DRAFT

Kindergarten to Grade 4 Mathematics

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Organizing and representing quantitative information develops additive and multiplicative thinking to make meaningful connections and support problem solving.
Understanding
Guiding How can we represent quantities in How can we represent quantities with How can we use numbers to represent and How can we represent and interpret How can we represent and interpret
Questions everyday life with numbers? numbers? interpret quantities? numbers? different kinds of numbers?
Learning Children explore quantities within 10. Students explore and make meaning of Students make meaning of quantities within Students make meaning of whole numbers Students make meaning of whole numbers
Outcomes quantities within 100. 120. within 1000. within 10 000.
Conceptual • quantity is “how many” • the purpose of counting is to determine • the position of a digit in a number • place value and unitizing applies to larger • each place value is 10 times the value of
Knowledge • the purpose of counting is to determine how many (quantify) determines its value (place value) numbers the place to its right
how many (quantify) • each object is counted once and only once • grouping by 10 creates patterns in place • place value is the basis for the base-ten • estimation can be applied to larger
• each object is counted once and only once (one-to-one correspondence) value (unitizing) to make working with number system numbers
(one-to-one correspondence) • the order of words used to count never numbers efficient • estimation can be applied to larger • there are patterns in how numbers are
• the order of words used to count never changes (stable order) • skip counting is an efficient way of numbers named and represented symbolically
changes (stable order) • the last number used to count represents counting larger quantities and can include • there are patterns in how numbers are (International System of Units (SI)
• the last number used to count represents the number of objects (cardinality) quantities left over (remainders) named and represented symbolically representation)
the number of objects (cardinality) • when counting, a quantity includes all of • numbers, including 0, occupy space on a • a number line can be extended to include • a number line can be extended to include
• when counting, a quantity includes all of the previous numbers (hierarchical number line larger numbers and does not have to start larger numbers and does not have to start
the previous numbers (hierarchical inclusion) • numbers, including 0, can be associated at 0 at 0
inclusion) • the count stays the same no matter how with a specific point
• the count stays the same no matter how the objects are arranged (conservation of • the position of something can be indicated
the objects are arranged (conservation of number) using ordinal numbers
number) • the count stays the same regardless of the • quantities can be represented symbolically
• the count stays the same regardless of the order in which the objects are counted with numerals, including 0
order in which the objects are counted (order irrelevance) • estimation is used when an exact count is
(order irrelevance) • anything can be counted (abstraction not needed
• anything can be counted (abstraction principle)
principle) • quantities can be represented in many
• quantities can be represented in many ways
ways • quantities can be represented symbolically,
including “none” represented by 0
Procedural • demonstrating early counting principles, • demonstrating early counting principles, • decomposing numbers using standard form • skip counting forward and backward by 2, • skip counting by place value units
Knowledge including one-to-one correspondence, including one-to-one correspondence, (place value) and non-standard form 5, 10, and 100, starting at any number • estimating quantities using referents
stable order, cardinality, conservation of stable order, cardinality, conservation of • skip counting forward and backward by 2, • counting and recording the monetary value • recognizing and representing quantities
number, hierarchical inclusion, order number, hierarchical inclusion, order 5, and 10, starting at multiples of 2, 5, and of collections of coins (cents) or bills with numbers, including a space between
irrelevance, and abstraction irrelevance, and abstraction 10 respectively (dollars) of varying denominations every three digits from the decimal
• counting to 10, forward and backward, • counting to 100, forward by 1, starting at • determining the monetary value of • estimating quantities using referents • ordering numbers using benchmarks on a
starting at any number any number collections of coins and bills of the same • recognizing and representing numbers number line
• relating a numeral, 1 to 10, to a specific • counting backward from 20 to 0 by 1 denomination using counting by 1 and skip • ordering numbers, including using
quantity • skip counting to 100 forward by 5 and 10 counting by 2, 5, 10, and 25 benchmarks on a number line
• exploring different ways to represent • skip counting to 20 forward by 2 • skip counting sets, including those with
whole numbers less than or equal to 10 • relating a numeral, 0 to 100, to a specific remainders
• building (composing) and breaking apart quantity • ordering numbers, including using
(decomposing) quantities to 10 concretely • representing quantities concretely, benchmarks on a number line
• recognizing sets to 6 at a glance (subitizing) pictorially, and symbolically • recognizing and representing quantities
• subitizing to 10 with numbers
• estimating quantities using referents

