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problems\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003E\u003Cem\u003Eselecting tools and strategies:\u003C/em\u003E\u003C/strong\u003E select and use a variety of concrete, visual, and electronic learning tools and appropriate strategies to investigate mathematical ideas and to solve problems\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u0026nbsp;\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd style=\u0022width: 33.7672%; height: 43px; vertical-align: top;\u0022\u003E1. express and manage their feelings, and show understanding of the feelings of others, as they engage positively in mathematics activities\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr style=\u0022height: 43px;\u0022\u003E\n\u003Ctd style=\u0022width: 21.2311%; height: 43px; vertical-align: top;\u0022\u003E2. recognize sources of stress and cope with challenges\u003C/td\u003E\n\u003Ctd style=\u0022width: 33.7672%; height: 43px; vertical-align: top;\u0022\u003E2. work through challenging math problems, understanding that their resourcefulness in using various strategies to respond to stress is helping them build personal resilience\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr style=\u0022height: 43px;\u0022\u003E\n\u003Ctd style=\u0022width: 21.2311%; height: 43px; vertical-align: top;\u0022\u003E3. maintain positive motivation and perseverance\u003C/td\u003E\n\u003Ctd style=\u0022width: 33.7672%; height: 43px; vertical-align: top;\u0022\u003E3. recognize that testing out different approaches to problems and learning from mistakes is an important part of the learning process, and is aided by a sense of optimism and hope\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr style=\u0022height: 43px;\u0022\u003E\n\u003Ctd style=\u0022width: 21.2311%; height: 43px; vertical-align: top;\u0022\u003E4. build relationships and communicate effectively\u003C/td\u003E\n\u003Ctd style=\u0022width: 33.7672%; height: 43px; vertical-align: top;\u0022\u003E4. work collaboratively on math problems\u0026nbsp;\u0026ndash; expressing their thinking, listening to the thinking of others, and practising inclusivity \u0026ndash; and in that way foster healthy relationships\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr style=\u0022height: 21px;\u0022\u003E\n\u003Ctd style=\u0022width: 21.2311%; height: 21px; vertical-align: top;\u0022\u003E5. develop self-awareness and sense of identity\u003C/td\u003E\n\u003Ctd style=\u0022width: 33.7672%; height: 21px; vertical-align: top;\u0022\u003E5. see themselves as capable math learners, and strengthen their sense of ownership of their learning, as part of their emerging sense of identity and belonging\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr style=\u0022height: 21px;\u0022\u003E\n\u003Ctd style=\u0022width: 21.2311%; height: 10px; vertical-align: top;\u0022\u003E6. think critically and creatively\u003C/td\u003E\n\u003Ctd style=\u0022width: 33.7672%; height: 10px; vertical-align: top;\u0022\u003E6. make connections between math and everyday contexts to help them make informed judgements 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Grade 4 - B - Why","codename":"math___grade_4___b___why","language":"en-CA","type":"ui___generic_content","collection":"default","sitemap_locations":[],"last_modified":"2020-06-09T19:40:54.3018266Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":""},"url_slug":{"type":"url_slug","name":"URL slug","value":""},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003EStudents work with numbers up to 10,000 and are introduced to decimals. 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They also begin to solve problems that require more than one operation with whole numbers.\u0026nbsp;\u003C/p\u003E"},"abstract":{"type":"text","name":"Abstract","value":""},"credit":{"type":"rich_text","name":"Credit","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"parent":{"type":"modular_content","name":"Parent","value":[]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"alert_type":{"type":"multiple_choice","name":"Alert type","value":[]},"dismissible":{"type":"multiple_choice","name":"Dismissible","value":[]},"search_terms":{"type":"text","name":"Search Terms","value":""},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"container_type":{"type":"multiple_choice","name":"Container type","value":[]},"callout_colour_override":{"type":"multiple_choice","name":"Callout background colour override","value":[]}}},"math___grade_4___b1_1":{"system":{"id":"def0bb18-5658-43d5-9c8f-e606e0003afd","name":"Math - Grade 4 - B1.1","codename":"math___grade_4___b1_1","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T16:21:30.6384511Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B1.1"},"title":{"type":"text","name":"Title","value":"Whole Numbers"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"fc92771d-2758-4c61-a79d-fb9ce9522c3b":{"codename":"represent___representer","type":"glossary_term","url_slug":""},"61cac0c1-e805-4667-ae09-3b3ca6c47f1a":{"codename":"compose","type":"glossary_term","url_slug":""},"f0f7ac09-4095-4da3-b702-9b2b2ebacb17":{"codename":"decompose___decomposer","type":"glossary_term","url_slug":""},"e1b80fdc-dfeb-44a9-9d70-5c816ff8f834":{"codename":"whole_numbers___nombre_naturel","type":"glossary_term","url_slug":""},"9e67a3c2-a673-4be9-bbfc-4e6232d57587":{"codename":"tools___outil","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Eread, \u003Ca data-item-id=\u0022fc92771d-2758-4c61-a79d-fb9ce9522c3b\u0022 href=\u0022\u0022\u003Erepresent\u003C/a\u003E, \u003Ca data-item-id=\u002261cac0c1-e805-4667-ae09-3b3ca6c47f1a\u0022 href=\u0022\u0022\u003Ecompose\u003C/a\u003E, and \u003Ca data-item-id=\u0022f0f7ac09-4095-4da3-b702-9b2b2ebacb17\u0022 href=\u0022\u0022\u003Edecompose\u003C/a\u003E \u003Ca data-item-id=\u0022e1b80fdc-dfeb-44a9-9d70-5c816ff8f834\u0022 href=\u0022\u0022\u003Ewhole