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International Baccalaureate Organization Standards (2009) - Mathematics Grade K

	STRAND					IBO.DH.1.	Data Handling
		THEME / PHASE				DH.1.1.	Phase 1: Learners will develop an understanding of how the collection and organization of information helps to make sense of the world. They will sort, describe and label objects by attributes and represent information in graphs including pictographs and tally marks. The learners will discuss chance in daily events.
			CONTENT AREA			DH.1.1.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		DH.1.1.CU.1.	We collect information to make sense of the world around us. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		DH.1.1.CU.2.	Organizing objects and events helps us to solve problems.
				SKILLS / LEARNING OUTCOMES		DH.1.1.CU.3.	Events in daily life involve chance.
			CONTENT AREA			DH.1.1.LO.	Learning outcomes
				SKILLS / LEARNING OUTCOMES		DH.1.1.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	DH.1.1.LO.1.a.	Understand that sets can be organized by different attributes (materials correlated to this standard)
					LEARNING OUTCOMES	DH.1.1.LO.1.b.	Understand that information about themselves and their surroundings can be obtained in different ways (materials correlated to this standard)
					LEARNING OUTCOMES	DH.1.1.LO.1.c.	Discuss chance in daily events (impossible, maybe, certain).
				SKILLS / LEARNING OUTCOMES		DH.1.1.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	DH.1.1.LO.2.a.	Represent information through pictographs and tally marks (materials correlated to this standard)
					LEARNING OUTCOMES	DH.1.1.LO.2.b.	Sort and label real objects by attributes. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		DH.1.1.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	DH.1.1.LO.3.a.	Create pictographs and tally marks (materials correlated to this standard)
					LEARNING OUTCOMES	DH.1.1.LO.3.b.	Create living graphs using real objects and people
					LEARNING OUTCOMES	DH.1.1.LO.3.c.	Describe real objects and events by attributes. (materials correlated to this standard)
		THEME / PHASE				DH.1.2.	Phase 2: Learners will understand how information can be expressed as organized and structured data and that this can occur in a range of ways. They will collect and represent data in different types of graphs, interpreting the resulting information for the purpose of answering questions. The learners will develop an understanding that some events in daily life are more likely to happen than others and they will identify and describe likelihood using appropriate vocabulary.
			CONTENT AREA			DH.1.2.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		DH.1.2.CU.1.	Information can be expressed as organized and structured data.
				SKILLS / LEARNING OUTCOMES		DH.1.2.CU.2.	Objects and events can be organized indifferent ways.
				SKILLS / LEARNING OUTCOMES		DH.1.2.CU.3.	Some events in daily life are more likely to happen than others.
			CONTENT AREA			DH.1.2.LO.	Learning outcomes
				SKILLS / LEARNING OUTCOMES		DH.1.2.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	DH.1.2.LO.1.a.	Understand that sets can be organized by one or more attributes (materials correlated to this standard)
					LEARNING OUTCOMES	DH.1.2.LO.1.b.	Understand that information about themselves and their surroundings can be collected and recorded indifferent ways (materials correlated to this standard)
					LEARNING OUTCOMES	DH.1.2.LO.1.c.	Understand the concept of chance in daily events (impossible, less likely, maybe, most likely, certain).
				SKILLS / LEARNING OUTCOMES		DH.1.2.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	DH.1.2.LO.2.a.	Collect and represent data in different types of graphs, for example, tally marks, bar graphs (materials correlated to this standard)
					LEARNING OUTCOMES	DH.1.2.LO.2.b.	Represent the relationship between objects in sets using tree, Venn and Carroll diagrams
					LEARNING OUTCOMES	DH.1.2.LO.2.c.	Express the chance of an event happening using words or phrases (impossible, less likely, maybe, most likely, certain).
				SKILLS / LEARNING OUTCOMES		DH.1.2.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	DH.1.2.LO.3.a.	Collect, display and interpret data for the purpose of answering questions (materials correlated to this standard)
					LEARNING OUTCOMES	DH.1.2.LO.3.b.	Create a pictograph and sample bar graph of real objects and interpret data by comparing quantities (for example, more, fewer, less than, greater than)
					LEARNING OUTCOMES	DH.1.2.LO.3.c.	Use tree, Venn and Carroll diagrams to explore relationships between data
					LEARNING OUTCOMES	DH.1.2.LO.3.d.	Identify and describe chance in daily events (impossible, less likely, maybe, most likely, certain).
		THEME / PHASE				DH.1.3.	Phase 3: Learners will continue to collect, organize, display and analyse data, developing an understanding of how different graphs highlight different aspects of data more efficiently. They will understand that scale can represent different quantities in graphs and that mode can be used to summarize a set of data. The learners will make the connection that probability is based on experimental events and can be expressed numerically.
			CONTENT AREA			DH.1.3.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		DH.1.3.CU.1.	Data can be collected, organized, displayed and analysed in different ways. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		DH.1.3.CU.2.	Different graph forms highlight different aspects of data more efficiently.
				SKILLS / LEARNING OUTCOMES		DH.1.3.CU.3.	Probability can be based on experimental events in daily life. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		DH.1.3.CU.4.	Probability can be expressed in numerical notations.
			CONTENT AREA			DH.1.3.LO.	Learning outcomes
				SKILLS / LEARNING OUTCOMES		DH.1.3.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	DH.1.3.LO.1.a.	Understand that data can be collected, displayed and interpreted using simple graphs, for example, bar graphs, line graphs (materials correlated to this standard)
					LEARNING OUTCOMES	DH.1.3.LO.1.b.	Understand that scale can represent different quantities in graphs
					LEARNING OUTCOMES	DH.1.3.LO.1.c.	Understand that the mode can be used to summarize a set of data
					LEARNING OUTCOMES	DH.1.3.LO.1.d.	Understand that one of the purposes of a database is to answer questions and solve problems
					LEARNING OUTCOMES	DH.1.3.LO.1.e.	Understand that probability is based on experimental events. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		DH.1.3.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	DH.1.3.LO.2.a.	Collect, display and interpret data using simple graphs, for example, bar graphs, line graphs (materials correlated to this standard)
					LEARNING OUTCOMES	DH.1.3.LO.2.b.	Identify, read and interpret range and scale on graphs (materials correlated to this standard)
					LEARNING OUTCOMES	DH.1.3.LO.2.c.	Identify the mode of a set of data
					LEARNING OUTCOMES	DH.1.3.LO.2.d.	Use tree diagrams to express probability using simple fractions.
