Math

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