IXL skill plan | Grade 3 plan for Ministry of Education Guyana National Curriculum

Skill plan for Ministry of Education Guyana National Curriculum - Grade 3

IXL provides skill alignments with recommended IXL skills for every student. Find the IXL skills that are right for you below!

Strand

Number and Operations
Measurement
Data Analysis and Probability
Geometry
Patterns and Relations

Print skill plan

Number and Operations
Learners will recognise, represent, and compare quantitative information and develop quantitative reasoning including additive and multiplicative thinking to make meaningful connections and solve problems.
Numbers to 1000
Numbers to 1000

N1.1: Saying number sequence, meaningful counting and skip counting
N1.1: Saying number sequence, meaningful counting and skip counting

count by 2s, 5s, 10s, and 100s forward and backward, to 1000		1. Count forward and backward by twos, fives, tens, and hundreds
count by 2s, 5s, 10s, and 100s forward and backward, to 1000
1. Count forward and backward by twos, fives, tens, and hundreds
say number sequence by 2s, 5s, 10s, and 100s forward and backward, starting from any point, to 1000		1. Count forward and backward by twos, fives, tens, and hundreds
say number sequence by 2s, 5s, 10s, and 100s forward and backward, starting from any point, to 1000
1. Count forward and backward by twos, fives, tens, and hundreds
model skip counting to 5s, 10s and 100s to 1000 using number lines or through games		1. Number lines up to 1,200: multiples of 10 and 100
model skip counting to 5s, 10s and 100s to 1000 using number lines or through games
1. Number lines up to 1,200: multiples of 10 and 100
use multiples of 2s, 5s, 10s and 100s to skip count from any given starting point
use multiples of 2s, 5s, 10s and 100s to skip count from any given starting point

N1.2: Represent and partition quantities
N1.2: Represent and partition quantities

recognise the importance of numbers in real life situations
recognise the importance of numbers in real life situations

express three-digit numbers in different forms		1. Place value models up to hundreds 2. Place value - ones, tens, and hundreds
express three-digit numbers in different forms
1. Place value models up to hundreds 2. Place value - ones, tens, and hundreds
read and write numbers beyond 100 to 1000		1. Writing numbers up to 1,000 in words - convert words to digits 2. Writing numbers up to 1,000 in words - convert digits to words
read and write numbers beyond 100 to 1000
1. Writing numbers up to 1,000 in words - convert words to digits 2. Writing numbers up to 1,000 in words - convert digits to words
express three-digit numbers to 1000 in expanded form		1. Convert between standard and expanded form: up to 1,000
express three-digit numbers to 1000 in expanded form
1. Convert between standard and expanded form: up to 1,000
determine the value through estimation
determine the value through estimation

round three-digit numbers to 1000 to determine estimates		1. Round to the nearest ten or hundred in a table 2. Round to the nearest ten or hundred using a number line 3. Round to the nearest ten or hundred
round three-digit numbers to 1000 to determine estimates
1. Round to the nearest ten or hundred in a table 2. Round to the nearest ten or hundred using a number line 3. Round to the nearest ten or hundred
N1.3: Comparing and ordering quantities
N1.3: Comparing and ordering quantities

compare three-digit numbers to 999 using >, <, =		1. Compare numbers up to 1,000
compare three-digit numbers to 999 using >, <, =
1. Compare numbers up to 1,000
order numbers up to 1000 in ascending and descending order		1. Order numbers up to 1,000
order numbers up to 1000 in ascending and descending order
1. Order numbers up to 1,000
estimate numbers less than 1000 using referents		1. Estimate the number of objects to the nearest ten
estimate numbers less than 1000 using referents
1. Estimate the number of objects to the nearest ten
create story problems involving comparison of whole numbers		1. Comparison word problems with addition and subtraction
create story problems involving comparison of whole numbers
1. Comparison word problems with addition and subtraction
N1.4: Place value
N1.4: Place value

demonstrate using concrete materials and pictorial representations that 100 can be thought of as a bundle of ten tens called a 'hundred' and a bundle of ten hundreds is called 'thousand'
demonstrate using concrete materials and pictorial representations that 100 can be thought of as a bundle of ten tens called a 'hundred' and a bundle of ten hundreds is called 'thousand'

represent the value of numbers with a three digit number using base ten groupings		1. Place value models up to hundreds
represent the value of numbers with a three digit number using base ten groupings
1. Place value models up to hundreds
use place value to round numbers to the nearest 10 and 100		1. Round to the nearest ten or hundred in a table 2. Round to the nearest ten or hundred using a number line 3. Round to the nearest ten or hundred
use place value to round numbers to the nearest 10 and 100
1. Round to the nearest ten or hundred in a table 2. Round to the nearest ten or hundred using a number line 3. Round to the nearest ten or hundred
identify and explain the pattern regularity of the place value system		1. Value of a digit: up to hundreds
identify and explain the pattern regularity of the place value system
1. Value of a digit: up to hundreds
represent a three-digit number in terms of the number of hundreds, tens and units using concrete objects and diagrams		1. Place value models up to hundreds
represent a three-digit number in terms of the number of hundreds, tens and units using concrete objects and diagrams
1. Place value models up to hundreds
identify the face value, place value, and total value of any digit in a three-digit number		1. Value of a digit: up to hundreds
identify the face value, place value, and total value of any digit in a three-digit number
1. Value of a digit: up to hundreds