				SKILLS / LEARNING OUTCOMES		DH.1.3.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	DH.1.3.LO.3.a.	Design a survey and systematically collect, organize and display data in pictographs and bar graphs
					LEARNING OUTCOMES	DH.1.3.LO.3.b.	Select appropriate graph form (s) to display data
					LEARNING OUTCOMES	DH.1.3.LO.3.c.	Interpret range and scale on graphs (materials correlated to this standard)
					LEARNING OUTCOMES	DH.1.3.LO.3.d.	Use probability to determine mathematically fair and unfair games and to explain possible outcomes
					LEARNING OUTCOMES	DH.1.3.LO.3.e.	Express probability using simple fractions.
		THEME / PHASE				DH.1.4.	Phase 4: Learners will collect, organize and display data for the purposes of valid interpretation and communication. They will be able to use the mode, median, mean and range to summarize a set of data. They will create and manipulate an electronic database for their own purposes, including setting up spreadsheets and using simple formulas to create graphs. Learners will understand that probability can be expressed on a scale (0-1or 0%-100%) and that the probability of an event can be predicted theoretically.
			CONTENT AREA			DH.1.4.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		DH.1.4.CU.1.	Data can be presented effectively for valid interpretation and communication.
				SKILLS / LEARNING OUTCOMES		DH.1.4.CU.2.	Range, mode, median and mean can be used to analyse statistical data. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		DH.1.4.CU.3.	Probability can be represented on a scale between 0-1 or 0%-100%.
				SKILLS / LEARNING OUTCOMES		DH.1.4.CU.4.	The probability of an event can be predicted theoretically. (materials correlated to this standard)
			CONTENT AREA			DH.1.4.LO.	Learning outcomes
				SKILLS / LEARNING OUTCOMES		DH.1.4.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	DH.1.4.LO.1.a.	Understand that different types of graphs have special purposes
					LEARNING OUTCOMES	DH.1.4.LO.1.b.	Understand that the mode, median, mean and range can summarize a set of data (materials correlated to this standard)
					LEARNING OUTCOMES	DH.1.4.LO.1.c.	Understand that probability can be expressed in scale (0-1) or per cent (0%-1 00%)
					LEARNING OUTCOMES	DH.1.4.LO.1.d.	Understand the difference between experimental and theoretical probability.
				SKILLS / LEARNING OUTCOMES		DH.1.4.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	DH.1.4.LO.2.a.	Collect, display and interpret data in circle graphs (pie charts) and line graphs
					LEARNING OUTCOMES	DH.1.4.LO.2.b.	Identify, describe and explain the range, mode, median and mean in a set of data (materials correlated to this standard)
					LEARNING OUTCOMES	DH.1.4.LO.2.c.	Set up a spreadsheet using simple formulas to manipulate data and to create graphs
					LEARNING OUTCOMES	DH.1.4.LO.2.d.	Express probabilities using scale (0-1)or per cent (0%-100%).
				SKILLS / LEARNING OUTCOMES		DH.1.4.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	DH.1.4.LO.3.a.	Design a survey and systematically collect, record, organize and display the data in a bar graph, circle graph, line graph
					LEARNING OUTCOMES	DH.1.4.LO.3.b.	Identify, describe and explain the range, mode, median and mean in a set of data (materials correlated to this standard)
					LEARNING OUTCOMES	DH.1.4.LO.3.c.	Create and manipulate an electronic database for their own purposes
					LEARNING OUTCOMES	DH.1.4.LO.3.d.	Determine the theoretical probability of an event and explain why it might differ from experimental probability. (materials correlated to this standard)
	STRAND					IBO.M.2.	Measurement
		THEME / PHASE				M.2.1.	Phase 1: Learners will develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing of events. They will be able to identify, compare and describe attributes of real objects as well as describe and sequence familiar events in their daily routine.
			CONTENT AREA			M.2.1.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		M.2.1.CU.1.	Measurement involves comparing objects and events. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		M.2.1.CU.2.	Objects have attributes that can be measured using non-standard units. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		M.2.1.CU.3.	Events can be ordered and sequenced.
			CONTENT AREA			M.2.1.LO.	Learning outcomes
				SKILLS / LEARNING OUTCOMES		M.2.1.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	M.2.1.LO.1.a.	Understand that attributes of real objects can be compared and described, for example, longer, shorter, heavier, empty, full, hotter, colder (materials correlated to this standard)
					LEARNING OUTCOMES	M.2.1.LO.1.b.	Understand that events in daily routines can be described and sequenced, for example, before, after, bedtime, storytime, today, tomorrow.
				SKILLS / LEARNING OUTCOMES		M.2.1.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	M.2.1.LO.2.a.	Identify, compare and describe attributes of real objects, for example, longer, shorter, heavier, empty, full, hotter, colder (materials correlated to this standard)
					LEARNING OUTCOMES	M.2.1.LO.2.b.	Compare the length, mass and capacity of objects using non-standard units
					LEARNING OUTCOMES	M.2.1.LO.2.c.	Identify, describe and sequence events in their daily routine, for example, before, after, bedtime, storytime, today, tomorrow.
				SKILLS / LEARNING OUTCOMES		M.2.1.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	M.2.1.LO.3.a.	Describe observations about events and objects in real-life situations
					LEARNING OUTCOMES	M.2.1.LO.3.b.	Use non-standard units of measurement to solve problems in real-life situations involving length, mass and capacity.
		THEME / PHASE				M.2.2.	Phase 2: Learners will understand that standard units allow us to have a common language to measure and describe objects and events, and that while estimation is a strategy that can be applied for approximate measurements, particular tools allow us to measure and describe attributes of objects and events with more accuracy. Learners will develop these understandings in relation to measurement involving length, mass, capacity, money, temperature and time.
			CONTENT AREA			M.2.2.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		M.2.2.CU.1.	Standard units allow us to have a common language to identify, compare, order and sequence objects and events.
