A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
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1 | Kindergarten | Number concepts to 10 | Change in quantity to 10 | Direct comparative measurement | ||||||||||||||||||||||

2 | Big Ideas | I can count items from one to ten. | I can describe what happens to a quantity when a new item is added. | I can use the terms "more" and "less" to describe how two objects are different. | ||||||||||||||||||||||

3 | I can count in sequence to ten, going up. | I can explain how many items I need to make a specified quantity. | I can compare how well an item will hold something (capacity) | |||||||||||||||||||||||

4 | Quantities can be decomposed into smaller | I can associate a quantity with its number. | I can compare the different weights of two items (mass) | |||||||||||||||||||||||

5 | parts. | I can recognize a quantity when arranged differently. | Pictorial representation of concrete graphs | I can compare the different heights or lengths of an item (linear height) | ||||||||||||||||||||||

6 | I can put number symbols in order from smallest to largest. | I read a pictorial graph to gain information about my class. | ||||||||||||||||||||||||

7 | One-to-one correspondence and a | I can connect a quantity of items to its corresponding number symbol. | I can use a graph to determine what is most or least common in my classroom. | |||||||||||||||||||||||

8 | sense of 5 and 10 are essential for working | I can use ten frames to represent quantities and numbers. | ||||||||||||||||||||||||

9 | with numbers. | I can recognize a number on a ten frame without counting the dots. | Likelihood of events | |||||||||||||||||||||||

10 | I can recognize quantities 0-5 without counting them up. | I can determine how likely a familiar event is to happen. | ||||||||||||||||||||||||

11 | Repeating elements can be identified. | I can recognize numbers on a six-sided die without counting the dots. | I can use vocabulary to describe the likelihood of an event. | |||||||||||||||||||||||

12 | ||||||||||||||||||||||||||

13 | Objects have attributes. | Ways to make 5 | Financial literacy | |||||||||||||||||||||||

14 | I can use manipulatives to make quantities to five. | I can identify different colours of Canadian coins. | ||||||||||||||||||||||||

15 | Familiar events can be described as likely | I can put manipulatives into groups to make quantities to five (ex. 4 and 1) | I can identify different sizes or shapes of Canadian coins | |||||||||||||||||||||||

16 | or unlikely. | I can put quantities together to make 5. | I can name the values of different Canadian coins (penny, nickel, dime, quarter, dollar) | |||||||||||||||||||||||

17 | I can compare numbers and see which one is bigger. | I can role-play interactions involving the exchange of money | ||||||||||||||||||||||||

18 | I can compare numbers and see which one is smaller. | I can describe different needs and wants. | ||||||||||||||||||||||||

19 | ||||||||||||||||||||||||||

20 | Decomposition of numbers to 10 | Repeating and increasing patterns | ||||||||||||||||||||||||

21 | I can break apart numbers and put them together to make 10. | I can make a pattern using sounds, objects, actions, and numbers to 100. | ||||||||||||||||||||||||

22 | I can use manipulatives, ten frames, or rods to make 10. | I can identify different patterns in my daily life. | ||||||||||||||||||||||||

23 | I can use parts to create a whole (2 and 5 make 7) | I can create a repeating pattern with two different things. | ||||||||||||||||||||||||

24 | I can create a repeating pattern with three different things. | |||||||||||||||||||||||||

25 | Attributes of 2D and 3D objects | I can find the core part of a repeating pattern. | ||||||||||||||||||||||||

26 | I can sort shapes into groups based on what they look like. | I can share a repeating pattern through pictures, sounds, objects, words, or numbers. | ||||||||||||||||||||||||

27 | I can describe common 2D and 3D shapes. | |||||||||||||||||||||||||

28 | I can draw different shapes. | Equality as a balance (and inequality as an imbalance) | ||||||||||||||||||||||||

29 | I can make different shapes out of materials (crafts, lego, blocks, etc). | I can use concrete materials to describe how things balance. | ||||||||||||||||||||||||