numbers\u003C/a\u003E up to and including 10\u0026nbsp;000, using appropriate \u003Ca data-item-id=\u00229e67a3c2-a673-4be9-bbfc-4e6232d57587\u0022 href=\u0022\u0022\u003Etools\u003C/a\u003E and strategies, and describe various ways they are used in everyday life\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b1_1___ps1","math___grade_4___b1_1___ps2","math___grade_3___b2_9___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 1","codename":"group_1"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___b1_1___ps1":{"system":{"id":"1f8fd9bb-f61b-49d2-b892-ded3c3d7bd29","name":"Math - Grade 4 - B1.1 - PS1","codename":"math___grade_4___b1_1___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T12:36:26.2144261Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"291e91f3-1809-4abd-8d65-9e92a614a43e":{"image_id":"291e91f3-1809-4abd-8d65-9e92a614a43e","description":"A number line that goes from 0 to 10 000 labelled in increments of 1000. 8621 is marked with a dot.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/135f84da-61a1-4ea1-b19d-bdb6f47ed176/number_line_8621_position-2.svg"},"73df3b41-2f44-401f-a7d2-02c020de0764":{"image_id":"73df3b41-2f44-401f-a7d2-02c020de0764","description":"A number line that goes from 0 to 10 000 and labelled in increments of 1000. There is a dot on 8621 and an arrow going from 0 to 8621 to show the magnitude of the number.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/1f574b9d-a6a1-4eaa-9418-f972691ae454/number_line_8621.svg"},"de81b8b9-8d63-4bc4-83cf-bcd47264329c":{"image_id":"de81b8b9-8d63-4bc4-83cf-bcd47264329c","description":"Base ten blocks. 8 cubes, 6 flats, 2 rods, and 1 small cube.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/5e4ab3d2-d53a-43af-8803-2e2070e61c05/base_ten_blocks_8621.svg"},"f67d81d9-86cb-43ee-abe9-d5edb6469c6c":{"image_id":"f67d81d9-86cb-43ee-abe9-d5edb6469c6c","description":"A number line that goes from 0 to 8621 with hops to the right beginning at 0 as follows : 8 hops of one thousand, 1 hop of six hundred, 1 hop of 20, and 1 hop of 1. ","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/4df793ea-c8c9-4446-84d8-8ddb3c5d200f/open_number_line_8621.svg"}},"links":{"45067d8e-07b1-42a8-b691-4c6225313209":{"codename":"base_ten_material___materiel_de_base_dix","type":"glossary_term","url_slug":""},"d65c7867-829d-4ade-b14f-e05013dec6ef":{"codename":"open_number_line___trait_numerique_ouvert","type":"glossary_term","url_slug":""},"6bc21ff5-2b55-4cd7-909d-ba5e17bec47f":{"codename":"place_value___valeur_de_position","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Erepresenting whole numbers:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003Ein words (e.g., eight thousand six hundred twenty-one)\u003C/li\u003E\n      \u003Cli\u003Eas numerals in standard notation (e.g., 8621)\u003C/li\u003E\n      \u003Cli\u003Ein expanded form (e.g., 8000 \u002B 600 \u002B 20 \u002B 1)\u003C/li\u003E\n      \u003Cli\u003Eas a position on a number line:\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022291e91f3-1809-4abd-8d65-9e92a614a43e\u0022 data-image-id=\u0022291e91f3-1809-4abd-8d65-9e92a614a43e\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/135f84da-61a1-4ea1-b19d-bdb6f47ed176/number_line_8621_position-2.svg\u0022 data-asset-id=\u0022291e91f3-1809-4abd-8d65-9e92a614a43e\u0022 data-image-id=\u0022291e91f3-1809-4abd-8d65-9e92a614a43e\u0022 alt=\u0022A number line that goes from 0 to 10 000 labelled in increments of 1000. 8621 is marked with a dot.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003Eas the distance (magnitude) from zero on a number line:\u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u002273df3b41-2f44-401f-a7d2-02c020de0764\u0022 data-image-id=\u002273df3b41-2f44-401f-a7d2-02c020de0764\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/1f574b9d-a6a1-4eaa-9418-f972691ae454/number_line_8621.svg\u0022 data-asset-id=\u002273df3b41-2f44-401f-a7d2-02c020de0764\u0022 data-image-id=\u002273df3b41-2f44-401f-a7d2-02c020de0764\u0022 alt=\u0022A number line that goes from 0 to 10 000 and labelled in increments of 1000. There is a dot on 8621 and an arrow going from 0 to 8621 to show the magnitude of the number.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003Eusing \u003Ca data-item-id=\u002245067d8e-07b1-42a8-b691-4c6225313209\u0022 href=\u0022\u0022\u003Ebase ten materials\u003C/a\u003E:\n      \u003Cul\u003E\n        \u003Cli\u003E8621 can be most efficiently represented as 8 cubes, 6 flats, 2 rods, and 1 small cube (unit):\u003C/li\u003E\n      \u003C/ul\u003E\n    \u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022de81b8b9-8d63-4bc4-83cf-bcd47264329c\u0022 data-image-id=\u0022de81b8b9-8d63-4bc4-83cf-bcd47264329c\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/5e4ab3d2-d53a-43af-8803-2e2070e61c05/base_ten_blocks_8621.svg\u0022 data-asset-id=\u0022de81b8b9-8d63-4bc4-83cf-bcd47264329c\u0022 data-image-id=\u0022de81b8b9-8d63-4bc4-83cf-bcd47264329c\u0022 alt=\u0022Base ten blocks. 8 cubes, 6 flats, 2 rods, and 1 small cube.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Ecomposing whole numbers:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003E8621 as hops on an \u003Ca data-item-id=\u0022d65c7867-829d-4ade-b14f-e05013dec6ef\u0022 href=\u0022\u0022\u003Eopen number line\u003C/a\u003E:\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022f67d81d9-86cb-43ee-abe9-d5edb6469c6c\u0022 data-image-id=\u0022f67d81d9-86cb-43ee-abe9-d5edb6469c6c\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/4df793ea-c8c9-4446-84d8-8ddb3c5d200f/open_number_line_8621.svg\u0022 data-asset-id=\u0022f67d81d9-86cb-43ee-abe9-d5edb6469c6c\u0022 data-image-id=\u0022f67d81d9-86cb-43ee-abe9-d5edb6469c6c\u0022 alt=\u0022A number line that goes from 0 to 8621 with hops to the right beginning at 0 as follows : 8 hops of one thousand, 1 hop of six hundred, 1 hop of 20, and 1 hop of 1. \u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Edecomposing whole