Unit fractions
Unit fractions

N2.1: Representing fractions
N2.1: Representing fractions

recognise a fraction as a number on the number line		1. Identify unit fractions on number lines 2. Identify fractions on number lines
recognise a fraction as a number on the number line
1. Identify unit fractions on number lines 2. Identify fractions on number lines
represent fractions on a number line diagram		1. Graph unit fractions on number lines 2. Graph fractions less than 1 on number lines 3. Graph fractions on number lines
represent fractions on a number line diagram
1. Graph unit fractions on number lines 2. Graph fractions less than 1 on number lines 3. Graph fractions on number lines
use a number line to identify the interval 0 to 1 as the whole and divide it into equal parts
use a number line to identify the interval 0 to 1 as the whole and divide it into equal parts

recognise that each part on the number line has a size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line b		1. Identify unit fractions on number lines
recognise that each part on the number line has a size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line b
1. Identify unit fractions on number lines
identify and mark off lengths 1/b from 0 to represent fractions
identify and mark off lengths 1/b from 0 to represent fractions

recognise and identify the resulting interval has a size a/b and that its endpoint locates the number a/b on the number line		1. Fractions of number lines
recognise and identify the resulting interval has a size a/b and that its endpoint locates the number a/b on the number line
1. Fractions of number lines
N2.2: Comparing and ordering fractions
N2.2: Comparing and ordering fractions

recognise and generate simple equivalent fractions		1. Identify equivalent fractions 2. Find equivalent fractions
recognise and generate simple equivalent fractions
1. Identify equivalent fractions 2. Find equivalent fractions
explain why fractions are equivalent by using fractional models/diagrams and other manipulatives		Fraction strips 1. Find equivalent fractions using fraction strips Area models 2. Find equivalent fractions using area models: two models 3. Find equivalent fractions using area models: one model Number lines 4. Identify equivalent fractions on number lines 5. Find equivalent fractions using number lines 6. Graph equivalent fractions on number lines
explain why fractions are equivalent by using fractional models/diagrams and other manipulatives
Fraction strips 1. Find equivalent fractions using fraction strips Area models 2. Find equivalent fractions using area models: two models 3. Find equivalent fractions using area models: one model Number lines 4. Identify equivalent fractions on number lines 5. Find equivalent fractions using number lines 6. Graph equivalent fractions on number lines
express whole numbers as fractions and recognise fractions that are equivalent to whole numbers		1. Graph fractions equivalent to 1 on number lines 2. Select fractions equivalent to whole numbers using models 3. Select fractions equivalent to whole numbers 4. Find fractions equivalent to whole numbers
express whole numbers as fractions and recognise fractions that are equivalent to whole numbers
1. Graph fractions equivalent to 1 on number lines 2. Select fractions equivalent to whole numbers using models 3. Select fractions equivalent to whole numbers 4. Find fractions equivalent to whole numbers
compare two fractions with the same numerator or the same denominator and record results using the symbols (>, < or =)		Like denominators 1. Compare fractions with like denominators using models 2. Graph and compare fractions with like denominators on number lines 3. Compare fractions with like denominators Like numerators 4. Compare fractions with like numerators using models 5. Graph and compare fractions with like numerators on number lines 6. Compare fractions with like numerators
compare two fractions with the same numerator or the same denominator and record results using the symbols (>, < or =)
Like denominators 1. Compare fractions with like denominators using models 2. Graph and compare fractions with like denominators on number lines 3. Compare fractions with like denominators Like numerators 4. Compare fractions with like numerators using models 5. Graph and compare fractions with like numerators on number lines 6. Compare fractions with like numerators
recognise that comparison of fractions is only done when the two fractions refer to the same whole		1. Compare fractions using models 2. Compare fractions using number lines 3. Compare fractions
recognise that comparison of fractions is only done when the two fractions refer to the same whole
1. Compare fractions using models 2. Compare fractions using number lines 3. Compare fractions
order fractions representing different quantities as well as fractions with the same numerator or with the same denominator		1. Graph and order fractions on number lines 2. Order fractions with like denominators 3. Order fractions with like numerators 4. Order fractions
order fractions representing different quantities as well as fractions with the same numerator or with the same denominator
1. Graph and order fractions on number lines 2. Order fractions with like denominators 3. Order fractions with like numerators 4. Order fractions
N2.3: Representing decimals
N2.3: Representing decimals

represent decimals using concrete materials and pictorial representation		1. What decimal number is illustrated? 2. Place value models for decimal numbers
represent decimals using concrete materials and pictorial representation
1. What decimal number is illustrated? 2. Place value models for decimal numbers
describe decimals in context verbally and symbolically		1. Understanding decimals expressed in words
describe decimals in context verbally and symbolically
1. Understanding decimals expressed in words
N2.4: Compare and order decimals
N2.4: Compare and order decimals

compare and order decimals using appropriate symbols <, >, =		Compare decimals 1. Compare decimals using models 2. Compare decimals on number lines 3. Compare decimals using place value blocks 4. Compare decimal numbers Order decimals 5. Put decimal numbers in order using models 6. Put decimal numbers in order using a number line 7. Put decimal numbers in order I
compare and order decimals using appropriate symbols <, >, =
Compare decimals 1. Compare decimals using models 2. Compare decimals on number lines 3. Compare decimals using place value blocks 4. Compare decimal numbers Order decimals 5. Put decimal numbers in order using models 6. Put decimal numbers in order using a number line 7. Put decimal numbers in order I
identify the approximate position of decimal numbers on a number line		1. Graph decimals on number lines 2. Decimal number lines
identify the approximate position of decimal numbers on a number line
1. Graph decimals on number lines 2. Decimal number lines
compare decimals using rounding and estimation		1. Round decimals
compare decimals using rounding and estimation
1. Round decimals
apply strategies to contextual situations involving the comparison of decimal numbers		1. Compare, order, and round decimals: word problems
apply strategies to contextual situations involving the comparison of decimal numbers
1. Compare, order, and round decimals: word problems
create story problems involving the comparison of decimal numbers
create story problems involving the comparison of decimal numbers

identify and name decimal numbers that are greater than or less than a given number or between two given numbers		1. One-tenth or one-hundredth more or less
identify and name decimal numbers that are greater than or less than a given number or between two given numbers
1. One-tenth or one-hundredth more or less
N2.5: Decimal place value
N2.5: Decimal place value

represent the place value of numbers in various groupings concretely, contextually, verbally and symbolically		1. Place value models for decimal numbers 2. Model decimals and fractions: tenths 3. Model decimals and fractions: hundredths 4. Graph fractions as decimals on number lines
represent the place value of numbers in various groupings concretely, contextually, verbally and symbolically
1. Place value models for decimal numbers 2. Model decimals and fractions: tenths 3. Model decimals and fractions: hundredths 4. Graph fractions as decimals on number lines
explain the pattern regularity of the positional structure of the place value system		1. Place value models for decimal numbers 2. Model decimals and fractions
explain the pattern regularity of the positional structure of the place value system
1. Place value models for decimal numbers 2. Model decimals and fractions
identify the value of a digit as determined by its position		1. Value of a digit in a decimal number 2. Place values in decimal numbers
identify the value of a digit as determined by its position
1. Value of a digit in a decimal number 2. Place values in decimal numbers