				SKILLS / LEARNING OUTCOMES		M.2.2.CU.2.	We use tools to measure the attributes of objects and events. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		M.2.2.CU.3.	Estimation allows us to measure with different levels of accuracy.
			CONTENT AREA			M.2.2.LO.	Learning outcomes
				SKILLS / LEARNING OUTCOMES		M.2.2.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	M.2.2.LO.1.a.	Understand the use of standard units to measure, for example, length, mass, money, time, temperature
					LEARNING OUTCOMES	M.2.2.LO.1.b.	Understand that tools can be used to measure (materials correlated to this standard)
					LEARNING OUTCOMES	M.2.2.LO.1.c.	Understand that calendars can be used to determine the date, and to identify and sequence days of the week and months of the year (materials correlated to this standard)
					LEARNING OUTCOMES	M.2.2.LO.1.d.	Understand that time is measured using universal units of measure, for examples, years, months, days, hours, minutes and second. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		M.2.2.LO.2.	When transferring meaning into symbols, learners:
					LEARNING OUTCOMES	M.2.2.LO.2.a.	Estimate and measure objects using standard units of measurement: length, mass, capacity, money and temperature (materials correlated to this standard)
					LEARNING OUTCOMES	M.2.2.LO.2.b.	Read and write the time to the hour, half hour and quarter hour
					LEARNING OUTCOMES	M.2.2.LO.2.c.	Estimate and compare lengths of time: second, minute, hour, day, week and month. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		M.2.2.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	M.2.2.LO.3.a.	Use standard units of measurement to solve problems in real-life situations involving length, mass, capacity, money and temperature (materials correlated to this standard)
					LEARNING OUTCOMES	M.2.2.LO.3.b.	Use measures of time to assist with problem solving in real-life situations
		THEME / PHASE				M.2.3.	Phase 3: Learners will continue to use standard units to measure objects, in particular developing their understanding of measuring perimeter, area and volume. They will select and use appropriate tools and units of measurement, and will be able to describe measures that fall between two numbers on a scale. The learners will be given the opportunity to construct meaning about the concept of an angle as a measure of rotation.
			CONTENT AREA			M.2.3.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		M.2.3.CU.1.	Objects and events have attributes that can be measured using appropriate tools.
				SKILLS / LEARNING OUTCOMES		M.2.3.CU.2.	Relationships exist between standard units that measure the same attributes.
			CONTENT AREA			M.2.3.LO.	Learning outcomes
				SKILLS / LEARNING OUTCOMES		M.2.3.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	M.2.3.LO.1.a.	Understand the use of standard units to measure perimeter, area and volume (materials correlated to this standard)
					LEARNING OUTCOMES	M.2.3.LO.1.b.	Understand that measures can fall between numbers on a measurement scale, for example 3 ½ kg, between 4 cm and 5 cm
					LEARNING OUTCOMES	M.2.3.LO.1.c.	Understand relationships between units, for example, metres, centimetres and millimetres
					LEARNING OUTCOMES	M.2.3.LO.1.d.	Understand an angle as a measure of rotation
				SKILLS / LEARNING OUTCOMES		M.2.3.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	M.2.3.LO.2.a.	Estimate and measure using standard units of measurement: perimeter, area and volume (materials correlated to this standard)
					LEARNING OUTCOMES	M.2.3.LO.2.b.	Describe measures that fall between numbers on a scale
					LEARNING OUTCOMES	M.2.3.LO.2.c.	Read and write digital and analogue time on 12-hour and 12-hour clocks
				SKILLS / LEARNING OUTCOMES		M.2.3.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	M.2.3.LO.3.a.	Use standard units of measurement to solve problems in real-life situations involving perimeter, area and volume
					LEARNING OUTCOMES	M.2.3.LO.3.b.	Select appropriate tools and units of measurement
					LEARNING OUTCOMES	M.2.3.LO.3.c.	Use timelines in units of inquiry and other real-life situations
		THEME / PHASE				M.2.4.	Phase 4: Learners will understand that a range of procedures exists to measure different attributes of objects and events, for example, the use of formulas for finding area, perimeter and volume. They will be able to decide on the level of accuracy required for measuring and using decimal and fraction notation when precise measurements are necessary. To demonstrate their understanding of angles as a measure of rotation, the learners will be able to measure and construct angles.
			CONTENT AREA			M.2.4.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		M.2.4.CU.1.	Accuracy of measurements depends on the situation and the precision of the tool.
				SKILLS / LEARNING OUTCOMES		M.2.4.CU.2.	Conversion of units and measurements allows us to make sense of the world we live in.
				SKILLS / LEARNING OUTCOMES		M.2.4.CU.3.	A range of procedures exists to measure different attributes of objects and events.
			CONTENT AREA			M.2.4.LO.	Learning outcomes
				SKILLS / LEARNING OUTCOMES		M.2.4.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	M.2.4.LO.1.a.	Understand procedures for finding area, perimeter and volume (materials correlated to this standard)
					LEARNING OUTCOMES	M.2.4.LO.1.b.	Understand the relationships between area and perimeter, between area and volume, and between volume and capacity (materials correlated to this standard)
					LEARNING OUTCOMES	M.2.4.LO.1.c.	Understand unit conversions within measurement systems (metric or customary).
				SKILLS / LEARNING OUTCOMES		M.2.4.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	M.2.4.LO.2.a.	Develop and describe formulas for finding perimeter, area and volume
					LEARNING OUTCOMES	M.2.4.LO.2.b.	Use decimal and fraction notation in measurement, for example, 3.2 cm, 1.47 kg, 1 ½ miles
					LEARNING OUTCOMES	M.2.4.LO.2.c.	Read and interpret scales on a range of measuring instruments
					LEARNING OUTCOMES	M.2.4.LO.2.d.	Measure and construct angles in degrees using a protractor
					LEARNING OUTCOMES	M.2.4.LO.2.e.	Carry out simple unit conversions within a system of measurement (metric or customary).