numbers:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003E8621 using \u003Ca data-item-id=\u00226bc21ff5-2b55-4cd7-909d-ba5e17bec47f\u0022 href=\u0022\u0022\u003Eplace value\u003C/a\u003E:\n        \u003Cul\u003E\n          \u003Cli\u003E8 thousands \u002B 6 hundreds \u002B 2 tens \u002B 1 one\u003C/li\u003E\n          \u003Cli\u003E7 thousands \u002B 16 hundreds \u002B 2 tens \u002B 1 one\u003C/li\u003E\n          \u003Cli\u003E8 thousands \u002B 5 hundreds \u002B 12 tens \u002B 1 one\u003C/li\u003E\n          \u003Cli\u003E8 thousands \u002B 6 hundreds \u002B 1 ten \u002B 11 ones\u003C/li\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b1_1___ps2":{"system":{"id":"23953436-e503-421c-8565-61f263f95603","name":"Math - Grade 4 - B1.1 - PS2","codename":"math___grade_4___b1_1___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2024-05-06T16:35:39.7688191Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"275d92d0-6239-4aff-bc7e-ad724e0bd8aa":{"image_id":"275d92d0-6239-4aff-bc7e-ad724e0bd8aa","description":"A chart with the names of the place value columns from left to right: one billion, hundred millions, ten millions, one million, hundred thousands, ten thousands, one thousand, hundreds, tens, and ones.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/2ed3fd36-4a8a-4a34-ae97-f9356b7535a0/place_value_ones_billions.svg"}},"links":{"c7165ecc-4235-40fb-8c3a-ccd11e3b2092":{"codename":"quantity___quantite","type":"glossary_term","url_slug":""},"279aabc0-0a5f-47ee-a0f4-c5cdeb3713ca":{"codename":"magnitude___amplitude","type":"glossary_term","url_slug":""},"f0eca565-c753-4852-b887-162e920c3af2":{"codename":"mental_math_strategy___strategies_de_calcul_mental","type":"glossary_term","url_slug":""},"d65c7867-829d-4ade-b14f-e05013dec6ef":{"codename":"open_number_line___trait_numerique_ouvert","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EReading numbers involves interpreting them as a \u003Ca data-item-id=\u0022c7165ecc-4235-40fb-8c3a-ccd11e3b2092\u0022 href=\u0022\u0022\u003Equantity\u003C/a\u003E when they are expressed in words, in standard notation, or represented using physical objects or diagrams.\u003C/li\u003E\n  \u003Cli\u003EThe numerals 0 to 9 are used to form numbers. They are referred to as the digits in a number and each digit corresponds to a place value. For example, in the number 4107, the digit 4 represents 4 thousands, the digit 1 represents 1 hundred, the digit 0 represents 0 tens, and the digit 7 represents 7 ones.\u003C/li\u003E\n  \u003Cli\u003EThere are patterns in the way numbers are formed. Each place value column repeats the 0 to 9 counting sequence. Any quantity, no matter how great, can be described in terms of its place value.\u003C/li\u003E\n  \u003Cli\u003EA number can be represented in expanded form (e.g., 4187 =\u0026nbsp;4000\u0026nbsp;\u002B\u0026nbsp;100\u0026nbsp;\u002B\u0026nbsp;80\u0026nbsp;\u002B\u0026nbsp;7 or 4\u0026nbsp;\u00D7\u0026nbsp;1000\u0026nbsp;\u002B\u0026nbsp;1\u0026nbsp;\u00D7\u0026nbsp;100\u0026nbsp;\u002B\u0026nbsp;8\u0026nbsp;\u00D7\u0026nbsp;10\u0026nbsp;\u002B\u0026nbsp;7\u0026nbsp;\u00D7\u0026nbsp;1) to show place value relationships.\u0026nbsp;\u003C/li\u003E\n  \u003Cli\u003ENumbers can be composed and decomposed in various ways, including by place value.\u003C/li\u003E\n  \u003Cli\u003ENumbers are composed when two or more numbers are combined to create a larger number. For example, 1300, 200, and 6 combine to make 1506.\u003C/li\u003E\n  \u003Cli\u003ENumbers are decomposed when they are represented as a composition of two or more smaller numbers. For example, 5125 can be decomposed into 5000 and 100 and 25.\u003C/li\u003E\n  \u003Cli\u003ETools may be used when representing numbers. For example, 1362 may be represented as the sum of 136 ten-dollar bills and 1 toonie or 13 base ten flats, 6 base ten rods, and 2 base ten units.\u003C/li\u003E\n  \u003Cli\u003ENumbers are used throughout the day, in various ways and contexts. Most often, numbers describe and compare quantities. They express \u003Ca data-item-id=\u0022279aabc0-0a5f-47ee-a0f4-c5cdeb3713ca\u0022 href=\u0022\u0022\u003Emagnitude\u003C/a\u003E and provide a way to answer questions such as \u201Chow much?\u201D and \u201Chow much more?\u201D.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u0026nbsp;\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EEvery strand of mathematics relies on numbers.\u003C/li\u003E\n  \u003Cli\u003EWhen a number is decomposed and then recomposed, the quantity is unchanged. This is the conservation principle.\u003C/li\u003E\n  \u003Cli\u003EThere are non-standard but equivalent ways to decompose a number using place value, based on understanding the relationships between the place values. For example, 587 could be decomposed as 58 tens and 7 ones or decomposed as 50 tens and 87 ones, and so on.\u003C/li\u003E\n  \u003Cli\u003EComposing and decomposing numbers in a variety of ways can support students in becoming flexible with their \u003Ca data-item-id=\u0022f0eca565-c753-4852-b887-162e920c3af2\u0022 href=\u0022\u0022\u003Emental math strategies\u003C/a\u003E.\u003C/li\u003E\n  \u003Cli\u003EClosed number lines with appropriate scales can be used to represent numbers as a position on a number line or as a distance from zero. Depending on the number, estimation may be needed to represent it on a number line.\u003C/li\u003E\n  \u003Cli\u003EPartial number lines can be used to show the position of a number relative to other numbers.\u003C/li\u003E\n  \u003Cli\u003E\u003Ca data-item-id=\u0022d65c7867-829d-4ade-b14f-e05013dec6ef\u0022 href=\u0022\u0022\u003EOpen number lines\u003C/a\u003E can be used to show the composition of large numbers without drawing them to scale.\u003C/li\u003E\n  \u003Cli\u003EIt is important for students to understand key aspects of place value. For example:\n    \u003Cul\u003E\n      \u003Cli\u003EThe order of the digits makes a difference. The number 385 describes a different quantity than the number 853.