Fact recall and multi-digit calculations to 1000
Fact recall and multi-digit calculations to 1000

O1.1: Understanding the meaning of addition and subtraction and how they relate
O1.1: Understanding the meaning of addition and subtraction and how they relate

add up to four two-digit numbers using strategies based on place value and properties of operations		1. Add four numbers up to two digits each
add up to four two-digit numbers using strategies based on place value and properties of operations
1. Add four numbers up to two digits each
use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to add and subtract numbers within 1000		Addition 1. Use models to add three-digit numbers: without regrouping 2. Use models to add three-digit numbers: with regrouping 3. Use compensation to add: up to three digits 4. Add two numbers up to three digits: without regrouping 5. Add two numbers up to three digits: with regrouping 6. Add two numbers up to three digits 7. Complete the addition sentence: up to three digits 8. Addition up to three digits: fill in the missing digits Subtraction 9. Use models to subtract numbers up to three-digits: without regrouping 10. Use models to subtract numbers up to three-digits: with regrouping 11. Use compensation to subtract: up to three digits 12. Subtract numbers up to three digits: without regrouping 13. Subtract three-digit numbers: with regrouping 14. Subtract numbers up to three digits 15. Subtract across zeros 16. Complete the subtraction sentence: up to three digits 17. Subtraction up to three digits: fill in the missing digits Mixed operations 18. Use compensation to add or subtract: up to three digits 19. Add and subtract three-digit numbers
use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to add and subtract numbers within 1000
Addition 1. Use models to add three-digit numbers: without regrouping 2. Use models to add three-digit numbers: with regrouping 3. Use compensation to add: up to three digits 4. Add two numbers up to three digits: without regrouping 5. Add two numbers up to three digits: with regrouping 6. Add two numbers up to three digits 7. Complete the addition sentence: up to three digits 8. Addition up to three digits: fill in the missing digits Subtraction 9. Use models to subtract numbers up to three-digits: without regrouping 10. Use models to subtract numbers up to three-digits: with regrouping 11. Use compensation to subtract: up to three digits 12. Subtract numbers up to three digits: without regrouping 13. Subtract three-digit numbers: with regrouping 14. Subtract numbers up to three digits 15. Subtract across zeros 16. Complete the subtraction sentence: up to three digits 17. Subtraction up to three digits: fill in the missing digits Mixed operations 18. Use compensation to add or subtract: up to three digits 19. Add and subtract three-digit numbers
use appropriate operations in contextual situations involving combining, separating, part-part-whole combining, and comparing of large numbers		1. Add two numbers up to three digits: word problems 2. Subtract numbers up to three digits: word problems 3. Addition and subtraction word problems: up to three digits
use appropriate operations in contextual situations involving combining, separating, part-part-whole combining, and comparing of large numbers
1. Add two numbers up to three digits: word problems 2. Subtract numbers up to three digits: word problems 3. Addition and subtraction word problems: up to three digits
relate an addition/subtraction strategy to a written method		1. Relate addition and subtraction sentences
relate an addition/subtraction strategy to a written method
1. Relate addition and subtraction sentences
recognise that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones
recognise that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones

O1.2: Compute fluently
O1.2: Compute fluently

add up to four two-digit numbers using strategies based on place value and properties of operations		1. Add four numbers up to two digits each
add up to four two-digit numbers using strategies based on place value and properties of operations
1. Add four numbers up to two digits each
mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900		1. Input/output tables: add and subtract by 10 or 100
mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900
1. Input/output tables: add and subtract by 10 or 100
explain (using drawing or objects) why addition and subtraction strategies work, using place value and the properties of operations		Addition 1. Use models to add three-digit numbers: without regrouping 2. Use models to add three-digit numbers: with regrouping Subtraction 3. Use models to subtract numbers up to three-digits: without regrouping 4. Use models to subtract numbers up to three-digits: with regrouping
explain (using drawing or objects) why addition and subtraction strategies work, using place value and the properties of operations
Addition 1. Use models to add three-digit numbers: without regrouping 2. Use models to add three-digit numbers: with regrouping Subtraction 3. Use models to subtract numbers up to three-digits: without regrouping 4. Use models to subtract numbers up to three-digits: with regrouping
fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction		1. Add and subtract numbers up to 100
fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction
1. Add and subtract numbers up to 100
O1.3: Make reasonable estimation
O1.3: Make reasonable estimation

estimate quantities less than 1000 using referents and apply estimation strategies to predict sums and differences of one-, two-, and three-digit numerals in a problem-solving context		Sums 1. Estimate sums by rounding: up to 1,000 2. Estimate sums using compatible numbers 3. Estimate sums by rounding: word problems Differences 4. Estimate differences by rounding: up to 1,000 5. Estimate differences using compatible numbers 6. Estimate differences by rounding: word problems Sums and differences 7. Estimate sums and differences by rounding: up to 1,000 8. Estimate sums and differences using compatible numbers 9. Estimate sums and differences: word problems
estimate quantities less than 1000 using referents and apply estimation strategies to predict sums and differences of one-, two-, and three-digit numerals in a problem-solving context
Sums 1. Estimate sums by rounding: up to 1,000 2. Estimate sums using compatible numbers 3. Estimate sums by rounding: word problems Differences 4. Estimate differences by rounding: up to 1,000 5. Estimate differences using compatible numbers 6. Estimate differences by rounding: word problems Sums and differences 7. Estimate sums and differences by rounding: up to 1,000 8. Estimate sums and differences using compatible numbers 9. Estimate sums and differences: word problems
mentally add 10 or 100 to a given estimate and mentally calculate addition and subtraction situations using strategies and properties to recall facts		1. Input/output tables: add and subtract by 10 or 100
mentally add 10 or 100 to a given estimate and mentally calculate addition and subtraction situations using strategies and properties to recall facts
1. Input/output tables: add and subtract by 10 or 100

