measured in square units
· selecting and justifying referents for the units cm2 or m2
· estimating area, using referents for cm2 or m2
· determining and recording area (cm2 or m2)
· constructing different rectangles for a given area (cm2 or m2) in order to demonstrate that many different rectangles may have the same area
Parent Math Memo- Outcomes for Unit 10
Dividing Multi-Digit Numbers
Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by:
· using personal strategies for dividing with and without concrete materials
· estimating quotients
· relating division to multiplication.
· Solve a given division problem without a remainder, using arrays or base ten materials, and connect this process to the symbolic representation.
· Solve a given division problem with a remainder, using arrays or base ten materials, and connect this process to the symbolic representation.
· Solve a given division problem, using a personal strategy, and record the process.
· Refine personal strategies to increase their efficiency.
· Create and solve a division problem involving a 1- or 2-digit dividend, and record the process. Estimate a quotient, using a personal strategy; e.g., 86 ÷ 4 is close to 80 ÷ 4 or close to 80 ÷ 5.
· 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.
Solve one-step equations involving a symbol to represent an unknown number.
· Solve a given one-step equation using manipulatives.
· Solve a given one-step equation, using guess and test.
· Describe, orally, the meaning of a given one-step equation with one unknown.
· Solve a given equation when the unknown is on the left or right side of the equation.
· Represent and solve a given addition or subtraction problem involving a “part-part-whole” or comparison context, using a symbol to represent the unknown.
· Represent and solve a given multiplication or division problem involving equal grouping or partitioning (equal sharing), using a symbol to represent the unknown.
Parent Math Memo- Outcomes for Unit 9
Multiplying Multi-Digit Numbers
Describe and apply mental mathematics strategies, such as:
• skip counting from a known fact
• using doubling or halving
• using doubling or halving and adding or subtracting one more group
• using patterns in the 9s facts
• using repeated doubling to determine basic multiplication facts to 9 × 9 and related division facts.
Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to solve problems by:
• using personal strategies for multiplication with and without concrete materials
• using arrays to represent multiplication
• connecting concrete representations to symbolic representations
• estimating products
• applying the distributive property.
Parent Math Memo- Outcomes for Unit 6
Multiplication and Division Facts
Explain and apply the properties of 0 and 1 for multiplication and the property of 1 for division.
· Determine the answer to a given question involving the multiplication of a number by 1, and explain the answer.
· Determine the answer to a given question involving the multiplication of a number by 0, and explain the answer.
· Determine the answer to a given question involving the division of a number by 1, and explain the answer.
Describe and apply mental mathematics strategies, such as:
· using doubling or halving
· using doubling or halving and adding or subtracting one more group
· using patterns in the 9s facts
· using repeated doubling to determine basic multiplication facts to 9 × 9 and related division facts.
Ø Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by:
· using personal strategies for dividing with and without concrete materials
· estimating quotients
· relating division to multiplication.
· solve a given division problem without a remainder, using arrays or base ten materials, and connect this process to the symbolic representation.
· solve a given division problem with a remainder, using arrays or base ten materials, and connect this process to the symbolic representation.
· Solve a given division problem, using a personal strategy, and record the process.
· refine personal strategies to increase their efficiency.
· create and solve a division problem involving a 1- or 2-digit dividend, and record the process.
· estimate a quotient, using a personal strategy; e.g., 86 ÷ 4 is close to 80 ÷ 4 or close to 80 ÷ 5.
· 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.
Identify and describe patterns found in tables and charts, including a multiplication chart.
· Identify and describe a variety of patterns in a multiplication chart.
· Determine the missing element(s) in a given table or chart.
· Identify the error(s) in a given table or chart.
· Describe the pattern found in a given table or chart
Solve one-step equations involving a symbol to represent an unknown number.
· Solve a given one-step equation using manipulatives.
· Solve a given one-step equation, using guess and test.
· Describe, orally, the meaning of a given one-step equation with one unknown.
· Solve a given equation when the unknown is on the left or right side of the equation.
· Represent and solve a given addition or subtraction problem involving a “part-part-whole” or comparison context, using a symbol to represent the unknown.
· Represent and solve a given multiplication or division problem involving equal grouping or partitioning (equal sharing), using a symbol to represent the unknown ]
Parent Math Memo- Outcomes for Unit 5- 2D Geometry
Demonstrate an understanding of line symmetry by:
• identifying symmetrical 2-D shapes
• creating symmetrical 2-D shapes
• drawing one or more lines of symmetry in a 2-D shape.