\u003C/li\u003E\n      \u003Cli\u003EThe \u003Cem\u003Eplace\u003C/em\u003E (or position) of a digit determines its \u003Cem\u003Evalue\u003C/em\u003E (\u003Cem\u003Eplace value\u003C/em\u003E)\u003Cem\u003E. \u003C/em\u003EThe 5 in 511, for example, has a value of 500, not 5. To determine the value of a digit in a number, multiply the value of the digit by the value of its place. For example, in the number 5236, the 5 represents 5000 (5\u0026nbsp;\u00D7\u0026nbsp;1000) and the 2 represents 200 (2\u0026nbsp;\u00D7\u0026nbsp;100).\u003C/li\u003E\n      \u003Cli\u003EA zero in a column indicates that there are no groups of that size in the number. It serves as a placeholder, holding the other digits in their correct \u201Cplace\u201D. For example, 189 means 1 hundred, 8 tens, and 9 ones, but 1089 means 1 thousand, 0 hundreds, 8 tens, and 9 ones.\u003C/li\u003E\n      \u003Cli\u003EThe value of the digits in each of the positions follows a \u201Ctimes 10\u201D multiplicative pattern. For example, 500 is 10 times greater than 50, 50 is 10 times greater than 5, and 5 is 10 times greater than 0.5.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EGoing from left to right, a \u201Chundreds-tens-ones\u201D pattern repeats within each period (ones, thousands, millions, billions, and so on). Exposure to this larger pattern and the names of the periods \u2013 into millions and beyond \u2013 satisfies a natural curiosity around \u201Cbig numbers\u201D, although students at this grade do not need to work beyond thousands.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022275d92d0-6239-4aff-bc7e-ad724e0bd8aa\u0022 data-image-id=\u0022275d92d0-6239-4aff-bc7e-ad724e0bd8aa\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/2ed3fd36-4a8a-4a34-ae97-f9356b7535a0/place_value_ones_billions.svg\u0022 data-asset-id=\u0022275d92d0-6239-4aff-bc7e-ad724e0bd8aa\u0022 data-image-id=\u0022275d92d0-6239-4aff-bc7e-ad724e0bd8aa\u0022 alt=\u0022A chart with the names of the place value columns from left to right: one billion, hundred millions, ten millions, one million, hundred thousands, ten thousands, one thousand, hundreds, tens, and ones.\u0022\u003E\u003C/figure\u003E"}}},"math___grade_4___b1_1___pss__copy_":{"system":{"id":"3bfb7011-7e92-43f7-bc61-0053753611e4","name":"Math - Grade 4 - B1.2 - PSS","codename":"math___grade_4___b1_1___pss__copy_","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T12:43:12.5299993Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___b1_2___ps3","math___grade_4___b1_2___ps3__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___b1_1__copy_":{"system":{"id":"2d218879-4726-44c7-b8c5-56f048c86139","name":"Math - Grade 4 - B1.2","codename":"math___grade_4___b1_1__copy_","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T16:23:48.2586027Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B1.2"},"title":{"type":"text","name":"Title","value":"Whole Numbers"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003Ecompare and order whole numbers up to and including 10\u0026nbsp;000, in various contexts\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b1_2___ps1","math___grade_4___b1_2___ps2","math___grade_4___b1_1___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 1","codename":"group_1"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___b1_2___ps1":{"system":{"id":"2f669b05-2192-4c1c-99c7-ba9a5f46bcfc","name":"Math - Grade 4 - B1.2 - PS1","codename":"math___grade_4___b1_2___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2023-09-12T13:21:41.8235385Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"994e9cc0-536c-43f5-9802-401dc05b2bf2":{"codename":"benchmark___repere","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Ecomparing whole numbers:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003Eusing digit value:\n        \u003Cul\u003E\n          \u003Cul\u003E\n            \u003Cli\u003E9315 and 9327:\n              \u003Cul\u003E\n                \u003Cli\u003E9315 = 9000 \u002B 300 \u002B 10 \u002B 5\u003C/li\u003E\n                \u003Cli\u003E9327 = 9000 \u002B 300 \u002B 20 \u002B 7\u003C/li\u003E\n                \u003Cli\u003Ethe thousands and hundreds digits are the same and the tens are different, so compare the tens\u003C/li\u003E\n                \u003Cli\u003Esince the digit 1 is less than the digit 2 (10 \u0026lt; 20), 9315 is less than 9327\u003C/li\u003E\n              \u003C/ul\u003E\n            \u003C/li\u003E\n          \u003C/ul\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n      \u003Cli\u003Eusing other numbers as \u003Ca data-item-id=\u0022994e9cc0-536c-43f5-9802-401dc05b2bf2\u0022 href=\u0022\u0022\u003Ebenchmarks\u003C/a\u003E:\n        \u003Cul\u003E\n          \u003Cul\u003E\n            \u003Cli\u003EIs 4670 or 4580 closer to 4600?\n              \u003Cul\u003E\n                \u003Cli\u003E4670 is 70 more than 4600 and 4580 is 20 less than 4600, so 4580 is closer to 4600 than 4670\u003C/li\u003E\n              \u003C/ul\u003E\n            \u003C/li\u003E\n          \u003C/ul\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003E\u003Cstrong\u003Eordering whole numbers:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003Earranging numbers in ascending order from least to greatest, e.g., 324, 982, 1603, 4597\u003C/li\u003E\n      \u003Cli\u003Earranging numbers in descending order from greatest to least, e.g., 4597, 1603, 982, 324\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b1_2___ps2":{"system":{"id":"1a0d2b9c-9589-4e98-9dab-9b46b37b4e5b","name":"Math - Grade 4 - B1.2 - PS2","codename":"math___grade_4___b1_2___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-18T05:39:32.0903329Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"279aabc0-0a5f-47ee-a0f4-c5cdeb3713ca":{"codename":"magnitude___amplitude","type":"glossary_term","url_slug":""},"994e9cc0-536c-43f5-9802-401dc05b2bf2":{"codename":"benchmark___repere","type":"glossary_term","url_slug":""},"6bc21ff5-2b55-4cd7-909d-ba5e17bec47f":{"codename":"place_value___valeur_de_position","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003ENumbers are compared and ordered according to their \u201Chow muchness\u201D or \u003Ca data-item-id=\u0022279aabc0-0a5f-47ee-a0f4-c5cdeb3713ca\u0022 href=\u0022\u0022\u003Emagnitude\u003C/a\u003E.