Skip counting; modelling simple multiplication and division up to 10 × 10
Skip counting; modelling simple multiplication and division up to 10 × 10

O2.1: Understanding the meaning of multiplication and division and how they relate
O2.1: Understanding the meaning of multiplication and division and how they relate

interpret the products of whole numbers and demonstrate this concretely and pictorially		Equal groups 1. Relate addition and multiplication for equal groups 2. Identify multiplication expressions for equal groups 3. Count equal groups 4. Write multiplication sentences for equal groups Arrays 5. Identify multiplication expressions for arrays 6. Write multiplication sentences for arrays 7. Make arrays to model multiplication Number lines 8. Multiply using number lines 9. Write multiplication sentences for number lines Relationship between operations 10. Relate addition and multiplication
interpret the products of whole numbers and demonstrate this concretely and pictorially
Equal groups 1. Relate addition and multiplication for equal groups 2. Identify multiplication expressions for equal groups 3. Count equal groups 4. Write multiplication sentences for equal groups Arrays 5. Identify multiplication expressions for arrays 6. Write multiplication sentences for arrays 7. Make arrays to model multiplication Number lines 8. Multiply using number lines 9. Write multiplication sentences for number lines Relationship between operations 10. Relate addition and multiplication
represent whole number quotients of whole numbers concretely and pictorially		1. Divide by counting equal groups 2. Write division sentences for groups 3. Division sentences with 1 and 0 4. Write division sentences for arrays
represent whole number quotients of whole numbers concretely and pictorially
1. Divide by counting equal groups 2. Write division sentences for groups 3. Division sentences with 1 and 0 4. Write division sentences for arrays
interpret whole-number quotients of whole numbers and describe a context in which it is used
interpret whole-number quotients of whole numbers and describe a context in which it is used

determine the unknown whole number in a multiplication or division equation relating three whole numbers		1. Multiplication facts up to 10: true or false? 2. Multiplication facts for 6, 7, 8, and 9: find the missing factor 3. Multiplication facts up to 10: find the missing factor 4. Division facts up to 10: find the missing number
determine the unknown whole number in a multiplication or division equation relating three whole numbers
1. Multiplication facts up to 10: true or false? 2. Multiplication facts for 6, 7, 8, and 9: find the missing factor 3. Multiplication facts up to 10: find the missing factor 4. Division facts up to 10: find the missing number
O2.2: Compute fluently
O2.2: Compute fluently

