MATHEMATICS CURRICULUM OVERVIEW K - 6:

PHILOSOPHY: (P 1-2)
The philosophy of the program of studies directly links to a Learner Centered ideology here are a few of
the concepts that they advocated for in classrooms:
o
o
o
o
o
o

Active learners applying math to real world examples and activities.

Each student is different. They have individual interests, abilities, needs, experiences,
ways of thinking, knowledge and goals.
To address these individual differences there should be differentiated education this
includes using manipulative, tools, and connecting to different contexts.
Students should have a positive environment where they feel safe to take intellectual
risks.
Students should learn how to problem solve in a variety of different ways and understand
that there are a variety of solutions
Scaff

olding should be taking place in the classroom from both:

Simple complex
Concrete abstract

Scaffolding:
Strand: Number
GLO: Students will develop a number sense
SLO: Students will say the number sequence
Grade: K

0 to
10

0 to
100

0 to
100

0 to
1000

0 to
10
000

0 to 1
000
000

Place
value

GOALS: (P 2-3)

Goals:
Confidence to solve math problems
Appreciate mathematics
Make connections and be able to apply
math
Lifelong learners
Use math to contribute to society
Be able to communicate mathematically

If these goals are met, students will:

Gain appreciation for math as a science,
art and philosophy
Positive attitude towards math
Engage in mathematical tasks and
projects
Contribute to mathematical discussions

Be able to take risks and be curious in

math

KEY MATHEMATICAL PROCESSES: (P.4)

Mathematical processes are key components that students must encounter throughout the math program. These
Key Processes

Explanation

Communication [C]

Students are expected to communicate in order to

learn and express their understanding

Connections [CN]

Students are expected to connect ideas in math to

other mathematical concepts and to other everyday
experiences

Mental Mathematics and Estimation [ME]

Students are expected to demonstrate confidence

with mental math and estimation

Problem Solving [PS]

Students are expected to develop and apply

mathematical knowledge through problem solving

Reasoning [R]

Students are expected to develop mathematical

reasoning

Technology [T]

Students are expected to select and use

technologies as tools for learning and solving
problems

Visualization [V]

Students are expected to develop visualization

skills to assist in processing information, making
connections and problem solving

components allow for students to achieve goals and embrace life long learning in math.

STRANDS: GENERAL OUTCOMES

NUMBER
o Develop number sense (Kindergarten Grade 6)
PATTERNS AND RELATIONS
o Use patterns to describe the world and to solve problems (Kindergarten Grade 6)
o Represent algebraic expressions in multiple ways (Grade 1-6)
SHAPE AND SPACE
o Use direct and indirect measurement to solve problems (Kindergarten Grade 6)
o Describe the characteristics of 3D objects and 2D shapes and analyse the relationship among
them (Kindergarten-Grade 6)
o Describe and analyze position and motion of objects and shapes (Grade 4-6)
STATISTICS AND PROBABILITY
o Collect, display and analyze data to solve problems (Grade 2-6)
o Use experimental or theoretical probabilities to represent and solve problems involving
uncertainty (Grade 5-6)

Grey =
Strands
Blue =
General
Outcomes
Green =
Specific
Outcomes

Number

Develop Number
Sense (K-6)

Use patterns to
desrcibe the world
and to solve
porblems (K -6)

Patterns and
Relations

Represent
algebraic
expressions in
multiple ways (16)
Use direct and
indirect
measurement to
solve problems (K6)

Shape
and
Space

Describe the
characteristics of
3D objects and 2D
shapes and
analyse the
relaitonship among
them (K-6)

Describe the
analyze position
and motion of
objects and
shapes (4-6)

Statistics and
Probablitity

4. Represent and describe numbers

to 20, concretely, pictorially and
symbolically. [C, CN, V] P. 13
2. Comapre and order numers to 10
000 [C, CN, V] P. 24
2. Translate repeating patterns from
one representation to another. [C,
CN, R, V] P. 14
1. Identify and describe patterns
found in tables and charts. [C, CN,
PS, V] P. 26

4. Solve one-step addition and

subtraction equations involving a
symbol to represent an unknown
numer [C,CN, PS, R, V] P. 22
1. Use direct comparison to
compare two objects based on a
single attribute, such as length
(height), mass (weight) and volume
(capacity).
[C, CN, PS, R, V] P. 11
4. Demonstrate an understanding
of measuring mass (g, kg) [C, CN,
ME, PS, R, V] P. 23
6. Sort 2-D shapes and 3-D
objects, using two attributes, and
explain the sorting rule. [C, CN, R,
V] P. 18
6. Describe 3-D objects according
to the shape of the faces and the
number of edges and vertices. [C,
CN, PS, R, V] P. 23
6. Demonstrate an understanding
of line symmetry. [C, CN, V] P. 26

9. Perform, concretely, a single

transformation (translation, rotation or
reflection) of a 2-D shape, and draw
the image. [ C, CN, T, V} P. 29

Collect, Display and

analyze data to solve
problmes (Grade 2-6)

1. Create, label, and interpret line

graphs to draw conclusions. [C,
CN, PS, R, V] P. 33

Use experimental or
theoretical probabilities
to represent and solve
problem involving
uncertianty (5-6)

4. Compare the likelihood of

two possible outcomes
occuring. [ C, CN, PS, R] P. 30