INDICATORS:
· Identify the characteristics of given symmetrical and non-symmetrical 2-D shapes.
· Sort a given set of 2-D shapes as symmetrical and non-symmetrical.
· Complete a symmetrical 2-D shape, given half the shape and its line of symmetry.
· Identify lines of symmetry of a given set of 2-D shapes, and explain why each shape is symmetrical.
· Determine whether or not a given 2-D shape is symmetrical by using an image reflector or by folding and superimposing.
· Create a symmetrical shape with and without manipulatives.
· Provide examples of symmetrical shapes found in the environment, and identify the line(s) of symmetry.
· 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.
Parent Math Memo- Outcomes for Unit 4- Data Relationships
Ø Demonstrate an understanding of many one-to-one correspondence.
(Having a symbol or number on the bar graph represent one piece of data).
· 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.
· Explain why many-to-one correspondence is sometimes used rather than one-to-one correspondence.
· 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.
Ø Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions.
· Identify an interval and correspondence for displaying a given set of data in a graph, and justify the choice.
· 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.
· 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.
· Answer a given question, using a given graph in which data is displayed using many-to-one correspondence.
Ø Identify and explain mathematical relationships using charts and diagrams to solve problems.
· Complete a Carroll diagram by entering given data into correct squares to solve a given problem.
· Determine where new elements belong in a given Carroll diagram.
· Solve a given problem using a Carroll diagram
· Identify a sorting rule for a given Venn diagram.
· Describe the relationship shown in a given Venn diagram when the circles intersect, when one circle is contained in the other and when the circles are separate.
· Determine where new elements belong in a given Venn diagram.
· Solve a given problem by using a chart or diagram to identify mathematical relationships.
Outcomes for Patterns Unit~ Chapter 1
Identify and describe patterns found in tables and charts, including a multiplication chart.
· Identify and describe a variety of patterns in a multiplication chart.
· Determine the missing element(s) in a given table or chart.
· Identify the error(s) in a given table or chart.
· Describe the pattern found in a given table or chart.
Represent, describe and extend patterns and relationships, using charts and tables, to solve problems.
· Translate the information in a given problem into a table or chart.
· Identify and extend the patterns the patterns in a table or chart to solve a given problem.
Express a given problem as an equation in which a symbol is used to represent an unknown number.
· Explain the purpose of the symbol in a given addition, subtraction, multiplication or division equation with one unknown; e.g., 36 ÷ = 6.
· Express a given pictorial or concrete representation of an equation in symbolic form.
· Identify the unknown in a problem; represent the problem with an equation; and solve the problem concretely, pictorially or symbolically.
· Create a problem for a given equation with one unknown.
Solve one-step equations involving a symbol to represent an unknown number.
· Solve a given one-step equation using manipulatives.
· Solve a given one-step equation, using guess and test.
· Describe, orally, the meaning of a given one-step equation with one unknown.
· Solve a given equation when the unknown is on the left or right side of the equation.
· Represent and solve a given addition or subtraction problem involving a “part-part-whole” or comparison context, using a symbol to represent the unknown.
· Represent and solve a given multiplication or division problem involving equal grouping or partitioning (equal sharing), using a symbol to represent the unknown.
Outcomes for Unit 3 – Addition & Subtraction
ØDemonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3 and 4 digit numerals).
Ø Determine the sum of two numbers using a personal strategy (e.g. for 1326 + 548, record 1300 + 500 + 74).
Ø 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).
Ø Describe a situation in which an estimate rather than an exact answer is sufficient.
Ø Estimate sums and differences, using different strategies; (e.g., front-end estimation and compensation.)
Ø Refine personal strategies to increase their efficiency.
Ø Solve problems that involve addition and subtraction of more than 2 numbers.
OUTCOMES FOR NUMERATION
* Represent and describe whole numbers to 10000, pictorially and symbolically
· Read a given four-digit numeral without using the word “and,” e.g., 5 321 is five thousand three hundred twenty one, not five thousand three hundred and twenty one.
· Write a given numeral using proper spacing without commas,
e.g., 4567 or 4 567.
· Write a given numeral between 0 - 10 000 in words.
· Represent a given numeral using a place value chart or diagrams.
· Describe the meaning of each digit in a given numeral.
· Express a given numeral in expanded notation.
e.g., 321 = 300 + 20 + 1.
· Write the numeral represented by a given expanded notation.
· Explain and show the meaning of each digit in a given four-digit numeral 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.
* Compare and order numbers to 10 000.