DRAFT Kindergarten to Grade 4 Mathematics – April 2018 Page | 1

 DRAFT Kindergarten to Grade 4 Mathematics

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Competencies • Managing Information • Critical Thinking • Managing Information • Managing Information • Managing Information
• Managing Information • Critical Thinking • Critical Thinking • Communication
• Critical Thinking
Literacy • LKU3b.K: Vocabulary None identified None identified None identified None identified
Numeracy • NA1a.K: Purpose • NA1a.1: Purpose • NKU1b.1: Using Numbers • NKU1a.1: Magnitude • NKU1a.2: Magnitude
• NKU1b.K: Using Numbers • NKU1b.1: Using Numbers • NKU1d.1: Patterns and Relationships • NKU1b.1: Using Numbers • NKU1d.2: Patterns and Relationships
• NKU4b.K: Estimation • NKU1d.1: Patterns and Relationships • NKU4b.1: Estimation • NKU1d.1: Patterns and Relationships • NKU3a.2: Interpretation and
• NKU4c.K: Methods or Tools • NKU4b.1: Estimation • NKU3a.1 Interpret/Represent • NKU4b.1: Estimation Representation of Quantitative
• NKU3a.K Interpret/Represent • NKU3a.1 Interpret/Represent • NKUC.1 Communication • NKU3a.1 Interpret/Represent Information
• NKUC.1 Communication • NKUC.1 Communication • NKU4b.2: Estimation
• NKUC.2 Communication
Learning Students make meaning of one-half in Students make meaning of halves and Students make meaning of part-to-whole Students make meaning of part-to-whole
Outcomes familiar contexts. quarters in familiar contexts. relationships expressed as fractions. relationships expressed as fractions and
decimals.
Conceptual • objects and sets can be split (partitioned) • objects and sets can be partitioned into • fractions are numbers used to represent • fractions are numbers used to represent
Knowledge into two equal-sized parts (halves) equal-sized parts in different ways part-to-whole relationships part-to-whole relationships
• the part is related to the whole (part-to- • fraction notation shows the relationship • decimals are numbers used to represent
whole relationship) between the whole (denominator) and the part-to-whole relationships
number of parts (numerator) • the same part-to-whole relationship can be
• the denominator indicates the number of represented with fractions of different
pieces in the whole, not the size of the denominators (equivalent fractions)
pieces • the same part-to-whole relationship can be
• fractions occupy space on a number line represented with a fraction and a decimal
• fractions can be associated with a specific • place value patterns extend to decimals
point on a number line • fractions and decimals occupy space on a
number line
• fractions and decimals can be associated
with a specific point on a number line
Procedural • splitting (partitioning) a set of objects into • counting by halves and quarters to one • partitioning a set, length, and area to • relating fractions to decimals, limited to
Knowledge two equal groups whole concretely or pictorially create halves, thirds, quarters, fifths, and tenths
• splitting (partitioning) an object into two • partitioning objects and sets into halves tenths • representing decimals concretely,
equal-sized pieces and quarters • representing fractions symbolically pictorially, or symbolically, limited to
• describing part-to-whole relationships with • comparing different unit fractions from the tenths
halves and quarters same set, length, and area • exploring equivalent fractions concretely or
• counting by unit fractions to build one pictorially, limited to denominators of 10
whole, limited to 1/2, 1/3, 1/4, 1/5, and or less
1/10 • counting beyond 1 using improper
• determining the location of a unit fraction fractions, limited to same denominator
on a number line • counting beyond 1 using decimals, limited
to tenths
• comparing fractions and decimals to the
benchmarks of 0, 1/2, and 1
• determining the location of fractions and
decimals on a number line

DRAFT Kindergarten to Grade 4 Mathematics – April 2018 Page | 2

 DRAFT Kindergarten to Grade 4 Mathematics

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Competencies • Managing Information • Managing Information • Communication • Communication
• Critical Thinking • Critical Thinking • Critical Thinking • Critical Thinking
Literacy None identified • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU3c.2: Text Organization
Numeracy • NA1a.1: Purpose • NA1a.1: Purpose • NKU3a.1: Interpretation and • NKU3a.2: Interpretation and
• NA3a.1: Task Analysis • NKU3a.1: Interpretation and Representation of Quantitative Representation of Quantitative
• NKU1a.1: Magnitude Representation of Quantitative Information Information
Information • NKU3c.1: Communication • NKU3c.2: Communication
• NKU3c.1: Communication
Guiding How can we compose and decompose How can we compose and decompose How can we flexibly compose and How can we flexibly use additive thinking
Questions quantities? numbers? decompose numbers to solve problems? strategies to solve problems?
Learning Students explore and represent composition Students explore and apply additive Students represent and solve problems Students represent and solve problems
Outcomes and decomposition of quantities. thinking strategies. using additive thinking strategies. using refined additive thinking strategies.
Conceptual • addition and subtraction are operations • addition and subtraction are operations • additive thinking strategies can be applied • additive thinking strategies can be applied
Knowledge used to compose and decompose numbers used when applying additive thinking to compose and decompose larger to whole numbers and decimals
• part-part-whole relationships can be strategies numbers • problems can be solved in different ways
represented using addition and subtraction • an addition situation can be represented as • unitizing is used for the purpose of • strategies can be chosen based on the
• numbers can be added in any order a subtraction situation (addition and regrouping in addition and subtraction nature of the problem
(commutative property) subtraction are inverse operations) • when subtracting, the order of numbers is • some strategies lend themselves to mental
• addition and subtraction are part-part- important math
whole relationships that can be • problems can be solved in different ways • strategies can be refined over time
represented symbolically (+, –, =) • strategies can be chosen based on the • additive thinking strategies can be
• numbers can be added in any order nature of the problem represented with step-by-step procedures
(commutative and associative properties) • estimation can be used in problem-solving (algorithm)
situations, including when an exact value is
not needed or to verify a solution
• knowledge of single-digit addition and
subtraction number facts are used to add
and subtract larger numbers
Procedural • exploring various ways to compose and • applying strategies to single-digit addition • applying concrete, pictorial, symbolic, or • applying and refining concrete, pictorial,
Knowledge decompose quantities number facts to a sum of 18 and related mental math strategies symbolic, or mental math strategies
• exploring patterns in addition and subtraction number facts • adding and subtracting in joining, • adding and subtracting in joining,
subtraction • representing addition and subtraction separating, and comparing situations separating, and comparing situations
• representing addition and subtraction strategies concretely, pictorially, or • recognizing reliability of a chosen strategy • refining a chosen strategy
strategies concretely, pictorially, or symbolically • recalling single-digit addition number facts • adding and subtracting whole numbers
symbolically • adding and subtracting numbers within to a sum of 18 and related subtraction within 10 000
• adding and subtracting in joining, 120, including 0 number facts • applying a variety of strategies to calculate
separating, and comparing situations • recognizing patterns in addition and • adding and subtracting numbers within totals within 100 cents and 100 dollars,
• adding and subtracting quantities within subtraction 1000, including 0 limited to whole number calculations
20, including 0 • adding and subtracting in joining, • creating and solving problems that involve • expressing a preferred strategy for addition
• recalling single-digit addition number facts separating, and comparing situations addition and subtraction and subtraction of whole numbers in
to a sum of 10 and related subtraction • creating and solving problems that involve • estimating sums and differences as part of algorithmic form
number facts addition and subtraction a problem-solving process • adding and subtracting decimals, limited to
tenths
• creating and solving problems that involve
addition and subtraction