use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, combinations, and measurement quantities		1. Multiplication word problems with factors up to 10 2. Multiplication word problems with factors up to 10: find the missing number 3. Division word problems 4. Multiplication and division word problems
use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, combinations, and measurement quantities
1. Multiplication word problems with factors up to 10 2. Multiplication word problems with factors up to 10: find the missing number 3. Division word problems 4. Multiplication and division word problems
recognise division as an unknown factor problem		1. Relate multiplication and division for groups 2. Relate multiplication and division for arrays 3. Relate multiplication and division
recognise division as an unknown factor problem
1. Relate multiplication and division for groups 2. Relate multiplication and division for arrays 3. Relate multiplication and division
multiply multiples of 10 by one digit whole numbers in the range 1-9 using strategies based on place value and properties of operations		1. Multiply by a multiple of ten using place value 2. Multiply by a multiple of ten
multiply multiples of 10 by one digit whole numbers in the range 1-9 using strategies based on place value and properties of operations
1. Multiply by a multiple of ten using place value 2. Multiply by a multiple of ten
multiply and divide fluently within 100, using strategies such as the relationship between multiplication and or properties of operations		Multiplication skill builders 1. Multiply 0 by numbers up to 10 2. Multiply 1 by numbers up to 10 3. Multiply 2 by numbers up to 10 4. Multiply 3 by numbers up to 10 5. Multiply 4 by numbers up to 10 6. Multiply 5 by numbers up to 10 7. Multiply 6 by numbers up to 10 8. Multiply 7 by numbers up to 10 9. Multiply 8 by numbers up to 10 10. Multiply 9 by numbers up to 10 11. Multiply 10 by numbers up to 10 Multiplication facts for 2, 3, 4, 5, and 10 12. Multiplication facts for 2, 3, 4, 5, and 10 13. Multiplication facts for 2, 3, 4, 5, and 10: true or false? 14. Multiplication facts for 2, 3, 4, 5, and 10: sorting Multiplication facts for 6, 7, 8, and 9 15. Multiplication facts for 6, 7, 8, and 9 16. Multiplication facts for 6, 7, 8, and 9: true or false? 17. Multiplication facts for 6, 7, 8, and 9: sorting Multiplication facts up to 10 18. Multiplication facts up to 10 19. Multiplication facts up to 10: true or false? 20. Multiplication facts up to 10: sorting 21. Multiplication sentences up to 10: true or false? 22. Squares up to 10 x 10 23. Multiplication input/output tables Division skill builders 24. Divide by 1: quotients up to 10 25. Divide by 2: quotients up to 10 26. Divide by 3: quotients up to 10 27. Divide by 4: quotients up to 10 28. Divide by 5: quotients up to 10 29. Divide by 6: quotients up to 10 30. Divide by 7: quotients up to 10 31. Divide by 8: quotients up to 10 32. Divide by 9: quotients up to 10 33. Divide by 10: quotients up to 10 Division facts for 2, 3, 4, 5, and 10 34. Division facts for 2, 3, 4, 5, and 10 35. Division facts for 2, 3, 4, 5, and 10: true or false? 36. Division facts for 2, 3, 4, 5, and 10: sorting Division facts for 6, 7, 8, and 9 37. Division facts for 6, 7, 8, and 9 38. Division facts for 6, 7, 8, and 9: true or false? 39. Division facts for 6, 7, 8, and 9: sorting Division facts up to 10 40. Division facts up to 10 41. Division facts up to 10: true or false? 42. Division facts up to 10: sorting 43. Division facts up to 10: select the missing numbers 44. Division sentences up to 10: true or false? 45. Division input/output tables Mixed operations 46. Multiplication and division facts up to 5: true or false? 47. Multiplication and division facts up to 10 48. Multiplication and division facts up to 10: true or false?
multiply and divide fluently within 100, using strategies such as the relationship between multiplication and or properties of operations
Multiplication skill builders 1. Multiply 0 by numbers up to 10 2. Multiply 1 by numbers up to 10 3. Multiply 2 by numbers up to 10 4. Multiply 3 by numbers up to 10 5. Multiply 4 by numbers up to 10 6. Multiply 5 by numbers up to 10 7. Multiply 6 by numbers up to 10 8. Multiply 7 by numbers up to 10 9. Multiply 8 by numbers up to 10 10. Multiply 9 by numbers up to 10 11. Multiply 10 by numbers up to 10 Multiplication facts for 2, 3, 4, 5, and 10 12. Multiplication facts for 2, 3, 4, 5, and 10 13. Multiplication facts for 2, 3, 4, 5, and 10: true or false? 14. Multiplication facts for 2, 3, 4, 5, and 10: sorting Multiplication facts for 6, 7, 8, and 9 15. Multiplication facts for 6, 7, 8, and 9 16. Multiplication facts for 6, 7, 8, and 9: true or false? 17. Multiplication facts for 6, 7, 8, and 9: sorting Multiplication facts up to 10 18. Multiplication facts up to 10 19. Multiplication facts up to 10: true or false? 20. Multiplication facts up to 10: sorting 21. Multiplication sentences up to 10: true or false? 22. Squares up to 10 x 10 23. Multiplication input/output tables Division skill builders 24. Divide by 1: quotients up to 10 25. Divide by 2: quotients up to 10 26. Divide by 3: quotients up to 10 27. Divide by 4: quotients up to 10 28. Divide by 5: quotients up to 10 29. Divide by 6: quotients up to 10 30. Divide by 7: quotients up to 10 31. Divide by 8: quotients up to 10 32. Divide by 9: quotients up to 10 33. Divide by 10: quotients up to 10 Division facts for 2, 3, 4, 5, and 10 34. Division facts for 2, 3, 4, 5, and 10 35. Division facts for 2, 3, 4, 5, and 10: true or false? 36. Division facts for 2, 3, 4, 5, and 10: sorting Division facts for 6, 7, 8, and 9 37. Division facts for 6, 7, 8, and 9 38. Division facts for 6, 7, 8, and 9: true or false? 39. Division facts for 6, 7, 8, and 9: sorting Division facts up to 10 40. Division facts up to 10 41. Division facts up to 10: true or false? 42. Division facts up to 10: sorting 43. Division facts up to 10: select the missing numbers 44. Division sentences up to 10: true or false? 45. Division input/output tables Mixed operations 46. Multiplication and division facts up to 5: true or false? 47. Multiplication and division facts up to 10 48. Multiplication and division facts up to 10: true or false?
O2.3: Make reasonable estimation
O2.3: Make reasonable estimation

solve two-step word problems using the four operations		1. Two-step addition and subtraction word problems 2. Two-step multiplication and division word problems 3. Two-step mixed operation word problems
solve two-step word problems using the four operations
1. Two-step addition and subtraction word problems 2. Two-step multiplication and division word problems 3. Two-step mixed operation word problems
represent two-step word problems using equations with a letter standing for the unknown quantity		1. Solve for the unknown number: addition and subtraction only 2. Solve for the unknown number: multiplication and division only 3. Solve for the unknown number 4. Write equations with unknown numbers to represent word problems: multiplication and division only 5. Write equations with unknown numbers to represent word problems
represent two-step word problems using equations with a letter standing for the unknown quantity
1. Solve for the unknown number: addition and subtraction only 2. Solve for the unknown number: multiplication and division only 3. Solve for the unknown number 4. Write equations with unknown numbers to represent word problems: multiplication and division only 5. Write equations with unknown numbers to represent word problems
use mental computation and estimation strategies including rounding to make reasonable estimates		1. Estimate sums using compatible numbers 2. Estimate differences using compatible numbers 3. Two-step word problems: identify reasonable answers
use mental computation and estimation strategies including rounding to make reasonable estimates
1. Estimate sums using compatible numbers 2. Estimate differences using compatible numbers 3. Two-step word problems: identify reasonable answers
perform operations in the conventional order when there are no parentheses to specify a particular order, i.e., Order of Operations		1. Perform multiple operations with whole numbers
perform operations in the conventional order when there are no parentheses to specify a particular order, i.e., Order of Operations
1. Perform multiple operations with whole numbers

Measurement
Students will demonstrate and apply an understanding of measurement related concepts and skills, and apply these in meaningful contexts to solve problems.
Perimeter and area (related to addition and multiplication patterns); time
Perimeter and area (related to addition and multiplication patterns); time

M1.1: Developing an understanding of measurable attributes
M1.1: Developing an understanding of measurable attributes

develop and apply language relating to measurement (perimeter, area, time)		1. Match clocks and times 2. A.M. or P.M.
develop and apply language relating to measurement (perimeter, area, time)
1. Match clocks and times 2. A.M. or P.M.
model and describe the relationship between the units, centimeter and meter		1. Convert metric units of length: centimeters and meters 2. Compare metric units of length: centimeters and meters
model and describe the relationship between the units, centimeter and meter
1. Convert metric units of length: centimeters and meters 2. Compare metric units of length: centimeters and meters
construct different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter
construct different shapes for a given perimeter (cm, m) to demonstrate that many shapes are possible for a perimeter