\u003C/li\u003E\n  \u003Cli\u003ENumbers with the same units can be compared directly (e.g., 7645 kilometres compared to 6250 kilometres). Numbers that do not show a unit are assumed to have units of ones (e.g., 75 and 12 are considered as 75 ones and 12 ones).\u003C/li\u003E\n  \u003Cli\u003ESometimes numbers without the same unit can be compared, such as 625 kilometres and 75 metres. Knowing that the unit \u0022kilometres\u0022 is greater than the unit \u0022metres\u0022, and knowing that 625 is greater than 75, one can infer that 625 kilometres is a greater distance than 75 metres.\u003C/li\u003E\n  \u003Cli\u003E\u003Ca data-item-id=\u0022994e9cc0-536c-43f5-9802-401dc05b2bf2\u0022 href=\u0022\u0022\u003EBenchmark \u003C/a\u003Enumbers can be used to compare quantities. For example, 4132 is less than 5000 and 6200 is greater than 5000, so 4132 is less than 6200.\u003C/li\u003E\n  \u003Cli\u003ENumbers can be compared by their \u003Ca data-item-id=\u00226bc21ff5-2b55-4cd7-909d-ba5e17bec47f\u0022 href=\u0022\u0022\u003Eplace value\u003C/a\u003E. For example, when comparing 8250 and 8450, the greatest place value where the numbers differ is compared. For this example, 2 hundreds (from 8250) and 4 hundreds (from 8450) are compared. Since 4 hundreds is greater than 2 hundreds, 8450 is greater than 8250.\u003C/li\u003E\n  \u003Cli\u003ENumbers can be ordered in ascending order \u2013 from least to greatest \u2013 or can be ordered in descending order \u2013 from greatest to least.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EAn understanding of place value enables whole numbers to be compared and ordered. There is a stable order to how numbers are sequenced, and patterns exist within this sequence that make it possible to predict the order of numbers and make comparisons.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b1_2___pss__copy_":{"system":{"id":"6efbed2e-e319-4689-9d89-49181073985a","name":"Math - Grade 4 - B1.3 - PSS","codename":"math___grade_4___b1_2___pss__copy_","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T12:44:54.3085083Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___b1_3___ps3","math___grade_4___b1_3___ps3__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___b1_3":{"system":{"id":"35f2d0d1-4ad9-4f66-8655-436fa4a69948","name":"Math - Grade 4 - B1.3","codename":"math___grade_4___b1_3","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T16:26:42.4804507Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B1.3"},"title":{"type":"text","name":"Title","value":"Whole Numbers"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"e1d768f1-eafd-466a-bc1d-78e09006b06e":{"codename":"round___arrondir","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003E\u003Ca data-item-id=\u0022e1d768f1-eafd-466a-bc1d-78e09006b06e\u0022 href=\u0022\u0022\u003Eround\u003C/a\u003E whole numbers to the nearest ten, hundred, or thousand, in various contexts\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b1_3___ps1","math___grade_4___b1_3___ps2","math___grade_4___b1_2___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 1","codename":"group_1"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___b1_3___ps1":{"system":{"id":"b4dc5c02-d608-49ef-ad46-c57ace59365e","name":"Math - Grade 4 - B1.3 - PS1","codename":"math___grade_4___b1_3___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2023-01-19T17:56:43.8321066Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Erounding in various contexts:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003Epopulation of a town to the nearest thousand\u003C/li\u003E\n      \u003Cli\u003Enumber of books in a library to the nearest hundred\u003C/li\u003E\n      \u003Cli\u003Edistance around the running track to the nearest 10 metres\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b1_3___ps2":{"system":{"id":"7e75379a-c7bf-4416-b374-ddbe9475f7cd","name":"Math - Grade 4 - B1.3 - PS2","codename":"math___grade_4___b1_3___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-18T05:45:15.0917869Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003ERounding numbers is often done to estimate a quantity or measure, estimate the results of a computation, and make quick comparisons.\u003C/li\u003E\n  \u003Cli\u003ERounding involves making decisions about what level of precision is needed, and is used often in measurement. How close a rounded number is to the actual amount depends on the unit it is being rounded to. The result of rounding a number to the nearest ten is closer to the original number than the result of rounding the same number to the nearest hundred. Similarly, the result of rounding a number rounded to the nearest hundred is closer to the original number than the result of rounding the same number to the nearest thousand. The larger the unit, the broader the approximation; the smaller the unit, the more precise.\u003C/li\u003E\n  \u003Cli\u003EWhether a number is rounded up or down depends on the context. For example, when paying by cash in a store, the amount owing is rounded to the nearest five cents (or nickel).\u003C/li\u003E\n  \u003Cli\u003EIn the absence of a context, numbers are typically rounded on a midpoint. This approach visualizes the amount that is halfway between two units and determines whether a number is closer to one unit than the other.\n    \u003Cul\u003E\n      \u003Cli\u003ERounding 1237 to the nearest 10 becomes 1240, since 1237 is closer to 1240 than 1230.\u003C/li\u003E\n      \u003Cli\u003ERounding 1237 to the nearest 100 becomes 1200, since 1237 is closer to 1200 than 1300.