This week in Mathematics: We are well into our Number Operations unit and are focusing on building mental math strategies for multi-digit multiplication. |
* Students who have struggled in the past with basic facts should be reviewing on a regular basis at home. A great place to start would be accessing the Math Antics Review Videos linked below or playing Greg Tran Math games, also linked below. * |

**GENERAL OUTCOME: Numbers**

Develop Number SenseDevelop Number Sense

I can describe the meaning of each digit in a given number.

I can use many different estimating strategies.

I can use mental mathematics strategies and number properties to solve problems for basic multiplication and division facts to 81.

I can use mental mathematical strategies for multiplication.

I can create a set of equivalent fractions and explain why there are many equivalent fractions for any given fraction.

I can represent using concrete materials or pictures.

I can connect decimals to fractions and fractions to decimals.

I can solve a problem that involves adding and subtracting of decimals.

Important to know or do:

Demonstrate, with and without concrete materials, an understanding of multiplication (2-digit by 2-digit) to solve problems

Demonstrate, with or without concrete materials, an understanding of division (1-diti by 1-digit) and interpret remainders to solve problems

Compare and order decimals to the thousandths by using benchmarks, place value and equivalent decimals

__GENERAL OUTCOME: Patterns and Relations__

Represent algebraic expressions in multiple waysRepresent algebraic expressions in multiple ways

I can identify the unknown in a problem, represent it with an equation and solve it using diagrams and symbols.

Important to know or do:

Determine the pattern rule to make predictions about subsequent elements

Express a given problem as an equation in which a letter variable is used to represent an unknown number limited to whole numbers

**GENERAL OUTCOME: Shape and Space**

Use direct and indirect measurement to solve problemsUse direct and indirect measurement to solve problems

I can give examples of when millimetres are used as units of measure.

I can identify the cube as the most efficient unit for measuring volume and explain why.

I can describe the capacity of a given referent.

I can predict the result of a single transformation of a 2-D shape and verify the prediction.

Important to know or do:

Identify 90 degree angles

Design and construct different rectangles, given either perimeter or area or both (whole numbers) and make generalizations

Describe and provide examples of edges and faces of 3-D objects and sides of 2-D shapes that are parallel, intersecting, perpendicular, vertical and horizontal

Identify and translate a single transformation including a translation, rotation and reflection of 2-D shapes

Worth being familiar with:

Identify and sort quadrilaterals including rectangles, squares, trapezoids, parallelograms, rhombuses according to their attributes

**GENERAL OUTCOME: Statistics and Probability**

Collect, display and analyze data to solve problemsCollect, display and analyze data to solve problems

I can explain the difference between first-hand and second-hand data

I can provide examples of events that are impossible, possible or certain

Important to know or do:

Construct and interpret double bar graphs to draw conclusions

Worth being familiar with:

Compare the likelihood of two possible outcomes occurring, using words like: less likely, equally likely and more likely