Note: IXL Math has these outcomes listed and questions regarding specific outcomes. However, the number of questions a person can do daily is limited.

**Mathematical Processes: **

- Communication [C]
- Connections [CN]
- Mental Mathematics and Estimation [E]
- Problem Solving [PS]
- Reasoning [R]
- Technology [T]
- Visualization [V]

#### Strand: Number

**General Outcome**

*Develop number sense.*

*Specific Outcomes*

1. Say the number sequence 0 to 1000 forward and backward by:

• 5s, 10s or 100s, using any starting point – Link 1 Link 2

• 3s, using starting points that are multiples of 3 – Link 1 Link 2

• 4s, using starting points that are multiples of 4 – Link 1 Link 2

• 25s, using starting points that are multiples of 25. – Link 1

[C, CN, ME]

2. Represent and describe numbers to 1000, concretely, pictorially and symbolically. [C, CN, V] – Link 1 Link 2

3. Compare and order numbers to 1000. [C, CN, R, V] Link 1

4. Estimate quantities less than 1000, using referents. [ME, PS, R, V]

5. Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000. [C, CN, R, V] Link 1

6. Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as:

• adding from left to right

• taking one addend to the nearest multiple of ten and then compensating

• using doubles.

[C, CN, ME, PS, R, V]

Links for the above strategies: Link 1 Link 2 Link 3 Link 4

7. Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as:

• taking the subtrahend to the nearest multiple of ten and then compensating

• thinking of addition

• using doubles.

[C, CN, ME, PS, R, V] –

Links for the above strategies: Link 1 Link 2 Link 3

8. Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context. [C, ME, PS, R] Link 1 Link 2 Link 3

9. Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2- and 3-digit numerals), concretely, pictorially and symbolically, by:

• using personal strategies for adding and subtracting with and without the support of manipulatives

• creating and solving problems in context that involve addition and subtraction of numbers.

[C, CN, ME, PS, R, V]

Links for the above strategies: Link 1 Link 2 Link 3 Link 4 Link 5 Link 6 Link 7

10. Apply mental mathematics strategies and number properties, such as:

• using doubles – Link 1 Link 2

• making 10 – Link 1 Link 2

• using the commutative property

• using the property of zero

• thinking addition for subtraction

for basic addition facts and related subtraction facts to 18.

[C, CN, ME, PS, R, V]

11. Demonstrate an understanding of multiplication to 5 × 5 by:

• representing and explaining multiplication using equal grouping and arrays

• creating and solving problems in context that involve multiplication

• modelling multiplication using concrete and visual representations, and recording the process symbolically

• relating multiplication to repeated addition

• relating multiplication to division.

[C, CN, PS, R]

Links for the above strategies: Link 1 Link 2 Link 3

12. Demonstrate an understanding of division (limited to division related to multiplication facts up to 5 × 5) by:

• representing and explaining division using equal sharing and equal grouping

• creating and solving problems in context that involve equal sharing and equal grouping

• modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically

• relating division to repeated subtraction

• relating division to multiplication.

[C, CN, PS, R] Links for the above strategies: Link 1 Link 2

13. Demonstrate an understanding of fractions by:

• explaining that a fraction represents a part of a whole

• describing situations in which fractions are used

• comparing fractions of the same whole that have like denominators.

[C, CN, ME, R, V]

Links for the above strategies: Link 1 Link 2

#### Strand: Patterns and Relations (Patterns)

**General Outcome**

**Use patterns to describe the world and to solve problems**

*Specific Outcomes*

1. Demonstrate an understanding of increasing patterns by:

• describing

• extending

• comparing

• creating numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

[C, CN, PS, R, V]

Links for the above strategies: Link 1 Link 2

2. Demonstrate an understanding of decreasing patterns by:

• describing

• extending

• comparing

• creating numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions.

[C, CN, PS, R, V]

Links for the above strategies: Link 1 Link 2 Link 3

3. Sort objects or numbers, using one or more than one attribute. [C, CN, R, V] – Link 1

#### Strand: Patterns and Relations (Variables and Equations)

**General Outcome**

**Represent algebraic expressions in multiple ways.**

*Specific Outcomes*

4. Solve one-step addition and subtraction equations involving a symbol to represent an unknown number. [C, CN, PS, R, V] – Link 1 Link 2

#### Strand: Shape and Space (Measurement)

**General Outcome**

**Use direct and indirect measurement to solve problems.**

*Specific Outcomes*

1. Relate the passage of time to common activities, using nonstandard and standard units (minutes, hours, days, weeks, months, years). [CN, ME, R]

2. Relate the number of seconds to a minute, the number of minutes to an hour and the number of days to a month in a problem-solving context. [C, CN, PS, R, V]

Links for the above strategies: Link 1 Link 2 Link 3

3. Demonstrate an understanding of measuring length (cm, m) by:

• selecting and justifying referents for the units cm and m

• modelling and describing the relationship between the units cm and m

• estimating length, using referents

• measuring and recording length, width and height.

[C, CN, ME, PS, R, V] – Link 1 Link 2

4. Demonstrate an understanding of measuring mass (g, kg) by:

• selecting and justifying referents for the units g and kg

• modelling and describing the relationship between the units g and kg

• estimating mass, using referents

• measuring and recording mass.

[C, CN, ME, PS, R, V] – Link 1 Link 2

5. Demonstrate an understanding of perimeter of regular and irregular shapes by:

• estimating perimeter, using referents for cm or m

• measuring and recording perimeter (cm, m)

• constructing different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter.

[C, ME, PS, R, V] – Link 1 Link 2

#### Strand: Shape and Space (3-D Objects and 2-D Shapes)

**General Outcome**

** Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.**

*Specific Outcomes*

6. Describe 3-D objects according to the shape of the faces and the number of edges and vertices. [C, CN, PS, R, V] – Link 1 Link 2

7. Sort regular and irregular polygons, including:

• triangles

• quadrilaterals

• pentagons

• hexagons

• octagons

according to the number of sides. [C, CN, R, V] – Link 1 Link 2

#### Strand: Statistics and Probability (Data Analysis)

**General Outcome**

** Collect, display and analyze data to solve ****problems.**

*Specific Outcomes*

1. Collect first-hand data and organize it using:

• tally marks

• line plots

• charts

• lists

to answer questions. [C, CN, PS, V]

2. Construct, label and interpret bar graphs to solve problems. [C, PS, R, V]

Links for above outcomes – Link 1 Link 2 Link 3 Link 4 Link 5