				SKILLS / LEARNING OUTCOMES		M.2.4.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	M.2.4.LO.3.a.	Select and use appropriate units of measurement and tools to solve problems in real-life situations
					LEARNING OUTCOMES	M.2.4.LO.3.b.	Determine and justify the level of accuracy required to solve real-life problems involving measurement
					LEARNING OUTCOMES	M.2.4.LO.3.c.	Use decimal and fractional notation in measurement, for example, 3.2 cm, 1.47 kg, 1 ½ miles
					LEARNING OUTCOMES	M.2.4.LO.3.d.	Use timetables and schedules (12-hour and 24-hour clocks) in real-life situations
					LEARNING OUTCOMES	M.2.4.LO.3.e.	Determine times worldwide.
	STRAND					IBO.SS.3.	Shape and Space
		THEME / PHASE				SS.3.1.	Phase 1: Learners will understand that shapes have characteristics that can be described and compared. They will understand and use common language to describe paths, regions and boundaries of their immediate environment.
			CONTENT AREA			SS.3.1.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		SS.3.1.CU.1.	Shapes can be described and organized according to their properties. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		SS.3.1.CU.2.	Objects in our immediate environment have a position in space that can be described according to a point of reference. (materials correlated to this standard)
			CONTENT AREA			SS.3.1.LO.	Learning outcomes
				SKILLS / LEARNING OUTCOMES		SS.3.1.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	SS.3.1.LO.1.a.	Understand that 2D and 3D shapes have characteristics that can be described and compared (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.1.LO.1.b.	Understand that common language can be used to describe position and direction, for example, inside, outside, above, below, next to, behind, in front of, up, down. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		SS.3.1.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	SS.3.1.LO.2.a.	Sort, describe and compare 3D shapes
					LEARNING OUTCOMES	SS.3.1.LO.2.b.	Describe position and direction, for example, inside, outside, above, below, next to, behind, in front of, up, down. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		SS.3.1.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	SS.3.1.LO.3.a.	Explore and describe the paths, regions and boundaries of their immediate environment (inside, outside, above, below) and their position (next to, behind, in front of, up, down). (materials correlated to this standard)
		THEME / PHASE				SS.3.2.	Phase 2: Learners will continue to work with 2D and 3D shapes, developing the understanding that shapes are classified and named according to their properties. They will understand that examples of symmetry and transformations can be found in their immediate environment. Learners will interpret, create and use simple directions and specific vocabulary to describe paths, regions, positions and boundaries of their immediate environment.
			CONTENT AREA			SS.3.2.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		SS.3.2.CU.1.	Shapes are classified and named according to their properties. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		SS.3.2.CU.2.	Some shapes are made up of parts that repeat in some way. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		SS.3.2.CU.3.	Specific vocabulary can be used to describe an object’s position in space. (materials correlated to this standard)
			CONTENT AREA			SS.3.2.CU.	Learning outcomes
				SKILLS / LEARNING OUTCOMES		SS.3.2.CU.1.	When constructing meaning learners:
					LEARNING OUTCOMES	SS.3.2.CU.1.a.	Understand that there are relationships among and between 2Dand 3D shapes
					LEARNING OUTCOMES	SS.3.2.CU.1.b.	Understand that 2D and 3D shapes can be created by putting together and/or taking apart other shapes (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.2.CU.1.c.	Understand that examples of symmetry and transformations can be found in their immediate environment (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.2.CU.1.d.	Understand that geometric shapes are useful for representing real-world situations (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.2.CU.1.e.	Understand that directions can be used to describe pathways, regions, positions and boundaries of their immediate environment.
				SKILLS / LEARNING OUTCOMES		SS.3.2.CU.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	SS.3.2.CU.2.a.	Sort, describe and label 2D and 3Dshapes (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.2.CU.2.b.	Analyse and describe the relationships between 2D and 3D shapes
					LEARNING OUTCOMES	SS.3.2.CU.2.c.	Create and describe symmetrical and tessellating patterns
					LEARNING OUTCOMES	SS.3.2.CU.2.d.	Identify lines of reflective symmetry (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.2.CU.2.e.	Represent ideas about the real world using geometric vocabulary and symbols, for example, through oral description, drawing, modelling, labelling (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.2.CU.2.f.	Interpret and create simple directions, describing paths, regions, positions and boundaries of their immediate environment.
				SKILLS / LEARNING OUTCOMES		SS.3.2.CU.3.	When applying with understanding learners:
					LEARNING OUTCOMES	SS.3.2.CU.3.a.	Analyse and use what they know about 3D shapes to describe and work with 2D shapes
					LEARNING OUTCOMES	SS.3.2.CU.3.b.	Recognize and explain simple symmetrical designs in the environment (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.2.CU.3.c.	Apply knowledge of symmetry to problem-solving situations (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.2.CU.3.d.	Interpret and use simple directions, describing paths, regions, positions and boundaries of their immediate environment.
		THEME / PHASE				SS.3.3.	Phase 3: Learners will sort, describe and model regular and irregular polygons, developing an understanding of their properties. They will be able to describe and model congruency and similarity in 2D shapes. Learners will continue to develop their understanding of symmetry, in particular reflective and rotational symmetry. They will understand how geometric shapes and associated vocabulary are useful for representing and describing objects and events in real-world situations.
			CONTENT AREA			SS.3.3.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		SS.3.3.CU.1.	Changing the position of a shape does not alter its properties.
				SKILLS / LEARNING OUTCOMES		SS.3.3.CU.2.	Shapes can be transformed in different ways.