\u003C/li\u003E\n      \u003Cli\u003ERounding 1237 to the nearest 1000 becomes 1000, since 1237 is closer to 1000 than 2000.\u003C/li\u003E\n      \u003Cli\u003EIf a number is exactly on the midpoint, convention rounds the number up (unless the context suggests differently). So, 1235 rounded to the nearest 10 becomes 1240.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b1_3___pss__copy_":{"system":{"id":"536411dd-793f-4aab-86be-14486cd3ebdf","name":"Math - Grade 4 - B1.4 - PSS","codename":"math___grade_4___b1_3___pss__copy_","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T12:55:10.8870494Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___b1_4___ps3","math___grade_4___b1_4___ps3__copy_","math___grade_4___b1_4___ps3b__copy_","math___grade_4___b1_4___ps3c__copy_","math___grade_4___b1_4___ps3d__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___b1_4":{"system":{"id":"251f845d-9269-4d28-b3e2-d3dd09cc946f","name":"Math - Grade 4 - B1.4","codename":"math___grade_4___b1_4","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T20:57:34.8498854Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B1.4"},"title":{"type":"text","name":"Title","value":"Fractions and Decimals"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"a35a34d1-ddbc-44b9-9c7f-aa92dc283313":{"codename":"fraction___fraction","type":"glossary_term","url_slug":""},"20030707-cc0f-4860-8ff2-f1f4b8ecf683":{"codename":"drawings","type":"glossary_term","url_slug":""},"fcced47a-b71c-430e-9405-0dca0bbb5648":{"codename":"standard_fractional_notation___notation_fractionna","type":"glossary_term","url_slug":""},"c3acfd87-a2f5-404f-8231-cae84dbcb032":{"codename":"denominator___denominateur","type":"glossary_term","url_slug":""},"de500855-0bc7-45d6-bebe-671ff7e6dda0":{"codename":"numerator___numerateur","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Erepresent \u003Ca data-item-id=\u0022a35a34d1-ddbc-44b9-9c7f-aa92dc283313\u0022 href=\u0022\u0022\u003Efractions\u003C/a\u003E from halves to tenths using \u003Ca data-item-id=\u002220030707-cc0f-4860-8ff2-f1f4b8ecf683\u0022 href=\u0022\u0022\u003Edrawings\u003C/a\u003E, tools, and \u003Ca data-item-id=\u0022fcced47a-b71c-430e-9405-0dca0bbb5648\u0022 href=\u0022\u0022\u003Estandard fractional notation\u003C/a\u003E, and explain the meanings of the \u003Ca data-item-id=\u0022c3acfd87-a2f5-404f-8231-cae84dbcb032\u0022 href=\u0022\u0022\u003Edenominator\u003C/a\u003E and the \u003Ca data-item-id=\u0022de500855-0bc7-45d6-bebe-671ff7e6dda0\u0022 href=\u0022\u0022\u003Enumerator\u003C/a\u003E\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b1_4___ps1","math___grade_4___b1_4___ps2","math___grade_4___b1_3___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 2","codename":"group_2"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___b1_4___ps1":{"system":{"id":"2df20ddf-fac7-465a-8f9d-c6c5a1d951db","name":"Math - Grade 4 - B1.4 - PS1","codename":"math___grade_4___b1_4___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2023-01-19T18:01:10.6264193Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"0a66a140-2f61-478b-816f-ea2873219697":{"image_id":"0a66a140-2f61-478b-816f-ea2873219697","description":"Representations of one tenth up to twelve tenths, using the fraction tile of one tenth.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/53bc3cda-6d89-4d22-98f3-9d2979427305/twelve%20tenths.svg"}},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Erepresenting one tenth using fraction tiles:\u003C/strong\u003E\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u00220a66a140-2f61-478b-816f-ea2873219697\u0022 data-image-id=\u00220a66a140-2f61-478b-816f-ea2873219697\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/53bc3cda-6d89-4d22-98f3-9d2979427305/twelve%20tenths.svg\u0022 data-asset-id=\u00220a66a140-2f61-478b-816f-ea2873219697\u0022 data-image-id=\u00220a66a140-2f61-478b-816f-ea2873219697\u0022 alt=\u0022Representations of one tenth up to twelve tenths, using the fraction tile of one tenth.\u0022\u003E\u003C/figure\u003E"}}},"math___grade_4___b1_4___ps2":{"system":{"id":"3b05b8c6-2836-4841-b3bd-e8a50597bd09","name":"Math - Grade 4 - B1.4 - PS2","codename":"math___grade_4___b1_4___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-09-10T02:18:34.4856304Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EA fraction is a number that tells us about the relationship between two quantities.\u003C/li\u003E\n  \u003Cli\u003EA fraction can represent a quotient (division).\n    \u003Cul\u003E\n      \u003Cli\u003EIt shows the relationship between the number of wholes (numerator) and the number of partitions the whole is being divided into (denominator).\u003C/li\u003E\n      \u003Cli\u003EFor example, 3 granola bars (3 wholes) are shared equally with 4 people (number of partitions), which can be expressed as $$\\frac{3}{4}$$.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EA fraction can represent a part of a whole.\n    \u003Cul\u003E\n      \u003Cli\u003EIt shows the relationship between the number of parts selected (numerator) and the total number of parts in one whole (denominator).\u003C/li\u003E\n      \u003Cli\u003EFor example, if 1 granola bar (1 whole) is partitioned into 4 pieces (partitions), each piece is one fourth ($$\\frac{1}{4}$$) of the granola bar. Two pieces are 2 one fourths ($$\\frac{2}{4}$$) of the granola bar, three pieces are three one fourths ($$\\frac{3}{4}$$) of the granola bar, and four pieces are four one fourths ($$\\frac{4}{4}$$) of the granola bar.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EA fraction can represent a comparison.\n    \u003Cul\u003E\n      \u003Cli\u003EIt shows the relationship between two parts of the same whole. The numerator is one part and the denominator is the other part.