DRAFT Kindergarten to Grade 4 Mathematics – April 2018 Page | 3

 DRAFT Kindergarten to Grade 4 Mathematics

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

• estimating sums and differences as part of
a problem-solving process
Competencies • Problem Solving • Managing Information • Problem Solving • Problem Solving
• Communication • Problem Solving • Managing Information • Managing Information
Literacy • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU3d.1: Comprehension Strategies • LKU3c.1: Text Organization • LKU3d.1: Comprehension Strategies • LKU3c.2: Text Organization
• LKU3d.1: Comprehension Strategies • LKU4a.2: Clarity
Numeracy • NKU1c.1: Calculations • NKU1c.1: Calculations • NA2a.1: Personal Insight • NA2a.2: Personal Insight
• NKU3a.1: Interpretation and • NKU3a.1: Interpretation and • NKU1c.1: Calculations • NKU1c.2: Calculations
Representation of Quantitative Representation of Quantitative • NKU3a.1: Interpretation and • NKU3a.2: Interpretation and
Information Information Representation of Quantitative Representation of Quantitative
• NKU4a.1: Strategies • NKU4a.1: Strategies Information Information
• NKU4c.1: Methods or Tools • NKU4c.1: Methods or Tools • NKU4a.1: Strategies • NKU4a.2: Strategies
• NA3A.1: Analysis • NKU4b.1: Estimation • NKU4b.2: Estimation
• NKU4c.1: Methods or Tools • NKU4c.2: Methods or Tools
• NA3A.1: Analysis • NA3A.2: Analysis
Guiding How can we share and group quantities? How can we use sharing and grouping in How can we use sharing and grouping to How can we use sharing and grouping
Questions familiar contexts? solve number problems? flexibly to solve number problems?
Learning Students explore sharing and grouping Students explore and make meaning of Students represent and solve problems Students represent and solve problems
Outcomes situations using quantities within 20. sharing and grouping situations using using multiplicative thinking strategies. using refined multiplicative thinking
quantities within 60. strategies.
Conceptual • some quantities can be shared or grouped • sharing and grouping situations can have • multiplication and division are operations • multiplicative thinking strategies can be
Knowledge equally quantities left over (remainders) used when applying multiplicative thinking applied to larger numbers
• the quantity stays the same no matter how • even numbers can be grouped by 2 with strategies • numbers can be multiplied in any order
the objects are grouped or shared nothing left over • multiplication and division involve a whole, (commutative and associative properties)
(conservation of number) • odd numbers can be grouped by 2 with 1 a number of groups, and a quantity in each • when dividing, the order of numbers is
left over group important
• multiplication and division are sharing and • problems can be solved in different ways
grouping situations that can be • strategies can be chosen based on the
represented symbolically (×, ÷, =) nature of the problem
• a multiplication situation can be • some strategies lend themselves to mental
represented as a division situation math
(multiplication and division are inverse • strategies can be refined over time
operations) • estimation can be used in problem-solving
• numbers can be multiplied in any order situations, including when an exact value is
(commutative property) not needed or to verify a solution
• division situations may or may not have
remainders
Procedural • representing equal-sharing situations • representing sharing a set into a given • representing multiplication and division • applying and refining concrete, pictorial,
Knowledge concretely or pictorially number of groups with or without strategies concretely, pictorially, or symbolic, or mental math strategies
• representing equal-grouping situations remainders symbolically • recognizing patterns in multiplication and
concretely or pictorially • representing sharing a set into groups of a • exploring patterns in multiplication and division
• applying conservation of number when given size with or without remainders division • multiplying and dividing in sharing,
sharing or grouping • grouping by twos to identify odd and even • multiplying and dividing in sharing, grouping, array, combination, area, and
numbers grouping, array, and combination comparison (rate) situations, with

DRAFT Kindergarten to Grade 4 Mathematics – April 2018 Page | 4

 DRAFT Kindergarten to Grade 4 Mathematics

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

situations, with remainders in context remainders in context
• applying strategies to single-digit • refining a chosen strategy
multiplication number facts to products of • recalling single-digit multiplication number
81 and related division number facts facts to products of 81 and related division
• multiplying and dividing whole numbers number facts
within 100 • multiplying a 2- or 3-digit whole number by
• multiplying by 0 and 1 a 1-digit whole number concretely,
pictorially, or symbolically
• dividing a 2-digit dividend by a 1-digit
divisor, limited to whole numbers,
concretely, pictorially, or symbolically
• multiplying or dividing in parts (distributive
property)
• estimating products and quotients as part
of a problem-solving process
Competencies • Critical Thinking • Critical Thinking • Problem Solving • Problem Solving
• Managing Information • Managing Information • Managing Information • Managing Information
Literacy • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU3d.1: Comprehension Strategies
Numeracy • NA1a.1: Purpose • NA1a.1: Purpose • NA3a.1: Task Analysis • NA2a.2: Personal Insight
• NA3a.1: Task Analysis • NA3a.1: Task Analysis • NKU3a.1: Interpretation and • NA3a.2: Task Analysis
• NKU1a.1: Magnitude • NKU3a.1: Interpretation and Representation of Quantitative • NKU3a.2: Interpretation and
• NKU3a.1: Interpretation and Representation of Quantitative Information Representation of Quantitative
Representation of Quantitative Information • NKU4b.1: Estimation Information
Information • NKU3c.1: Communication • NKU4c.1: Methods or Tools • NKU4a.2: Strategies
• NKU3c.1: Communication • NKU3c.1: Communication • NKU4b.2: Estimation
• NKU1D.1: Patterns and Relations • NKU4c.2: Methods or Tools
• NKU3c.2: Communication
• NKU1D.2: Patterns and Relations