				SKILLS / LEARNING OUTCOMES		SS.3.3.CU.3.	Geometric shapes and vocabulary are useful for representing and describing objects and events in real-world situations. (materials correlated to this standard)
			CONTENT AREA			SS.3.3.LO.	Learning outcomes
				SKILLS / LEARNING OUTCOMES		SS.3.3.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	SS.3.3.LO.1.a.	Understand the common language used to describe shapes (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.3.LO.1.b.	Understand the properties of regular and irregular polygons
					LEARNING OUTCOMES	SS.3.3.LO.1.c.	Understand congruent or similar shapes (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.3.LO.1.d.	Understand that lines and axes of reflective and rotational symmetry assist with the construction of shapes (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.3.LO.1.e.	Understand an angle as a measure of rotation
					LEARNING OUTCOMES	SS.3.3.LO.1.f.	Understand that directions for location can be represented by coordinates on a grid
					LEARNING OUTCOMES	SS.3.3.LO.1.g.	Understand that visualization of shape and space is a strategy for solving problems. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		SS.3.3.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	SS.3.3.LO.2.a.	Sort, describe and model regular and irregular polygons
					LEARNING OUTCOMES	SS.3.3.LO.2.b.	Describe and model congruency and similarity in 2D shapes (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.3.LO.2.c.	Analyse angles by comparing and describing rotations: whole turn; half turn; quarter turn; north, south, east and west on a compass
					LEARNING OUTCOMES	SS.3.3.LO.2.d.	Locate features on a grid using coordinates
					LEARNING OUTCOMES	SS.3.3.LO.2.e.	Describe and/or represent mental images of objects, patterns, and paths. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		SS.3.3.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	SS.3.3.LO.3.a.	Analyse and describe 2D and 3Dshapes, including regular and irregular polygons, using geometrical vocabulary (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.3.LO.3.b.	Identify, describe and model congruency and similarity in 2D shapes (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.3.LO.3.c.	Recognize and explain symmetrical patterns, including tessellation, in the environment
					LEARNING OUTCOMES	SS.3.3.LO.3.d.	Apply knowledge of transformations to problem-solving situations.
		THEME / PHASE				SS.3.4.	Phase 4: Learners will understand the properties of regular and irregular polyhedra. They will understand the properties of 2D shapes and understand that 2D representations of 3D objects can be used to visualize and solve problems in the real world, for example, through the use of drawing and modelling. Learners will develop their understanding of the use of scale (ratio) to enlarge and reduce shapes. They will apply the language and notation of bearing to describe direction and position.
			CONTENT AREA			SS.3.4.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		SS.3.4.CU.1.	Manipulation of shape and space takes place for a particular purpose.
				SKILLS / LEARNING OUTCOMES		SS.3.4.CU.2.	Consolidating what we know of geometric concepts allows us to make sense of and interact with our world.
				SKILLS / LEARNING OUTCOMES		SS.3.4.CU.3.	Geometric tools and methods can be used to solve problems relating to shape and space. (materials correlated to this standard)
			CONTENT AREA			SS.3.4.LO.	Learning outcomes
				SKILLS / LEARNING OUTCOMES		SS.3.4.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	SS.3.4.LO.1.a.	Understand the common language used to describe shapes (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.4.LO.1.b.	Understand the properties of regular and irregular polyhedra
					LEARNING OUTCOMES	SS.3.4.LO.1.c.	Understand the properties of circles (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.4.LO.1.d.	Understand how scale (ratios) is used to enlarge and reduce shapes
					LEARNING OUTCOMES	SS.3.4.LO.1.e.	Understand systems for describing position and direction
					LEARNING OUTCOMES	SS.3.4.LO.1.f.	Understand that 2D representations of 3D objects can be used to visualize and solve problems
					LEARNING OUTCOMES	SS.3.4.LO.1.g.	Understand that geometric ideas and relationships can be used to solve problems in other areas of mathematics and in real life.
				SKILLS / LEARNING OUTCOMES		SS.3.4.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	SS.3.4.LO.2.a.	Analyse, describe, classify and visualize 2D (including circles, triangles and quadrilaterals) and 3D shapes, using geometric vocabulary (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.4.LO.2.b.	Describe lines and angles using geometric vocabulary
					LEARNING OUTCOMES	SS.3.4.LO.2.c.	Identify and use scale (ratios) to enlarge and reduce shapes
					LEARNING OUTCOMES	SS.3.4.LO.2.d.	Identify and use the language and notation of bearing to describe direction and position
					LEARNING OUTCOMES	SS.3.4.LO.2.e.	Create and model how a 2D net converts into a 3D shape and vice versa
					LEARNING OUTCOMES	SS.3.4.LO.2.f.	Explore the use of geometric ideas and relationships to solve problems in other areas of mathematics.
				SKILLS / LEARNING OUTCOMES		SS.3.4.LO.2.	When applying with understanding learners:
					LEARNING OUTCOMES	SS.3.4.LO.2.a.	Use geometric vocabulary when describing shape and space in mathematical situations and beyond (materials correlated to this standard)
					LEARNING OUTCOMES	SS.3.4.LO.2.b.	Use scale (ratios) to enlarge and reduce shapes
					LEARNING OUTCOMES	SS.3.4.LO.2.c.	Apply the language and notation of bearing to describe direction and position
					LEARNING OUTCOMES	SS.3.4.LO.2.d.	Use 2D representations of 3D objects to visualize and solve problems, for example using drawings or models.
	STRAND					IBO.PF.4.	Pattern and Function
		THEME / PHASE				PF.4.1.	Phase 1: Learners will understand that patterns and sequences occur in everyday situations. They will be able to identify, describe, extend and create patterns in various ways.
			CONTENT AREA			PF.4.1.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		PF.4.1.CU.1.	Patterns and sequences occur in everyday situations. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		PF.4.1.CU.2.	Patterns repeat and grow. (materials correlated to this standard)
			CONTENT AREA			PF.4.1.LO.	Learning outcomes
				SKILLS / LEARNING OUTCOMES		PF.4.1.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	PF.4.1.LO.1.a.	Understand that patterns can be found in everyday situations, for example, sounds, actions, objects, nature. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		PF.4.1.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	PF.4.1.LO.2.a.	Describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		PF.4.1.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	PF.4.1.LO.3.a.	Extend and create patterns. (materials correlated to this standard)
		THEME / PHASE				PF.4.2.	Phase 2: Learners will understand that whole numbers exhibit patterns and relationships that can be observed and described, and that the patterns can be represented using numbers and other symbols. As a result, learners will understand the inverse relationship between addition and subtraction, and the associative and commutative properties of addition. They will be able to use their understanding of pattern to represent and make sense of real-life situations and, where appropriate, to solve problems involving addition and subtraction.