\u003C/li\u003E\n      \u003Cli\u003EFor example, a bag has 3 red beads and 2 yellow beads. The fraction $$\\frac{2}{3}$$\u0026nbsp;represents that there are two thirds as many yellow beads as red beads. The fraction\u0026nbsp;$$\\frac{3}{2}$$, which is $$1 \\frac{1}{2}$$\u0026nbsp;as a mixed number, represents that there are 1 and one half times more red beads than yellow beads.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EA fraction can represent an operator\u003Cem\u003E.\u003C/em\u003E\n    \u003Cul\u003E\n      \u003Cli\u003EWhen considering fractions as an operator, the fraction increases or decrease by a factor.\u003C/li\u003E\n      \u003Cli\u003EFor example, in the case of\u0026nbsp; $$\\frac{3}{4}$$\u0026nbsp;of a granola bar,\u0026nbsp; $$\\frac{3}{4}$$ of $100, \u0026nbsp;or\u0026nbsp;$$\\frac{3}{4}$$ of a rectangle, the fraction reduces the original quantity to $$\\frac{3}{4}$$\u0026nbsp;its original size.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EA fraction is a number that can tell us information about the relationship between two quantities. These two quantities are expressed as parts and wholes in different ways, depending on the way the fraction is used.\n    \u003Cul\u003E\n      \u003Cli\u003E$$\\frac{3}{4}$$\u0026nbsp;as a quotient (3 \u00F7 4): 3 represents three wholes divided into 4 equal parts (wholes to parts relationship).\u003C/li\u003E\n      \u003Cli\u003E$$\\frac{3}{4}$$\u0026nbsp;as a part of a whole: 3 is representing the number of parts selected from a whole that has been partitioned into 4 equal parts (parts to a whole relationship).\u003C/li\u003E\n      \u003Cli\u003E\u0026nbsp;$$\\frac{3}{4}$$ as a comparison: 3 parts of a whole compared to 4 parts of the same whole (parts to parts of the same whole relationship).\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EA fraction is an operator when one interprets a fraction relative to a whole. For example, each person gets three fourths of a granola bar, or three one fourths of the area is shaded.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b1_4___pss__copy_":{"system":{"id":"aaba2726-f684-4630-96f1-467f3f85f3fa","name":"Math - Grade 4 - B1.5 - PSS","codename":"math___grade_4___b1_4___pss__copy_","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T12:59:10.2862055Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___b1_5___ps3","math___grade_4___b1_5___ps3__copy_","math___grade_4___b1_5___ps3b__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___b1_5":{"system":{"id":"6c926d1d-7f08-44a3-a50e-df6b2785da9a","name":"Math - Grade 4 - B1.5","codename":"math___grade_4___b1_5","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T20:59:19.9488192Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B1.5"},"title":{"type":"text","name":"Title","value":"Fractions and Decimals"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"6dfd8b06-43ff-4eae-845c-9530dea05512":{"codename":"modeles","type":"glossary_term","url_slug":""},"b141c1bd-1494-4726-8199-356a989e2183":{"codename":"fair_share_problem___partage_equitable","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Euse drawings and \u003Ca data-item-id=\u00226dfd8b06-43ff-4eae-845c-9530dea05512\u0022 href=\u0022\u0022\u003Emodels\u003C/a\u003E to represent, compare, and order fractions representing the individual portions that result from two different \u003Ca data-item-id=\u0022b141c1bd-1494-4726-8199-356a989e2183\u0022 href=\u0022\u0022\u003Efair-share\u003C/a\u003E scenarios involving any combination of 2, 3, 4, 5, 6, 8, and 10 sharers\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b1_5___ps1","math___grade_4___b1_5___ps2","math___grade_4___b1_4___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - 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Grade 4 - B1.5 - PS2","codename":"math___grade_4___b1_5___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-25T19:33:07.2572868Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"86af4151-c733-44a0-9358-ecf06245fe32":{"codename":"number_line","type":"glossary_term","url_slug":""},"aab2d4e2-f2e5-404b-8649-2cd910cbe7c0":{"codename":"relational_rods","type":"glossary_term","url_slug":""},"c00b6554-1eb9-4f49-9215-28cee572e933":{"codename":"volume","type":"glossary_term","url_slug":""},"8497007b-089c-41bb-b298-728e8a643f25":{"codename":"capacity__","type":"glossary_term","url_slug":""},"1668c94b-0a81-4368-a542-9aeb1fa85f13":{"codename":"mass___masse","type":"glossary_term","url_slug":""},"c26fa959-e22c-42ac-9ffa-d8851e5f39ee":{"codename":"analog_clock___horloge_analogique","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EFair sharing means that quantities are shared equally. For a whole to be shared equally, it must be partitioned in such a way that each sharer receives the same amount.\u003C/li\u003E\n  \u003Cli\u003EFair-share or equal-share problems can be represented using various models. The choice of model may be influenced by the context of the problem. For example,\n    \u003Cul\u003E\n      \u003Cli\u003EA set model may be chosen when the problem is dealing with objects such as beads or sticker books. The whole may be the entire set or each item in the set.\u003C/li\u003E\n      \u003Cli\u003EA linear model may be chosen when the problem is dealing with things involving length, like the length of a ribbon or the distance between two points.\u003C/li\u003E\n      \u003Cli\u003EAn area model may be chosen when the problem is dealing with two-dimensional shapes like a garden plot or a flag.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EFractions that are based on the same whole can be compared by representing them using various tools and models. For example, if an area model is chosen, then the area that the fractions represent are compared. If a linear model is chosen, then the lengths that the fractions represent are compared.\u003C/li\u003E\n  \u003Cli\u003EOrdering fractions requires an analysis of the fractional representations. For example, when using an area model, the greater fraction covers the most area. If using a linear model, the fraction with the larger length is the greater fraction.