DRAFT Kindergarten to Grade 4 Mathematics – April 2018 Page | 5

 DRAFT Kindergarten to Grade 4 Mathematics

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Visualizing and describing spatial relationships through geometry enhances interpretations of the physical world.
Understanding
Guiding Where do we find shapes in our world? How can we compare shapes using How can we identify shapes using geometric How can we replicate shapes using How can we analyze and describe shapes
Questions attributes? properties? geometric properties? using geometric properties?
Learning Children explore and recognize shapes in Students describe and compare shapes in Students consider attributes and geometric Students classify and create shapes using Students analyze and visualize shapes using
Outcomes their surroundings. the environment. properties when comparing shapes. geometric properties. geometric properties.
Conceptual • 2-D and 3-D shapes can be found in their • attributes are characteristics that can be • attributes are geometric properties when • geometric properties, including sides, • lines that are always the same distance
Knowledge surroundings used to compare, sort, and describe shapes they are specific to a given shape corners, faces, and edges, allow for apart (parallel lines) and lines that form an
• size, colour, or number of sides can be • some shapes have matching halves • geometric properties, including sides, classification of shapes L shape (perpendicular lines) are geometric
used to describe shapes (attributes) (symmetry) corners, faces, and edges, are the • geometric properties determine whether a properties that help classify shapes
• some 3-D shapes roll, stack, or slide • size and shape are not affected by mathematical characteristics used to sort shape is a regular or irregular polygon • geometric properties, including parallel
• shapes can be combined together to create orientation 2-D and 3-D shapes sides and faces, perpendicular sides and
other shapes • the faces of 3-D shapes are 2-D shapes faces, and angles at vertices, allow for
classification of shapes
Procedural • relating 2-D shapes, including squares, • sorting 2-D shapes, including squares, • sorting 2-D shapes, including triangles, • sorting 2-D and 3-D shapes by one or two • classifying and identifying quadrilaterals
Knowledge circles, rectangles, and triangles, to objects circles, rectangles, and triangles, and 3-D quadrilaterals, pentagons, hexagons, and geometric properties and describing the according to geometric properties
in their surroundings shapes, including cubes, cones, cylinders, octagons, and 3-D shapes, including cubes, sorting rule • identifying and describing 3-D shapes,
• sorting familiar 2-D shapes by a single and spheres, by a single attribute and cones, cylinders, spheres, and pyramids, by • identifying and describing regular and including right rectangular prisms and right
attribute and describing the sorting rule describing the sorting rule one or two attributes and describing the irregular polygons, including triangles, triangular prisms, according to geometric
• exploring rolling, stacking, and sliding • relating the attributes of 2-D and 3-D sorting rule quadrilaterals, pentagons, hexagons, and properties
attributes of 3-D shapes shapes to objects in the environment • determining whether attributes are octagons, in varying orientations • modelling 3-D shapes, including right
• composing and decomposing composite 2- • identifying and describing 2-D and 3-D geometric properties • replicating composite 2-D and 3-D shapes rectangular prisms and right triangular
D shapes shapes in varying orientations • identifying and describing 2-D shapes in from verbal instructions, visualization, or prisms, concretely
• composing and decomposing composite 2- varying orientations memory
D shapes • identifying 2-D shapes in composite 2-D • modelling 3-D shapes, including cubes and
• exploring symmetry concretely shapes and designs pyramids, concretely
• relating the faces of 3-D shapes to 2-D • identifying and describing 3-D shapes from
shapes different views
• composing and decomposing composite 3-
D shapes
Competencies • Communication • Communication • Critical Thinking • Critical Thinking • Critical Thinking
• Critical Thinking • Critical Thinking • Managing Information • Creativity and Innovation
Literacy • LKU3b.K: Vocabulary • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU4a.K: Clarity • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.1: Clarity
Numeracy • NA1a.K: Purpose • NA1a.1: Purpose • NA1a.1: Purpose • NA3a.1: Task Analysis • NA3a.1: Task Analysis
• NKU1e.K: Organization of Data • NKU1e.1: Organization of Data • NKU1e.1: Organization of Data • NKU1e.1: Organization of Data • NKU1e.2: Organization of Data
• NKU2a.K: Spatial Visualization • NKU2a.1: Spatial Visualization • NKU2a.1: Spatial Visualization • NKU2a.1: Spatial Visualization • NKU2a.2: Spatial Visualization
• NKU3b.K: Interpretation and • NKU3b.1: Interpretation and • NKU3b.1: Interpretation and • NKU3b.1: Interpretation and • NKU3b.2: Interpretation and
Representation of Spatial Information Representation of Spatial Information Representation of Spatial Information Representation of Spatial Information Representation of Spatial Information

• NKU3c.K: Communication • NKU3c.1: Communication • NKU3c.1: Communication • NKU3c.1: Communication • NKU3c.2: Communication

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Guiding How can we explore position and How can we express the movement of How can we interpret the movement of
Questions movement? shapes? shapes?
Learning Students explore position and movement of Students visualize and describe the Students analyze and demonstrate