			CONTENT AREA			PF.4.2.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		PF.4.2.CU.1.	Whole numbers exhibit patterns and relationships that can be observed and described. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		PF.4.2.CU.2.	Patterns can be represented using numbers and other symbols. (materials correlated to this standard)
			CONTENT AREA			PF.4.2.LO.	Learning Outcomes
				SKILLS / LEARNING OUTCOMES		PF.4.2.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	PF.4.2.LO.1.a.	Understand that patterns can be found in numbers, for example, odd and even numbers, skip counting (materials correlated to this standard)
					LEARNING OUTCOMES	PF.4.2.LO.1.b.	Understand the inverse relationship between addition and subtraction
					LEARNING OUTCOMES	PF.4.2.LO.1.c.	Understand the associative and commutative properties of addition.
				SKILLS / LEARNING OUTCOMES		PF.4.2.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	PF.4.2.LO.2.a.	Represent patterns in a variety of ways, for example, using words, drawings, symbols, materials, actions, numbers (materials correlated to this standard)
					LEARNING OUTCOMES	PF.4.2.LO.2.b.	Describe number patterns, for example, odd and even numbers, skip counting. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		PF.4.2.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	PF.4.2.LO.3.a.	Extend and create patterns in numbers, for example, odd and even numbers, skip counting (materials correlated to this standard)
					LEARNING OUTCOMES	PF.4.2.LO.3.b.	Use number patterns to represent and understand real-life situations (materials correlated to this standard)
					LEARNING OUTCOMES	PF.4.2.LO.3.c.	Use the properties and relationships of addition and subtraction to solve problems. (materials correlated to this standard)
		THEME / PHASE				PF.4.3.	Phase 3: Learners will analyse patterns and identify rules for patterns, developing the understanding that functions describe the relationship or rules that uniquely associate members of one set with members of another set. They will understand the inverse relationship between multiplication and division, and the associative and commutative properties of multiplication. They will be able to use their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve problems involving the four operations.
			CONTENT AREA			PF.4.3.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		PF.4.3.CU.1.	Functions are relationships or rules that uniquely associate members of one set with members of another set. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		PF.4.3.CU.2.	By analyzing patterns and identifying rules for patters it is possible to make predictions. (materials correlated to this standard)
			CONTENT AREA			PF.4.3.LO.	Learning Outcomes
				SKILLS / LEARNING OUTCOMES		PF.4.3.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	PF.4.3.LO.1.a.	Understand that patterns can be analysed and rules identified (materials correlated to this standard)
					LEARNING OUTCOMES	PF.4.3.LO.1.b.	Understand that multiplication is repeated addition and that division is repeated subtraction (materials correlated to this standard)
					LEARNING OUTCOMES	PF.4.3.LO.1.c.	Understand the inverse relationship between multiplication and division
					LEARNING OUTCOMES	PF.4.3.LO.1.d.	Understand the associative and commutative properties of multiplication.
				SKILLS / LEARNING OUTCOMES		PF.4.3.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	PF.4.3.LO.2.a.	Describe the rule for a pattern in a variety of ways (materials correlated to this standard)
					LEARNING OUTCOMES	PF.4.3.LO.2.b.	Represent rules for patterns using words, symbols and tables (materials correlated to this standard)
					LEARNING OUTCOMES	PF.4.3.LO.2.c.	Identify a sequence of operations relating one set of numbers to another set. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		PF.4.3.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	PF.4.3.LO.3.a.	Select appropriate methods for representing patterns, for example using words, symbols and tables
					LEARNING OUTCOMES	PF.4.3.LO.3.b.	Use number patterns to make predictions and solve problems (materials correlated to this standard)
					LEARNING OUTCOMES	PF.4.3.LO.3.c.	Use the properties and relationships of the four operations to solve problems. (materials correlated to this standard)
		THEME / PHASE				PF.4.4.	Phase 4: Learners will understand that patterns can be represented, analysed and generalized using algebraic expressions, equations or functions. They will use words, tables, graphs and, where possible, symbolic rules to analyse and represent patterns. They will develop an understanding of exponential notation as a way to express repeated products, and of the inverse relationship that exists between exponents and roots. The students will continue to use their understanding of pattern and function to represent and make sense of real-life situations and to solve problems involving the four operations.
			CONTENT AREA			PF.4.4.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		PF.4.4.CU.1.	Patterns can often be generalized using algebraic expressions, equations or functions.
				SKILLS / LEARNING OUTCOMES		PF.4.4.CU.2.	Exponential notation is a powerful way to express repeated products of the same numbers.
			CONTENT AREA			PF.4.4.LO.	Learning Outcomes
				SKILLS / LEARNING OUTCOMES		PF.4.4.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	PF.4.4.LO.1.a.	Understand that patterns can be generalized by a rule (materials correlated to this standard)
					LEARNING OUTCOMES	PF.4.4.LO.1.b.	Understand exponents as repeated multiplication
					LEARNING OUTCOMES	PF.4.4.LO.1.c.	Understand the inverse relationship between exponents and roots
					LEARNING OUTCOMES	PF.4.4.LO.1.d.	Understand that patterns can be represented, analysed and generalized using tables, graphs, words, and, when possible, symbolic rules. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		PF.4.4.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	PF.4.4.LO.2.a.	Represent the rule of a pattern by using a function
					LEARNING OUTCOMES	PF.4.4.LO.2.b.	Analyse pattern and function using words, tables and graphs, and, when possible, symbolic rules. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		PF.4.4.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	PF.4.4.LO.3.a.	Select appropriate methods to analyse patterns and identify rules (materials correlated to this standard)
					LEARNING OUTCOMES	PF.4.4.LO.3.b.	Use functions to solve problems. (materials correlated to this standard)
	STRAND					IBO.N.5.	Number
		THEME / PHASE				N.5.1.	Phase 1: Learners will understand that numbers are used for many different purposes in the real world. They will develop an understanding of one-to-one correspondence and conservation of number, and be able to count and use number words and numerals to represent quantities.
			CONTENT AREA			N.5.1.CU.	Conceptual understandings Numbers are a naming system.
				SKILLS / LEARNING OUTCOMES		N.5.1.CU.1.	Numbers can be used in many ways for different purposes in the real world. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		N.5.1.CU.2.	Numbers are connected to each other through a variety of relationships.