M1.2: Comparing and ordering based on measurable attributes
M1.2: Comparing and ordering based on measurable attributes

solve real world and mathematical problems involving perimeter of polygons (triangles and quadrilaterals)		1. Perimeter of rectangles 2. Perimeter of quadrilaterals 3. Perimeter of polygons 4. Perimeter: word problems 5. Perimeter of figures on grids
solve real world and mathematical problems involving perimeter of polygons (triangles and quadrilaterals)
1. Perimeter of rectangles 2. Perimeter of quadrilaterals 3. Perimeter of polygons 4. Perimeter: word problems 5. Perimeter of figures on grids
solve real world and mathematical problems involving area of polygons (triangles and quadrilaterals) using non-standard (for example, square tiles, cubes) and standard units and grid paper		1. Area of figures on grids
solve real world and mathematical problems involving area of polygons (triangles and quadrilaterals) using non-standard (for example, square tiles, cubes) and standard units and grid paper
1. Area of figures on grids
M1.3: Developing and applying non-standard units of measures
M1.3: Developing and applying non-standard units of measures

measure areas by counting unit squares from improvised units, concrete material and personal measurement tools		1. Find the area of figures made of unit squares 2. Select figures with a given area 3. Select two figures with the same area 4. Tile a rectangle and find the area 5. Find the area of rectangles with missing unit squares
measure areas by counting unit squares from improvised units, concrete material and personal measurement tools
1. Find the area of figures made of unit squares 2. Select figures with a given area 3. Select two figures with the same area 4. Tile a rectangle and find the area 5. Find the area of rectangles with missing unit squares
develop and use strategies to measure elapsed time (i.e. time required to do a task)		1. Find the end time 2. Find the elapsed time 3. Reading schedules
develop and use strategies to measure elapsed time (i.e. time required to do a task)
1. Find the end time 2. Find the elapsed time 3. Reading schedules
M1.4: Developing and applying standard units of measures
M1.4: Developing and applying standard units of measures

measure areas by using standard units of square centimeter, square meter		1. Find the area of rectangles and squares 2. Find the area of rectangles: word problems
measure areas by using standard units of square centimeter, square meter
1. Find the area of rectangles and squares 2. Find the area of rectangles: word problems
read time from digital clock, apply operations to situations involving time( addition, subtraction, multiplication, division)		Read and write times 1. Match clocks and times 2. Match analog and digital clocks 3. Read clocks and write times 4. Identify times written in words Elapsed time 5. Find the end time: word problems 6. Find the elapsed time: word problems
read time from digital clock, apply operations to situations involving time( addition, subtraction, multiplication, division)
Read and write times 1. Match clocks and times 2. Match analog and digital clocks 3. Read clocks and write times 4. Identify times written in words Elapsed time 5. Find the end time: word problems 6. Find the elapsed time: word problems

Data Analysis and Probability
Learners will develop statistical literacy, recognise and apply strategies for collecting and analysing.
Bar graphs (one-to-many data set and scaled bar graph)
Bar graphs (one-to-many data set and scaled bar graph)

D1.1: Formulating questions that can be answered with data
D1.1: Formulating questions that can be answered with data

brainstorm and identify topics of collective interest for investigation
brainstorm and identify topics of collective interest for investigation

develop questions for surveys to generate data
develop questions for surveys to generate data

D1.2: Collecting, organising displaying and communicating data
D1.2: Collecting, organising displaying and communicating data

draw a scaled picture graph and a scaled bar graph to represent a data set with several categories		1. Create scaled bar graphs 2. Create scaled picture graphs
draw a scaled picture graph and a scaled bar graph to represent a data set with several categories
1. Create scaled bar graphs 2. Create scaled picture graphs
solve one-and-two-step "how many more" and "how many less" problems using information presented in scaled bar graphs		1. Use bar graphs to solve problems 2. Interpret scaled bar graphs
solve one-and-two-step "how many more" and "how many less" problems using information presented in scaled bar graphs
1. Use bar graphs to solve problems 2. Interpret scaled bar graphs

Read and interpret data sets and scaled bar graphs
Read and interpret data sets and scaled bar graphs

D2.1: Describing data sets
D2.1: Describing data sets

obtain information from a graph (scaled bar graph)		1. Interpret scaled bar graphs 2. Interpret scaled picture graphs
obtain information from a graph (scaled bar graph)
1. Interpret scaled bar graphs 2. Interpret scaled picture graphs
read and describe data sets displayed on bar graphs		1. Interpret scaled bar graphs 2. Interpret scaled picture graphs
read and describe data sets displayed on bar graphs
1. Interpret scaled bar graphs 2. Interpret scaled picture graphs
D2.2: Developing and applying methods to analyse data sets
D2.2: Developing and applying methods to analyse data sets

explain why many-to-one correspondence is sometimes used rather than one-to-one correspondence
explain why many-to-one correspondence is sometimes used rather than one-to-one correspondence

read between the data to make comparisons and describe relationships		1. Interpret scaled bar graphs 2. Interpret scaled picture graphs
read between the data to make comparisons and describe relationships
1. Interpret scaled bar graphs 2. Interpret scaled picture graphs
D3.1: Making inferences with a data set
D3.1: Making inferences with a data set

read beyond given data by making inferences and predictions based on the data
read beyond given data by making inferences and predictions based on the data

D3.2: Making and testing conjectures based on data sets
D3.2: Making and testing conjectures based on data sets

analyse examples of graphs in print and electronic media (various data sets and graphs)
analyse examples of graphs in print and electronic media (various data sets and graphs)

make and test hypothesis based on data sets
make and test hypothesis based on data sets

D3.3: Evaluating data descriptions and reports
D3.3: Evaluating data descriptions and reports

analyse data to draw conclusions, make decisions, or stimulate other questions about the data sets		1. Use bar graphs to solve problems
analyse data to draw conclusions, make decisions, or stimulate other questions about the data sets
1. Use bar graphs to solve problems