DRAFT Kindergarten to Grade 4 Mathematics – April 2018 Page | 6

 DRAFT Kindergarten to Grade 4 Mathematics

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Outcomes objects. movement of shapes. transformation of shapes.
Conceptual • slides and flips can describe the movement • slides (translations), flips (reflections), and • transformations (translations, reflections,
Knowledge of objects turns (rotations) can describe the and rotations) can describe the movement
• an object that has been moved is the same movement of shapes of shapes
size (congruent) as the original object • lines of symmetry allow for more precise • directions, including up, down, left, right,
• slides and flips can be found in natural and descriptions of reflections clockwise, and counter-clockwise, can be
created patterns used to describe transformations
• symmetry can be created with a flip • rotation is the basis of rotational symmetry
in shapes
Procedural • demonstrating slides and flips concretely or • visualizing a slide, flip, or turn and • visualizing a transformation and
Knowledge pictorially representing the result concretely or representing the result concretely or
• recognizing slides and flips in designs pictorially pictorially
• creating 2-D symmetrical designs • using slides, flips, or turns to match two • recognizing congruency between the
• recognizing that an object is the same size congruent shapes original and transformed shape
and shape after sliding or flipping • describing a reflection using one line of • describing transformations that match two
symmetry congruent shapes
• identifying 2-D shapes that have line • exploring rotational symmetry of 2-D
symmetry shapes concretely
Competencies • Managing Information • Critical Thinking • Critical Thinking
• Communication • Communication
Literacy • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.2: Clarity
Numeracy • NKU2a.1: Spatial Visualization • NKU2a.1: Spatial Visualization • NKU2a.2: Spatial Visualization
• NKU2b.1: Management of Space • NKU2b.1: Management of Space • NKU3c.2: Communication
• NKU3c.1: Communication • NKU3c.1: Communication • NKU4a.2: Strategies
• NKU4a.1: Strategies • NKU4a.1: Strategies
Guiding How can we compare objects? How can comparing objects help us to How can we measure objects? How can we use standard units to express a How can we relate measurement to
Questions measure? measurement? perimeter and area?
Learning Children compare familiar objects using Students compare length and mass of Students compare and describe measures of Students compare and describe measures of Students compare and describe measures
Outcomes length and mass. familiar objects using non-standard units. objects using non-standard units. objects using standard units. related to perimeter and area.
Conceptual • length and mass can be compared and • length and mass are attributes that can be • a single object may have multiple attributes • measuring is a process of comparing • millimetre, centimetre, metre, square
Knowledge ordered using words, including longer, measured (measurable attributes) that are measurable, including mass and attributes using units and tools centimetre, and square metre are units
taller, shorter, heavier, and lighter • objects can be measured using direct or length • centimetre, metre, gram, and kilogram are within the International System of Units (SI)
indirect comparison • measuring is a process of comparing units within the International System of • length, perimeter, and area are related
• measurable attributes can be compared attributes using units and tools Units (SI) measures
using words, including longest, tallest, • length is expressed by counting the total • width, height, length, and perimeter are all • area is the space inside a 2-D shape and is
shortest, lightest, and heaviest number of identical units without gaps or linear measures measured in square units
• a unit is used to compare measurable overlaps • the measure of a length stays the same • the area of a shape stays the same when
attributes when repositioned or partitioned repositioned or decomposed (conservation
• non-standard units must be identical for a (conservation of number) of number)
count to represent the measure • standard units enable a common language • units of measure can be converted for
around measurement efficiency in different contexts
Procedural • comparing the length or mass of one object • ordering objects by length or mass using • creating a tool to measure length with non- • selecting appropriate standard units and • describing the relationship between
Knowledge to another (direct comparison) direct comparison standard units tools to measure, record, and compare millimetres, centimetres, and metres
• ordering familiar objects by length or mass • comparing two objects indirectly using a • selecting non-standard units to estimate, length, width, height, and mass • selecting and justifying units used for
third object (indirect comparison) measure, and compare length and mass • selecting referents for the units centimetre, perimeter

DRAFT Kindergarten to Grade 4 Mathematics – April 2018 Page | 7

 DRAFT Kindergarten to Grade 4 Mathematics

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

• measuring length using many copies of the • measuring length using non-standard units, metre, gram, and kilogram to estimate • determining area by tiling inside a 2-D
same non-standard unit either a single unit used repeatedly or length and mass shape
many copies of the same unit • describing the relationship between • estimating area using referents for square
• comparing and ordering objects in more centimetre and metre, gram and kilogram centimetre and square metre
than one way using different measurable • adding multiple lengths to determine the
attributes total length
• estimating, measuring, and recording
perimeter
Competencies • Critical Thinking • Critical Thinking • Critical Thinking • Communication • Critical Thinking
• Managing Information • Managing Information • Managing Information • Managing Information • Communication
Literacy • LKU3b.K: Vocabulary • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU1b.1: Conventions • LKU1b.2: Conventions
• LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU3c.1: Text Organization • LKU3c.2: Text Organization
• LKU4a.1: Clarity
Numeracy • NKU1e.K: Organization of Data • NKU1e.1: Organization of Data • NKU2c.1: Measurement • NKU2c.1: Measurement • NKU2c.2: Measurement
• NKU2a.K: Spatial Visualization • NKU2c.1: Measurement • NKU2d.1: Units of Measurement • NKU2d.1: Units of Measurement • NKU2d.2: Units of Measurement
• NKU2c.K: Measurement • NKU2d.1: Units of Measurement • NKU4a.1: Strategies • NKU4a.1: Strategies • NKU2e.2: Conversions
• NKU3c.K: Communication • NKU3c.1: Communication • NKU4b.1: Estimation • NKU4b.1: Estimation • NKU3b.2: Interpretation and
• NKU4a.1: Strategies • NKU4c.1: Methods or Tools • NKU4c.1: Methods or Tools Representation of Spatial Information
• NKU4b.2: Estimation
• NKU4c.2: Methods or Tools