30 | I can use positional language to describe where something is. | I can explain why an amount is unequal. | ||||||||||||||||||||||||

31 | ||||||||||||||||||||||||||

32 | ||||||||||||||||||||||||||

33 | Grade 1 | Number concepts to 20 | Addition and subtraction to 100 | Addition and subtraction facts to 20 | ||||||||||||||||||||||

34 | Big Ideas | I can count forwards from zero to twenty, starting at any number. | I can break down numbers up to 100 | I can add numbers to 20 without visual or concrete support. | ||||||||||||||||||||||

35 | I can count backwards from twenty to zero, starting at any number. | I can use the front-end estimating strategy to estimate sums to 100 | I can subtract numbers to 20 without visual or concrete support. | |||||||||||||||||||||||

36 | Numbers to 20 can be decomposed into 10’s | I can skip count forwards by 2, starting at zero. | I can use the front-end estimating strategy to estimate differences to 100 | I can break down numbers up to twenty into parts without visual or concrete support | ||||||||||||||||||||||

37 | and 1’s. | I can skip count forwards by 5, starting at zero. | I can use the compensation estimating strategy to estimate sums to 100 | I can combine numbers up to a total of twenty without visual or concrete support | ||||||||||||||||||||||

38 | I can put number symbols in order from least to greatest. | I can use the compensation estimating strategy to estimate differences to 100 | I can break down numbers up to twenty into parts without visual or concrete support | |||||||||||||||||||||||

39 | I can recognize the number symbols for 0-20. | I can use friendly numbers to calculate sums to 100 | I can double numbers up to twenty | |||||||||||||||||||||||

40 | Addition and subtraction can be modelled | I can use ten frames to represent quantities and numbers. | I can use friendly numbers to calculate differences to 100 | |||||||||||||||||||||||

41 | oncretely, pictorially, and mentally, using | I can recognize a number on two ten frames without counting. | I can use multiples of ten to help calculate sums to 100 | Pictorial representation of concrete graphs | ||||||||||||||||||||||

42 | strategies involving counting and making 10. | I can recognize quantities 0-20 without counting them up, when arranged in a familiar way. | I can use multiples of ten to help calculate differences to 100 | I can collect data and represent it in a bar graph. | ||||||||||||||||||||||

43 | I can explain the difference between tens and units. | I can use number lines to calculate sums. | I can represent an idea using objects to represent a single piece of data. | |||||||||||||||||||||||

44 | Repeating elements can be identified. | I can recognize quantities higher than 10 as "10 and some more". | I can use number lines to calculate differences | I can sort data into groups based on a similar result | ||||||||||||||||||||||

45 | I can use a hundreds chart to calculate sums. | |||||||||||||||||||||||||

46 | Objects and shapes have attributes. | Ways to make 10 | I can use a hundreds chart to calculate differences. | Likelihood of events | ||||||||||||||||||||||

47 | I can break down numbers into parts. | I can use ten frames to calculate sums. | I can determine how likely an event is to happen. | |||||||||||||||||||||||

48 | Concrete graphs show one-to-one | I can use ten-frames to calculate differences. | I can use vocabulary to describe the likelihood of an event. | |||||||||||||||||||||||

49 | correspondence. | Repeating and increasing patterns | I can use mathematical vocabulary to describe my thinking. | |||||||||||||||||||||||

50 | I can make a pattern using sounds, objects, actions, and numbers to 100. | I can apply subtraction and/or addition to real-life situations | Financial literacy | |||||||||||||||||||||||

51 | I can identify strategies appropriate for solving a particular problem. | I can identify identify the value of coins in Canadian currency. | ||||||||||||||||||||||||

52 | Decomposition of numbers to 10 | I can use coins to represent their numerical quantities | ||||||||||||||||||||||||