Developing an understanding of chance and uncertainty
Developing an understanding of chance and uncertainty

D4.1: Predicting and describing the likelihood of events
D4.1: Predicting and describing the likelihood of events

describe the likelihood of events, using mathematical language. for example, impossible, unlikely, less likely, more likely, certain		1. Certain, probable, unlikely, and impossible 2. More, less, and equally likely
describe the likelihood of events, using mathematical language. for example, impossible, unlikely, less likely, more likely, certain
1. Certain, probable, unlikely, and impossible 2. More, less, and equally likely
predict the frequency of an outcome in simple games or probability experiments		1. Make predictions
predict the frequency of an outcome in simple games or probability experiments
1. Make predictions
D4.2: Calculating probabilities
D4.2: Calculating probabilities

determine the probability of events in specific real-world contexts		1. Certain, probable, unlikely, and impossible - with spinners 2. More or less likely
determine the probability of events in specific real-world contexts
1. Certain, probable, unlikely, and impossible - with spinners 2. More or less likely
demonstrate that the measure of the likelihood of an event can be represented by a number from 0 to 1		1. Find the probability
demonstrate that the measure of the likelihood of an event can be represented by a number from 0 to 1
1. Find the probability

Geometry
Learners will develop spatial sense by exploring, representing, and reasoning about geometric properties and relationships.
Working with Prisms and Pyramids along with Regular and Irregular Polygons.
Working with Prisms and Pyramids along with Regular and Irregular Polygons.

G1.1: Developing spatial sense
G1.1: Developing spatial sense

identify and describe concrete examples of two-dimensional shapes and three-dimensional objects in a structure		Two-dimensional shapes 1. Identify two-dimensional shapes Three-dimensional shapes 2. Identify three-dimensional shapes 3. Identify faces of three-dimensional shapes 4. Three-dimensional shapes in the real world I 5. Three-dimensional shapes in the real world II
identify and describe concrete examples of two-dimensional shapes and three-dimensional objects in a structure
Two-dimensional shapes 1. Identify two-dimensional shapes Three-dimensional shapes 2. Identify three-dimensional shapes 3. Identify faces of three-dimensional shapes 4. Three-dimensional shapes in the real world I 5. Three-dimensional shapes in the real world II
recognise symmetrical and non-symmetrical shapes in the environment		1. Symmetry
recognise symmetrical and non-symmetrical shapes in the environment
1. Symmetry
describe the locations of objects on a map or within a particular space
describe the locations of objects on a map or within a particular space

G1.2: Sorting and patterning with 2D shapes and 3D objects
G1.2: Sorting and patterning with 2D shapes and 3D objects

sort two-dimensional shapes and three-dimensional objects based on their attributes		1. Sort shapes into a Venn diagram
sort two-dimensional shapes and three-dimensional objects based on their attributes
1. Sort shapes into a Venn diagram
create and analyse patterns using polygons		1. Find the next shape in a pattern
create and analyse patterns using polygons
1. Find the next shape in a pattern
G2.1: Analysing and describing shapes
G2.1: Analysing and describing shapes

recognise a variety of two-dimensional shapes of any form, size or orientation		1. Identify rectangles 2. Identify polygons: up to 10 sides
recognise a variety of two-dimensional shapes of any form, size or orientation
1. Identify rectangles 2. Identify polygons: up to 10 sides
describe shapes based on their geometric properties, for example, length of sides, number of sides, parallelism, angles, etc.		Two-dimensional shapes 1. Is it a polygon? 2. Parallel sides in quadrilaterals 3. Count and compare sides and vertices Three-dimensional shapes 4. Nets of three-dimensional figures 5. Count vertices, edges, and faces 6. Identify faces of three-dimensional shapes
describe shapes based on their geometric properties, for example, length of sides, number of sides, parallelism, angles, etc.
Two-dimensional shapes 1. Is it a polygon? 2. Parallel sides in quadrilaterals 3. Count and compare sides and vertices Three-dimensional shapes 4. Nets of three-dimensional figures 5. Count vertices, edges, and faces 6. Identify faces of three-dimensional shapes
G2.2: Naming 2D shapes and 3D objects
G2.2: Naming 2D shapes and 3D objects

name two-dimensional shapes based on their distinguishing properties. For example, shapes with four sides and four square corners are all rectangles		1. Name polygons: up to 8 sides
name two-dimensional shapes based on their distinguishing properties. For example, shapes with four sides and four square corners are all rectangles
1. Name polygons: up to 8 sides
name three-dimensional objects based on their distinguishing properties. For example, prisms and pyramids are named based on the shape of their bases		1. Identify three-dimensional shapes
name three-dimensional objects based on their distinguishing properties. For example, prisms and pyramids are named based on the shape of their bases
1. Identify three-dimensional shapes
G2.3: Describing relationships between and among shapes
G2.3: Describing relationships between and among shapes

explain relationships between different categories of shapes, for example, rectangles and quadrilaterals. squares and rectangles
explain relationships between different categories of shapes, for example, rectangles and quadrilaterals. squares and rectangles

describe the two-dimensional faces of three-dimensional objects		1. Identify faces of three-dimensional shapes
describe the two-dimensional faces of three-dimensional objects
1. Identify faces of three-dimensional shapes
G3.1: Combining shapes
G3.1: Combining shapes

compose pictures and designs using two dimensional shapes		1. Compose two-dimensional shapes
compose pictures and designs using two dimensional shapes
1. Compose two-dimensional shapes
combine shapes to form other shapes and patterns in which shapes are repeated
combine shapes to form other shapes and patterns in which shapes are repeated