DRAFT Kindergarten to Grade 4 Mathematics – April 2018 Page | 8

 DRAFT Kindergarten to Grade 4 Mathematics

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Exploring dynamic interconnections in the world and universe strengthens our understandings of relationships.
Understanding
Guiding How can we describe the relationships How can we represent relationships How can we represent equal and no equal How can we create equations to represent How can we represent situations using
Questions between quantities? between quantities? relationships between quantities? relationships between quantities? equations with unknowns?
Learning Children explore the relationship between Students demonstrate equality as a Students represent quantities as equal or Students create and solve equations to Students create and solve equations that
Outcomes quantities. relationship between quantities. not equal. represent quantitative relationships. represent problem-solving situations.
Conceptual • quantities can be the same or not the • equality is a relationship between • equality and inequality are relationships • equations are representations of equality • situations or problems can be generalized
Knowledge same quantities between quantities between two expressions and represented with equations
• quantities can be more or less • equality can be represented symbolically • equality and inequality can be represented • an equal sign indicates a relationship of • equations can be solved to find unknown
(=) symbolically (= and ≠) equality between two expressions values
• quantity stays the same no matter how • symbols are used to represent unknown • symbols are used to represent unknowns
objects are arranged (conservation of values (unknowns) in equations in equations
number)
Procedural • exploring same, not same, more, and less • representing equality concretely or • recording equalities and inequalities • creating a one-step equation with one • creating an equation with an unknown to
Knowledge concretely or pictorially pictorially symbolically unknown value represent a problem or situation
• describing the relationships between • recording equalities using the equal sign • demonstrating equality as a balance and • solving equations with addition and • creating a problem for a given equation
quantities using same, not same, more, or (=) inequality as an imbalance subtraction concretely, pictorially, or • solving equations concretely, pictorially, or
less • exploring equality as a balance • changing an inequality into an equality symbolically symbolically
concretely or pictorially
Competencies • Critical Thinking • Critical Thinking • Critical Thinking • Problem Solving • Problem Solving
• Communication • Communication • Communication • Communication • Communication
Literacy • LKU3b.K: Vocabulary • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3c.1: Text Organization • LA3a.2: Task Analysis
• LKU4a.K: Clarity • LKU4a.1: Clarity • LKU3d.2: Comprehension Strategies
Numeracy • NKU1a.K: Magnitude • NKU1a.1: Magnitude • NKU1a.1: Magnitude • NKU1a.1: Magnitude • NA3a.2: Task Analysis
• NKU1c.K: Calculations • NKU3a.1: Interpretation and • NKU3a.1: Interpretation and • NKU1c.1: Calculations • NKU1c.2: Calculations
• NKU3a.K: Interpretation and Representation of Quantitative Representation of Quantitative • NKU3a.1: Interpretation and • NKU3a.2: Interpretation and
Representation of Quantitative Information Information Representation of Quantitative Representation of Quantitative
Information • NKU3c.1: Communication • NKU3c.1: Communication Information Information
• NKU3c.K: Communication • NKU3c.1: Communication • NKU3c.2: Communication
Guiding How can we explore relationships between How can we express relationships between How can we express patterns in different How can we use patterns to make How can we use patterns to solve problems?
Questions pattern elements? pattern elements? representations? predictions?
Learning Children explore the relationship between Students describe relationships among Students represent patterns in various Students analyze a pattern and determine Students analyze a pattern and generalize
Outcomes elements in a repeating pattern. elements in a repeating pattern. ways. the relationship that produces the pattern the pattern rule to solve a problem.
rule.
Conceptual • each part (element) of a pattern has • patterns can be found in the environment • patterns are sequences that follow a rule • repetition and change can create • repetition and change can create increasing
Knowledge attributes, including size, colour, and shape • patterns can be created using objects, • repeating patterns have a pattern core increasing and decreasing patterns and decreasing patterns that model
• repeating patterns have a set of elements images, sounds, or actions • increasing patterns change according to a • repetition and change can be described problems
that repeat • repeating patterns have a set of elements rule with a pattern rule • repetition and change can be generalized
• patterns can be described (pattern rule) that repeat (pattern core) • patterns can be represented in different • rules allow for prediction beyond the to solve problems
• patterns can be found in their surroundings • a repeating pattern can be represented in ways, including non-linear designs information at hand
• patterns can be created using objects, different ways
images, sounds, or actions
Procedural • identifying and describing patterns • identifying and describing patterns • creating repeating patterns with three to • creating increasing patterns using addition • creating patterns using addition,
Knowledge • reproducing, extending, and creating • reproducing, extending, and creating five elements in the pattern core and decreasing patterns using subtraction subtraction, multiplication, or division
repeating patterns with two or three repeating patterns with two to four • creating an increasing pattern from a • determining a rule for a given pattern • recognizing when a pattern can be used to