53 | I can break apart numbers and put them together to make 10. | Attributes of 2D and 3D objects | I can count by the values of coins. | |||||||||||||||||||||||

54 | I can use manipulatives, ten frames, or rods to make 10. | I can identify 2D shapes that are part of 3D shapes. | I can explain what money is and how it is used. | |||||||||||||||||||||||

55 | I can use parts to create a whole (2 and 5 make 7) | I can describe and compare common 2D shapes. | I can explain why it is important to save money for needs and wants | |||||||||||||||||||||||

56 | I can identify the parts of a shape (faces, verteces and edges) | I can set a simple savings goal | ||||||||||||||||||||||||

57 | Attributes of 2D and 3D objects | I can sort shapes into groups using at least two attributes | I can name different sources of income (allowance, birthday money, etc) | |||||||||||||||||||||||

58 | I can sort shapes into groups based on what they look like. | I can find and describe the rule used to sort shapes. | I can role-play interactions involving the exchange of money | |||||||||||||||||||||||

59 | I can describe common 2D and 3D shapes. | |||||||||||||||||||||||||

60 | I can draw different shapes. | Change in quantity using pictorial and symbolic representation. | ||||||||||||||||||||||||

61 | I can make different shapes out of materials (crafts, lego, blocks, etc). | I can identify a what kind of change is happening in a problem | ||||||||||||||||||||||||

62 | I can use positional language to describe where something is. | I can represent the change using a ten frame, number line or hundreds chart. | ||||||||||||||||||||||||

63 | ||||||||||||||||||||||||||

64 | ||||||||||||||||||||||||||

65 | ||||||||||||||||||||||||||

66 | Grade 2 | Number concepts to 100 | Addition and subtraction to 100 | Addition and subtraction facts to 20 | ||||||||||||||||||||||

67 | Big Ideas | I can skip count by 2, starting at 0 and going up to 100. | I can break down numbers up to 100 | I can add numbers to 20 without visual or concrete support. | ||||||||||||||||||||||

68 | I can skip count by 2, starting at any number and going up to 100. | I can use the front-end estimating strategy to estimate sums to 100 | I can subtract numbers to 20 without visual or concrete support. | |||||||||||||||||||||||

69 | Numbers to 100 can be decomposed | I can skip count by 2, starting at 100 and going down. | I can use the front-end estimating strategy to estimate differences to 100 | I can break down numbers up to twenty into parts without visual or concrete support | ||||||||||||||||||||||

70 | into 10’s and 1’s. | I can skip count by 2, starting at any number below 100 and going down. | I can use the compensation estimating strategy to estimate sums to 100 | I can combine numbers up to a total of twenty without visual or concrete support | ||||||||||||||||||||||

71 | I can skip count by 5, starting at 0 and going up to 100. | I can use the compensation estimating strategy to estimate differences to 100 | I can break down numbers up to twenty into parts without visual or concrete support | |||||||||||||||||||||||

72 | Fluency in addition and subtraction with | I can skip count by 5, starting at any number and going up to 100. | I can use friendly numbers to calculate sums to 100 | I can double numbers up to twenty | ||||||||||||||||||||||

73 | numbers to 100 requires understanding | I can skip count by 5, starting at 100 and going down. | I can use friendly numbers to calculate differences to 100 | |||||||||||||||||||||||

74 | of place value and mental math strategies. | I can skip count by 5, starting at any number below 100 and going down. | I can use multiples of ten to help calculate sums to 100 | Pictorial representation of concrete graphs | ||||||||||||||||||||||

75 | I can skip count by 10, starting at 0 and going up to 100. | I can use multiples of ten to help calculate differences to 100 | I can collect data and represent it in a bar graph. | |||||||||||||||||||||||

76 | The regular change in increasing | I can skip count by 10, starting at any number and going up to 100. | I can use number lines to calculate sums. | I can represent my findings using pictures (pictographs) | ||||||||||||||||||||||