G3.2: Deconstructing shapes
G3.2: Deconstructing shapes

decompose shapes flexibly to create other shapes For example, cut apart a hexagon to make other plane shapes
decompose shapes flexibly to create other shapes For example, cut apart a hexagon to make other plane shapes

decompose three-dimensional objects and identify the two-dimensional faces of the objects		1. Identify faces of three-dimensional shapes 2. Nets of three-dimensional figures
decompose three-dimensional objects and identify the two-dimensional faces of the objects
1. Identify faces of three-dimensional shapes 2. Nets of three-dimensional figures
describe the two-dimensional faces of three-dimensional objects		1. Identify faces of three-dimensional shapes
describe the two-dimensional faces of three-dimensional objects
1. Identify faces of three-dimensional shapes
G3.3: Transforming shapes
G3.3: Transforming shapes

perform translations, reflections and rotations using concrete materials		1. Reflection, rotation, and translation
perform translations, reflections and rotations using concrete materials
1. Reflection, rotation, and translation
visualise the effect of a transformation before performing it physically
visualise the effect of a transformation before performing it physically

describe how to get from one location to another on a grid (for example, two squares right followed by two squares up)
describe how to get from one location to another on a grid (for example, two squares right followed by two squares up)

Patterns and Relations
Learners will explore, recognise, represent and analyse patterns and relationships that model mathematical concepts and problems.
Describing, creating and extending repeating patterns.
Describing, creating and extending repeating patterns.

P1.1: Repeating patterns
P1.1: Repeating patterns

create and extend repeating patterns using a variety of concrete and pictorial materials such as linking cubes, building blocks, colour tiles or pattern blocks		1. Find the next shape in a pattern 2. Complete a repeating pattern
create and extend repeating patterns using a variety of concrete and pictorial materials such as linking cubes, building blocks, colour tiles or pattern blocks
1. Find the next shape in a pattern 2. Complete a repeating pattern
identify the changing attribute, rule and core in a given repeating pattern (or a pattern that they make)		1. Make a repeating pattern
identify the changing attribute, rule and core in a given repeating pattern (or a pattern that they make)
1. Make a repeating pattern
P1.2: Increasing and decreasing patterns
P1.2: Increasing and decreasing patterns

create a concrete, pictorial or symbolic representation of an increasing/a decreasing pattern		Addition patterns 1. Use a rule to complete an addition pattern 2. What is true about the addition pattern? Even or odd numbers 3. Even or odd: addition patterns 4. Even or odd: multiplication patterns Shape patterns 5. Shape patterns
create a concrete, pictorial or symbolic representation of an increasing/a decreasing pattern
Addition patterns 1. Use a rule to complete an addition pattern 2. What is true about the addition pattern? Even or odd numbers 3. Even or odd: addition patterns 4. Even or odd: multiplication patterns Shape patterns 5. Shape patterns
describe a given increasing/decreasing pattern by stating a pattern rule (that is, the starting point and a description of how the pattern continues)
describe a given increasing/decreasing pattern by stating a pattern rule (that is, the starting point and a description of how the pattern continues)

identify and correct errors in increasing or decreasing patterns
identify and correct errors in increasing or decreasing patterns


Open sentences - simple addition and subtraction
Open sentences - simple addition and subtraction

P2.1: Representing unknowns
P2.1: Representing unknowns

represent the idea of a variable as an unknown quantity using a letter or a symbol		1. Write equations with unknown numbers to represent word problems: multiplication and division only 2. Write equations with unknown numbers to represent word problems
represent the idea of a variable as an unknown quantity using a letter or a symbol
1. Write equations with unknown numbers to represent word problems: multiplication and division only 2. Write equations with unknown numbers to represent word problems
solve simple, open sentences with one unknown for addition and subtraction up to two three-digit numbers and multiplication and division fact families		1. Solve for the unknown number: addition and subtraction only 2. Solve for the unknown number: multiplication and division only 3. Solve for the unknown number
solve simple, open sentences with one unknown for addition and subtraction up to two three-digit numbers and multiplication and division fact families
1. Solve for the unknown number: addition and subtraction only 2. Solve for the unknown number: multiplication and division only 3. Solve for the unknown number
P2.2: Understanding and representing equivalence
P2.2: Understanding and representing equivalence

determine if and explain why two given quantities are equal or unequal		Multiplication 1. Multiplication facts up to 10: true or false? 2. Multiplication sentences up to 10: true or false? Division 3. Division facts up to 10: true or false? 4. Division sentences up to 10: true or false?
determine if and explain why two given quantities are equal or unequal
Multiplication 1. Multiplication facts up to 10: true or false? 2. Multiplication sentences up to 10: true or false? Division 3. Division facts up to 10: true or false? 4. Division sentences up to 10: true or false?
justify equality using base ten materials
justify equality using base ten materials

use the method of tiling to relate area to the operations of repeated addition and multiplication		1. Multiply one-digit numbers using grids 2. Identify repeated addition for arrays: sums to 25
use the method of tiling to relate area to the operations of repeated addition and multiplication
1. Multiply one-digit numbers using grids 2. Identify repeated addition for arrays: sums to 25
P2.3: Writing expressions and equations
P2.3: Writing expressions and equations

represent and explain, concretely and in writing, the preservation of equality in addition and subtraction using simple, open sentences		1. Balance addition and subtraction equations - up to 20
represent and explain, concretely and in writing, the preservation of equality in addition and subtraction using simple, open sentences
1. Balance addition and subtraction equations - up to 20

Modeling with concrete and pictorial representations, describing change qualitatively and quantitatively, predicting change
Modeling with concrete and pictorial representations, describing change qualitatively and quantitatively, predicting change

P3.1: Modelling patterns and relationships with equations and functions
P3.1: Modelling patterns and relationships with equations and functions

use models to represent and solve problems (tallies, drawings, concrete materials, etc.)		1. Multiplication word problems with factors up to 10
use models to represent and solve problems (tallies, drawings, concrete materials, etc.)
1. Multiplication word problems with factors up to 10
P3.2: Representing functions and relationships
P3.2: Representing functions and relationships

identify and apply relationships between varying quantities to make predictions
identify and apply relationships between varying quantities to make predictions

make and explain generalisations in patterns
make and explain generalisations in patterns

P3.3: Solving problems with functions and relationships
P3.3: Solving problems with functions and relationships

create and solve story problems involving simple functions and relationships in open sentences
create and solve story problems involving simple functions and relationships in open sentences