DRAFT Kindergarten to Grade 4 Mathematics – April 2018 Page | 9

 DRAFT Kindergarten to Grade 4 Mathematics

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

elements elements pattern rule • creating a pattern from a given rule solve a problem
• translating a pattern from one • translating a pattern from one • predicting the next term of a pattern • determining a pattern rule and applying it
representation to another representation to another to a problem
Competencies • Critical Thinking • Critical Thinking • Critical Thinking • Critical Thinking • Critical Thinking
• Communication • Communication • Problem Solving
Literacy • LKU4a.K: Clarity None identified None identified None identified None identified
Numeracy • NA1a.K: Purpose • NKU1d.1: Patterns and Relationships • NKU1d.1: Patterns and Relationships • NKU1c.1: Calculations • NKU1c.2: Calculations
• NKU1d.K: Patterns and Relationships • NKU1e.1: Organization of Data • NKU1e.1: Organization of Data • NKU1d.1: Patterns and Relationships • NKU1d.2: Patterns and Relationships
• NKU1e.K: Organization of Data • NKU3c.1: Communication • NKU3c.1: Communication • NKU1e.1: Organization of Data • NKU1e.2: Organization of Data
• NKU4a.K: Strategies • NKU4a.1: Strategies • NKU4a.2: Strategies
• NKU3c.K: Communication • NKU4b.1: Estimation • NKU3c.2: Communication
• NKU3c.1: Communication
Guiding How can we explore the relationship How can we relate time to events? How can we measure and describe time How can we measure and communicate How can we measure and communicate the
Questions between time and events? and cycles in a variety of contexts? time? passage of time?
Learning Children explore relationships between Students describe relationships between Students relate units of time to various Students relate time to clocks and cycles. Students relate the passage of time to
Outcome time and experiences. time and experiences. representations. clocks and cycles.
Conceptual • events can be compared and sequenced in • events can be compared and sequenced in • a calendar can show relationships between • a clock is a tool for measuring time based • there is a relationship between a 12-hour
Knowledge time time months, weeks, and days on 12-hour cycles clock and a 24-hour clock
• time can be experienced in cycles and • time can be experienced in cycles and • analog clocks show relationships between • analog clocks show relationships between • the second is the International System of
patterns, including seasons patterns, including seasons minutes and hours minutes and hours Units (SI) base unit for time
• First Nations, Métis, and Inuit relate time • some traditional cultural activities, • First Nations, Métis, and Inuit recognize • digital clocks display hours and minutes • there are relationships between seconds,
to changes in nature including those of First Nations, Métis, and that patterns of the sun and moon provide • there are relationships between analog minutes, and hours
Inuit, are connected to seasons a sense of time and digital clocks • units of time can be converted for
• time can be measured • personal referents for time can be used to • First Nations, Métis, and Inuit relate time efficiency in different contexts
estimate duration to human cycles of life and seasons • passage of time can be measured in
• units of time are selected according to various ways
context • First Nations, Métis, and Inuit passage of
time is communicated by recording
significant events within natural cycles
Procedural • describing a sequence of events using time • describing a sequence of events using time • relating personal or cultural events to a • reading and recording time to the hour, • measuring time in relation to seasons and
Knowledge vocabulary in familiar contexts (before, vocabulary in familiar contexts (yesterday, date on a calendar half-hour, and quarter-hour using analog events, including First Nations’ Winter
after, then, next, and a long time ago) today, tomorrow, morning, afternoon, • comparing days to weeks and months to clocks Counts
• connecting lived experiences and cultural evening, past, present, and future) years • relating digital clock time to analog clock • reading and recording time using digital
events to time • connecting lived experiences and cultural • relating units of time on a clock, including time and analog clocks, including 24-hour clocks
• exploring how seasons are cycles of time events to time minutes to quarter-hour, half-hour, and • relating time to human and seasonal • calculating elapsed time in hours and
• exploring cultural stories, including those hour cycles, including First Nations’ medicine minutes
of First Nations, Métis, and Inuit, that • connecting sun and moon patterns to time wheels • estimating duration for a sequence of
describe traditional activities in relation to references, including cycles of day and • selecting appropriate units of time based familiar events
seasons night on context • converting units of time, including hours to
• estimating and measuring time using non- • comparing events of different durations • comparing events that have different minutes and minutes to seconds
standard units using non-standard units durations using standard units
• comparing the duration of activities • estimating duration of an event using a
referent
Competencies • Managing Information • Communication • Communication • Managing Information • Managing Information
• Managing Information • Managing Information • Critical Thinking • Critical Thinking
Literacy • LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU1b.1: Conventions • LKU1b.2: Conventions

DRAFT Kindergarten to Grade 4 Mathematics – April 2018 Page | 10

 DRAFT Kindergarten to Grade 4 Mathematics

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

• LKU3b.K: Vocabulary • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3a.1: Background Knowledge • LKU3a.2: Background Knowledge
• LKU4d.1: Modes and Media • LKU4d.1: Modes and Media • LKU4d.1: Modes and Media • LKU4d.2: Modes and Media
Numeracy • NKU1d.K: Patterns and Relationships • NKU1d.1: Patterns and Relationships • NKU1d.1: Patterns and Relationships • NKU1d.1: Patterns and Relationships • NKU1d.2: Patterns and Relationships
• NKU2f.K: Time • NKU2d.1: Units of Measurement • NKU2d.1: Units of Measurement • NKU2c.1: Measurement • NKU2c.2: Measurement
• NKU3c.K: Communication • NKU3c.1: Communication • NKU2f.1: Time • NKU2d.1: Units of Measurement • NKU2d.2: Units of Measurement
• NKU4c.1: Methods or Tools • NKU2f.1: Time • NKU2e.2: Conversions
• NKU4b.1: Estimation • NKU2f.2: Time
• NKU4c.1: Methods or Tools • NKU4c.1: Methods or Tools
• NKU4c.2: Calculations