77 | patterns can be identified. | I can skip count by 10, starting at 100 and going down. | I can use number lines to calculate differences | I can sort data into groups based on a similar result | ||||||||||||||||||||||

78 | I can skip count by 10, starting at any number below 100 and going down. | I can use a hundreds chart to calculate sums. | ||||||||||||||||||||||||

79 | Objects and shapes have attributes. | I can compare two numbers and decide which one is the largest. | I can use a hundreds chart to calculate differences. | Likelihood of events | ||||||||||||||||||||||

80 | I can compare two numbers and decide which one is the smallest. | I can use ten frames to calculate sums. | I can determine how likely an event is to happen. | |||||||||||||||||||||||

81 | Concrete items can be represented pictorially. | I can compare two numbers and put them in order from smallest to largest. | I can use ten-frames to calculate differences. | I can use vocabulary to describe the likelihood of an event. | ||||||||||||||||||||||

82 | I can compare two numbers and put them in order from largest to smallest. | I can use mathematical vocabulary to describe my thinking. | ||||||||||||||||||||||||

83 | I can compare multiple numbers and put them in order from smallest to largest. | I can apply subtraction and/or addition to real-life situations | Financial literacy | |||||||||||||||||||||||

84 | I can compare multiple numbers and put them in order from largest to smallest. | I can identify strategies appropriate for solving a particular problem. | I can identify identify the value of coins in Canadian currency. | |||||||||||||||||||||||

85 | I can identify units and tens | I can use coins to represent their numerical quantities | ||||||||||||||||||||||||

86 | I can break down numbers into units and tens | Attributes of 2D and 3D objects | I can add up the values of coins to 100 cents | |||||||||||||||||||||||

87 | I can construct numbers when given the units and tens. | I can identify 2D shapes that are part of 3D shapes. | I can differentiate between human needs and wants | |||||||||||||||||||||||

88 | I can relate digit places to their value (I know that the "4" in 49 means "40" | I can describe and compare common 2D shapes. | I can explain why it is important to save money for needs and wants | |||||||||||||||||||||||

89 | I can identify the parts of a shape (faces, verteces and edges) | I can set a simple savings goal | ||||||||||||||||||||||||

90 | Direct linear measurement | I can sort shapes into groups using at least two attributes | I can name different sources of income (allowance, birthday money, etc) | |||||||||||||||||||||||

91 | I can identify centimetres on a ruler. | I can find and describe the rule used to sort shapes. | I can role-play interactions involving the exchange of money | |||||||||||||||||||||||

92 | I can make connections between units (100cm = 1m) | |||||||||||||||||||||||||

93 | I can estimate the heights and widths of different objects using standard metric units | Change in quantity using pictorial and symbolic representation. | Repeating and increasing patterns | |||||||||||||||||||||||

94 | I can record heights, widths and lengths using these units | I can identify a what kind of change is happening in a problem | I can make a pattern using sounds, objects, actions, and numbers to 100. | |||||||||||||||||||||||

95 | I can choose an appropriate unit of measurement for what I am measuring. | I can represent the change using a ten frame, number line or hundreds chart. | ||||||||||||||||||||||||

96 | ||||||||||||||||||||||||||

97 | ||||||||||||||||||||||||||

98 | Grade 3 | Number concepts to 1000 | Addition and subtraction to 1000 | Addition and subtraction facts to 20 | Multiplication and division concepts | |||||||||||||||||||||

99 | Big Ideas | I can skip count by any number, starting at 0 up towards 1000 | I can break down numbers up to 1000 | I can add numbers to 20 without visual or concrete support. | I can represent a multiplication problem through repeated addition. | |||||||||||||||||||||

100 | I can skip count by any number, starting at 1000 down towards 0. | I can use the front-end estimating strategy to estimate sums to 1000 | I can subtract numbers to 20 without visual or concrete support. | I can represent a multiplication problem through groups of ___. |

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