				SKILLS / LEARNING OUTCOMES		N.5.1.CU.3.	Making connections between our experiences with number can help us to develop number sense. (materials correlated to this standard)
			CONTENT AREA			N.5.1.LO.	Learning outcome
				SKILLS / LEARNING OUTCOMES		N.5.1.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	N.5.1.LO.1.a.	Understand one-to-one correspondence
					LEARNING OUTCOMES	N.5.1.LO.1.b.	Understand that, for a set of objects, the number name of the last object counted describes the quantity of the whole set (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.1.LO.1.c.	Understand that numbers can be constructed in multiple ways, for Example, by combining and partitioning (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.1.LO.1.d.	Understand conservation of number (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.1.LO.1.e.	Understand the relative magnitude of whole numbers (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.1.LO.1.f.	Recognize groups of zero to five objects without counting (subitizing)
					LEARNING OUTCOMES	N.5.1.LO.1.g.	Understand whole-part relationships (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.1.LO.1.h.	Use the language of mathematics to compare quantities, for example, more, less, first, second. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		N.5.1.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	N.5.1.LO.2.a.	Connect number names and numerals to the quantities they represent. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		N.5.1.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	N.5.1.LO.3.a.	Count to determine the number of objects in a set (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.1.LO.3.b.	Use number words and numerals to represent quantities in real-life situations (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.1.LO.3.c.	Use the language of mathematics to compare quantities in real-life situations, for example, more, less, first, second (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.1.LO.3.d.	Subitize in real-life situations
					LEARNING OUTCOMES	N.5.1.LO.3.e.	Use simple fraction names in real-life situations (materials correlated to this standard)
		THEME / PHASE				N.5.2.	Phase 2: Learners will develop their understanding of the base 10 place value system and will model, read, write, estimate, compare and order numbers to hundreds or beyond. They will have automatic recall of addition and subtraction facts and be able to model addition and subtraction of whole numbers using the appropriate mathematical language to describe their mental and written strategies. Learners will have an understanding of fractions as representations of whole-part relationships and will be able to model fractions and use fraction names in real-life situations.
			CONTENT AREA			N.5.2.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		N.5.2.CU.1.	The base 10 place value system is used to represent numbers and number relationships. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		N.5.2.CU.2.	Fractions are ways of representing whole-part relationships. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		N.5.2.CU.3.	The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		N.5.2.CU.4.	Number operations can be modelled in a variety of ways. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		N.5.2.CU.5.	There are many mental methods that can be applied for exact and approximate computations.
			CONTENT AREA			N.5.2.LO.	Learning Outcomes
				SKILLS / LEARNING OUTCOMES		N.5.2.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	N.5.2.LO.1.a.	Model numbers to hundreds or beyond using the base 10 place value system
					LEARNING OUTCOMES	N.5.2.LO.1.b.	Estimate quantities to 100 or beyond
					LEARNING OUTCOMES	N.5.2.LO.1.c.	Model simple fraction relationships (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.2.LO.1.d.	Use the language of addition and subtraction, for example, add, take away, plus, minus, sum, difference
					LEARNING OUTCOMES	N.5.2.LO.1.e.	Model addition and subtraction of whole numbers (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.2.LO.1.f.	Develop strategies for memorizing addition and subtraction number facts (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.2.LO.1.g.	Estimate sums and differences
					LEARNING OUTCOMES	N.5.2.LO.1.h.	Understand situations that involve multiplication and division
					LEARNING OUTCOMES	N.5.2.LO.1.i.	Model addition and subtraction of fractions with the same denominator.
				SKILLS / LEARNING OUTCOMES		N.5.2.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	N.5.2.LO.2.a.	Read and write whole numbers up to hundreds or beyond
					LEARNING OUTCOMES	N.5.2.LO.2.b.	Read, write, compare and order cardinal and ordinal numbers (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.2.LO.2.c.	Describe mental and written strategies for adding and subtracting two-digit numbers.
				SKILLS / LEARNING OUTCOMES		N.5.2.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	N.5.2.LO.3.a.	Use whole numbers up to hundreds or beyond in real-life situations (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.2.LO.3.b.	Use cardinal and ordinal numbers in real-life situations (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.2.LO.3.c.	Use fast recall of addition and subtraction number facts in real-life situations (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.2.LO.3.d.	Use fractions in real-life situations (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.2.LO.3.e.	Use mental and written strategies for addition and subtraction of two-digit numbers or beyond in real-life situations (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.2.LO.3.f.	Select an appropriate method for solving a problem, for example, mental estimation, mental or written strategies, or by using a calculator (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.2.LO.3.g.	Use strategies to evaluate the reasonableness of answers.
		THEME / PHASE				N.5.3.	Phase 3: Learners will develop the understanding that fractions and decimals are ways of representing whole-part relationships and will demonstrate this understanding by modelling equivalent fractions and decimal fractions to hundredths or beyond. They will be able to model, read, write, compare and order fractions, and use them in real-life situations. Learners will have automatic recall of addition, subtraction, multiplication and division facts. They will select, use and describe a range of strategies to solve problems involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of their answers.
			CONTENT AREA			N.5.3.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		N.5.3.CU.1.	The base 10 place value system can be extended to represent magnitude.
				SKILLS / LEARNING OUTCOMES		N.5.3.CU.2.	Fractions and decimals are ways of representing whole-part relationships. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		N.5.3.CU.3.	The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		N.5.3.CU.4.	Even complex operations can be modelled in a variety of ways, for example, an algorithm is a way to represent an operation.