DRAFT Kindergarten to Grade 4 Mathematics – April 2018 Page | 11

 DRAFT Kindergarten to Grade 4 Mathematics

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Developing communication and expression allows us to represent and interpret our understandings of the world in multiple ways.
Understanding
Guiding How can we answer questions with data? How can we collect data to answer How can we represent and describe data? How can we interpret data? How can we represent data efficiently?
Questions questions?
Learning Children describe authentic data in response Students represent and describe authentic Students represent and describe authentic Students represent and interpret data to Students represent and interpret data to
Outcomes to a given question. data in response to a given question. data in response to student-generated answer questions. solve problems.
questions.
Conceptual • data can be collected to answer a question • data can be collected to answer a question • numerical summaries can organize • numerical summaries can organize data • numerical summaries are chosen based on
Knowledge • data can be represented concretely • data can be represented concretely collected data • bar graphs can represent first-hand or the size of the data set
(concrete graphs) (concrete graphs) or pictorially • data can be represented pictorially second-hand data • scale allows a single symbol to represent a
• a graph is a way to communicate (pictographs) (pictographs) or graphically (bar graphs) • data can be used to answer questions number of items (many-to-one
mathematically about data • a graph is a way to communicate • graphs and numerical summaries are ways • graphs and numerical summaries are ways correspondence)
mathematically about data to organize and communicate to organize and communicate • to organize and communicate more
mathematically about data mathematically about data efficiently, larger data sets can be graphed
using a scale
• data can be used to solve problems
Procedural • collecting first-hand data to answer a • collecting and classifying first-hand data • formulating simple questions to collect • formulating relevant questions to collect • clarifying the problem
Knowledge question • representing data in concrete graphs and data first-hand data • constructing bar graphs and pictographs
• representing data in concrete graphs using pictographs using one-to-one • collecting first-hand data using numerical • organizing first-hand or second-hand data using a scale
one-to-one correspondence correspondence summaries, including tally marks, tables, using numerical summaries, including tally • making and justifying inferences and
• describing data in a graph using • describing data in a graph using and counts marks, tables, and line plots drawing conclusions from data
comparative vocabulary, including more, comparative vocabulary, including more, • constructing pictographs and bar graphs • constructing bar graphs and line plots using • solving a problem using data
less, same, and not same less, most, least, same, and not same using one-to-one correspondence one-to-one correspondence
• extracting information from a numerical • extracting information from a numerical
summary or a graph summary or a graph to make comparisons
and inferences
Competencies • Managing Information • Managing Information • Managing Information • Managing Information • Managing Information
• Communication • Communication • Communication • Communication • Problem Solving
Literacy • LKU2b.K: Access • LKU2b.1: Access • LKU2a.1: Develop Questions • LKU2a.1: Develop Questions • LKU2b.2: Access
• LKU4c.K: Intent • LKU4a.1: Clarity • LKU2b.1: Access • LKU2b.1: Access • LKU4b.2: Audience
• LKU4a.K: Clarity • LKU3b.1: Vocabulary • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4d.2: Modes and Media
• LKU4b.1: Audience • LKU4b.1: Audience • LKU4c.2: Intent
• LKU4d.1: Modes and Media • LKU4d.1: Modes and Media
Numeracy • NKU1e.K: Organization of Data • NA1a.1: Purpose • NA1a.1: Purpose • NA1a.1: Purpose • NA1a.2: Purpose
• NKU1f.K: Collection of Data • NKU1e.1: Organization of Data • NKU1e.1: Organization of Data • NKU1e.1: Organization of Data • NKU1e.2: Organization of Data
• NKU1g.K: Interpretation of Data • NKU1f.1: Collection of Data • NKU1f.1: Collection of Data • NKU1f.1: Collection of Data • NKU1f.2: Collection of Data
• NKU3a.K: Interpretation and • NKU1g.1: Interpretation of Data • NKU1g.1: Interpretation of Data • NKU1g.1: Interpretation of Data • NKU1g.2: Interpretation of Data
Representation of Quantitative • NKU3a.1: Interpretation and • NKU3a.1: Interpretation and • NKU3a.1: Interpretation and • NKU3a.2: Interpretation and
Information Representation of Quantitative Representation of Quantitative Representation of Quantitative Representation of Quantitative
• NKU3c.K: Communication Information Information Information Information
• NKU3c.1: Communication • NKU3c.1: Communication • NKU3c.1: Communication • NKU3c.2: Communication
• NKU4c.1: Methods or Tools • NKU4c.1: Methods or Tools • NKU4a.2: Strategies

DRAFT Kindergarten to Grade 4 Mathematics – April 2018 Page | 12

 DRAFT Kindergarten to Grade 4 Mathematics

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Essential
Developing logical thought through reasoning enables us to achieve outcomes and solve problems.
Understanding
Guiding Why is it important for us to follow Why is it important for us to create clear How can we interpret instructions to explain How can we simplify instructions that How can we create an algorithm that solves
Questions instructions carefully? instructions? the desired outcome? include repetition? a problem?
Learning Children follow a sequence of steps related Students give and follow instructions in a Students interpret instructions that achieve Students create instructions that include Students create and explain an algorithm
Outcomes to a learning experience. sequence that achieves a desired outcome. a desired outcome. repetitions. that solves a problem.
Conceptual • instructions can take many forms, • instructions can take many forms, • precise instructions can be followed by • instructions may be simplified by repeating • everyday problems can be solved using
Knowledge including verbal and visual forms including verbal, visual, and written forms people or machines steps algorithmic thinking
• steps in instructions are sequenced in a • sequencing is used to order steps in • instructions may not always achieve the • order of steps may be changed to achieve • algorithms can vary in efficiency based on
logical way to achieve a desired outcome instructions in a logical way desired outcome a different outcome contexts and users
• instructions are informed by cues around • order of steps may or may not affect the • different algorithms can lead to the same
us outcome outcome
Procedural • following a sequence of two steps related • following 2- or 3-step instructions to • explaining instructions in their own words • creating instructions with repetition to • designing an algorithm to solve a stated
Knowledge to a learning experience achieve a desired outcome • predicting and testing the outcome of 3- to achieve a desired outcome problem
• creating 1- to 3-step instructions to 4-step instructions • adjusting instructions to achieve a • reviewing the reliability and efficiency of
achieve a desired outcome • removing or fixing any errors in a set of different outcome an algorithm
• sequencing 2 or 3 steps to achieve a instructions • adjusting an algorithm to obtain a different
desired outcome outcome
Competencies • Communication • Communication • Managing Information • Managing Information • Problem Solving
• Managing Information • Managing Information • Critical Thinking • Communication • Creativity and Innovation
Literacy • LKU3d.K: Comprehension Strategies • LA3a.1: Task Analysis • LA3a.1: Task Analysis • LA3a.1: Task Analysis • LA3a.2: Task Analysis
• LKU3c.1: Text Organization • LKU3c.1: Text Organization • LKU3c.1: Text Organization • LKU3c.2: Text Organization
• LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
Numeracy • NKU1e.K: Organization of Data • NKU1b.1: Using Numbers • NA3a.1: Task Analysis • NA3a.1: Task Analysis • NA3a.2: Task Analysis
• NKU2f.K: Time • NKU1e.1: Organization of Data • NKU1e.1: Organization of Data • NKU1b.1: Using Numbers • NKU1e.2: Organization of Data
• NKU2g.K: Location and Direction • NKU2g.1: Location and Direction • NKU4b.1: Estimation • NKU1e.1: Organization of Data • NKU4a.2: Strategies

DRAFT Kindergarten to Grade 4 Mathematics – April 2018 Page | 13