			CONTENT AREA			N.5.3.LO.	Learning Outcomes
				SKILLS / LEARNING OUTCOMES		N.5.3.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	N.5.3.LO.1.a.	Model numbers to thousands or beyond using the base 10 place value system
					LEARNING OUTCOMES	N.5.3.LO.1.b.	Model equivalent fractions (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.3.LO.1.c.	Use the language of fractions, for example, numerator, denominator (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.3.LO.1.d.	Model decimal fractions to hundredths or beyond
					LEARNING OUTCOMES	N.5.3.LO.1.e.	Model multiplication and division of whole numbers (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.3.LO.1.f.	Use the language of multiplication and division, for example, factor, multiple, product, quotient, prime numbers, composite number
					LEARNING OUTCOMES	N.5.3.LO.1.g.	Model addition and subtraction of fractions with related denominators
					LEARNING OUTCOMES	N.5.3.LO.1.h.	Model addition and subtraction of decimals. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		N.5.3.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	N.5.3.LO.2.a.	Read, write, compare and order whole numbers up to thousands or beyond (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.3.LO.2.b.	Develop strategies for memorizing addition, subtraction, multiplication and division number facts (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.3.LO.2.c.	Read, write, compare and order fractions (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.3.LO.2.d.	Read and write equivalent fractions (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.3.LO.2.e.	Read, write, compare and order fractions to hundredths or beyond (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.3.LO.2.f.	Describe mental and written strategies for multiplication and division. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		N.5.3.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	N.5.3.LO.3.a.	Use whole numbers up to thousands or beyond in real-life situations (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.3.LO.3.b.	Use fast recall of multiplication and division number facts in real-life situations (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.3.LO.3.c.	Use decimal fractions in real-life situations
					LEARNING OUTCOMES	N.5.3.LO.3.d.	Use mental and written strategies for multiplication and division in real-life situations (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.3.LO.3.e.	Select and efficient method for solving a problem, for example, mental estimation, mental or written strategies, or by using a calculator (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.3.LO.3.f.	Use strategies to evaluate the reasonableness of answers
					LEARNING OUTCOMES	N.5.3.LO.3.g.	Add and subtract fractions with related denominators in real-life situations (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.3.LO.3.h.	Add and subtract decimals in real-life situations, including money
					LEARNING OUTCOMES	N.5.3.LO.3.i.	Estimate sum, different, product and quotient in real-life situations, including fractions and decimals.
		THEME / PHASE				N.5.4.	Phase 4: Learners will understand that the base 10 place value system extends infinitely in two directions and will be able to model, compare, read, write and order numbers to millions or beyond, as well as model integers. They will develop an understanding of ratios. They will understand that fractions, decimals and percentages are ways of representing whole-part relationships and will work towards modelling, comparing, reading, writing, ordering and converting fractions, decimals and percentages. They will use mental and written strategies to solve problems involving whole numbers, fractions and decimals in real-life situations, using a range of strategies to evaluate reasonableness of answers.
			CONTENT AREA			N.5.4.CU.	Conceptual understandings
				SKILLS / LEARNING OUTCOMES		N.5.4.CU.1.	The base 10 place value system extends infinitely in two directions.
				SKILLS / LEARNING OUTCOMES		N.5.4.CU.2.	Fractions, decimal fractions and percentages are ways of representing whole-part relationships. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		N.5.4.CU.3.	For fractional and decimal computation, the ideas developed for whole-number computation can apply. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		N.5.4.CU.4.	Ratios are a comparison of two numbers or quantities. (materials correlated to this standard)
			CONTENT AREA			N.5.4.LO.	Learning outcomes
				SKILLS / LEARNING OUTCOMES		N.5.4.LO.1.	When constructing meaning learners:
					LEARNING OUTCOMES	N.5.4.LO.1.a.	Model numbers to millions or beyond using the base 10 place value system
					LEARNING OUTCOMES	N.5.4.LO.1.b.	Model ratios (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.4.LO.1.c.	Model integers in appropriate contexts
					LEARNING OUTCOMES	N.5.4.LO.1.d.	Model exponents and square roots
					LEARNING OUTCOMES	N.5.4.LO.1.e.	Model improper fractions and mixed numbers (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.4.LO.1.f.	Simplify fractions using manipulatives (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.4.LO.1.g.	Model decimal fractions to thousandths or beyond
					LEARNING OUTCOMES	N.5.4.LO.1.h.	Model percentages
					LEARNING OUTCOMES	N.5.4.LO.1.i.	Understand the relationship between fractions, decimals and percentages
					LEARNING OUTCOMES	N.5.4.LO.1.j.	Model addition, subtraction, multiplication and division of fractions (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.4.LO.1.k.	Model addition, subtraction, multiplication and division of decimals. (materials correlated to this standard)
				SKILLS / LEARNING OUTCOMES		N.5.4.LO.2.	When transferring meaning into symbols learners:
					LEARNING OUTCOMES	N.5.4.LO.2.a.	Read, write, compare and order whole numbers up to millions or beyond (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.4.LO.2.b.	Read and write ratios (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.4.LO.2.c.	Read and write integers in appropriate contexts
					LEARNING OUTCOMES	N.5.4.LO.2.d.	Read and write exponents and square roots
					LEARNING OUTCOMES	N.5.4.LO.2.e.	Convert improper fractions to mixed numbers and vice versa
					LEARNING OUTCOMES	N.5.4.LO.2.f.	Simplify fractions in mental and written form (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.4.LO.2.g.	Read, write, compare and order decimal fractions to thousandths or beyond
					LEARNING OUTCOMES	N.5.4.LO.2.h.	Read, write, compare and order percentages
					LEARNING OUTCOMES	N.5.4.LO.2.i.	Convert between fractions, decimals and percentages.
				SKILLS / LEARNING OUTCOMES		N.5.4.LO.3.	When applying with understanding learners:
					LEARNING OUTCOMES	N.5.4.LO.3.a.	Use whole numbers up to millions or beyond in real-life situations (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.4.LO.3.b.	Use ratios in real-life situations (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.4.LO.3.c.	Use integers in real-life situations
					LEARNING OUTCOMES	N.5.4.LO.3.d.	Convert improper fractions to mixed numbers and vice versa in real-life situations
					LEARNING OUTCOMES	N.5.4.LO.3.e.	Simplify fractions in computation answers (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.4.LO.3.f.	Use fractions, decimals and percentages interchangeably in real-life situations
					LEARNING OUTCOMES	N.5.4.LO.3.g.	Select and use an appropriate sequence of operations to solve word problems (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.4.LO.3.h.	Select an efficient method for solving a problem: mental estimation, mental computation, written algorithms, by using a calculator (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.4.LO.3.i.	Use strategies to evaluate the reasonableness of answers
					LEARNING OUTCOMES	N.5.4.LO.3.j.	Use mental and written strategies for adding, subtracting, multiplying and dividing fractions and decimals in real-life situations (materials correlated to this standard)
					LEARNING OUTCOMES	N.5.4.LO.3.k.	Estimate and make approximations in real-life situations involving fractions, decimals and percentages. (materials correlated to this standard)