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EWords can have multiple meanings. It is important to be aware that in many situations, fair does not mean equal, and equal is not equitable. Educators should clarify how they are using the term \u201Cfair share\u201D and ensure that students understand that in the math context fair means equal and the intent behind such math problems is to find equal amounts.\u003C/li\u003E\n  \u003Cli\u003EFair-share or equal-share problems provide a natural context for students to encounter fractions and division. Present these problems in the way that students will best connect to.\u003C/li\u003E\n  \u003Cli\u003EDifferent modes and tools can be used to represent fractions:\n    \u003Cul\u003E\n      \u003Cli\u003ESet models include collections of objects (e.g., beads in a bag, stickers in a sticker book), where each object is considered an equal part of the set. The attributes of the set (e.g., colour, size, shape) may or not be considered. Either each item in the set can be considered one whole or the entire set can be considered as the whole, depending on the context of the problem. If the entire set is the whole it will be important that the tool used can be easily partitioned. For example, concrete pattern blocks are difficult to partition; however, paper pattern blocks could be cut.\u003C/li\u003E\n      \u003Cli\u003ELinear models include \u003Ca data-item-id=\u002286af4151-c733-44a0-9358-ecf06245fe32\u0022 href=\u0022\u0022\u003Enumber lines\u003C/a\u003E, the length of \u003Ca data-item-id=\u0022aab2d4e2-f2e5-404b-8649-2cd910cbe7c0\u0022 href=\u0022\u0022\u003Erelational rods\u003C/a\u003E, and line segments. It is important for students to know the difference between $$\\frac{3}{4}$$\u0026nbsp;of a line segment and $$\\frac{3}{4}$$ as a position on a number line. Three fourths of a line segment treats the fraction as an operator and the whole is represented by the entire length of the line segment; for example, if the whole line segment represent 8 apples, then\u0026nbsp;$$\\frac{3}{4}$$ would be positioned at the 6. Three fourths as a position on a number line treats the fraction as a part-whole relationship where the number 1 on the number line is 1 whole, the number 2 on the number line is 2 wholes, and so on. So as a position, $$\\frac{3}{4}$$\u0026nbsp;is located three fourths of the way from 0 to 1.\u003C/li\u003E\n      \u003Cli\u003EOther measurement models include area, \u003Ca data-item-id=\u0022c00b6554-1eb9-4f49-9215-28cee572e933\u0022 href=\u0022\u0022\u003Evolume\u003C/a\u003E, \u003Ca data-item-id=\u00228497007b-089c-41bb-b298-728e8a643f25\u0022 href=\u0022\u0022\u003Ecapacity\u003C/a\u003E, and \u003Ca data-item-id=\u00221668c94b-0a81-4368-a542-9aeb1fa85f13\u0022 href=\u0022\u0022\u003Emass\u003C/a\u003E. Area is the most common model used with shapes like rectangles and circles. Circles are difficult to partition when the fractions are not halves, fourths, or eighths, so providing models of partitioned circles is imperative. Making connections to the \u003Ca data-item-id=\u0022c26fa959-e22c-42ac-9ffa-d8851e5f39ee\u0022 href=\u0022\u0022\u003Eanalog clock\u003C/a\u003E may also be helpful; for example, $$\\frac{1}{4}$$ past the hour.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b1_5___pss__copy_":{"system":{"id":"8bc1d5bd-7d57-4c19-b7f0-0ddb614a9f74","name":"Math - Grade 4 - B1.6 - PSS","codename":"math___grade_4___b1_5___pss__copy_","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T13:16:05.152804Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___b1_6___ps3","math___grade_4___b1_6___ps3__copy_","math___grade_4___b1_6___ps3b__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___b1_5__copy_":{"system":{"id":"d7695483-c958-4d38-b453-5ca64d812db7","name":"Math - Grade 4 - B1.6","codename":"math___grade_4___b1_5__copy_","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T20:59:53.1413316Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B1.6"},"title":{"type":"text","name":"Title","value":"Fractions and Decimals"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"59780896-202e-45e6-a57e-3104343e504f":{"codename":"count___compter","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003E\u003Ca data-item-id=\u002259780896-202e-45e6-a57e-3104343e504f\u0022 href=\u0022\u0022\u003Ecount\u003C/a\u003E to 10 by halves, thirds, fourths, fifths, sixths, eighths, and tenths, with and without the use of tools\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b1_6___ps1","math___grade_4___b1_6___ps2","math___grade_4___b1_5___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 2","codename":"group_2"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___b1_6___ps1":{"system":{"id":"542022a2-d616-408f-ae5a-e6ee1627554b","name":"Math - Grade 4 - B1.6 - PS1","codename":"math___grade_4___b1_6___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2023-01-19T19:22:18.478061Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"efce07c9-8a1c-45c7-984a-177419ad1996":{"image_id":"efce07c9-8a1c-45c7-984a-177419ad1996","description":"Side by side squares are partitioned into four equal pieces. Counts of 1 one fourth up to 6 one fourths are shown.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/d874a279-f680-4d5e-9308-53069cd15a00/fourths.svg"}},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Ecounting by fourths:\u003C/strong\u003E\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022efce07c9-8a1c-45c7-984a-177419ad1996\u0022 data-image-id=\u0022efce07c9-8a1c-45c7-984a-177419ad1996\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/d874a279-f680-4d5e-9308-53069cd15a00/fourths.svg\u0022 data-asset-id=\u0022efce07c9-8a1c-45c7-984a-177419ad1996\u0022 data-image-id=\u0022efce07c9-8a1c-45c7-984a-177419ad1996\u0022 alt=\u0022Side by side squares are partitioned into four equal pieces. Counts of 1 one fourth up to 6 one fourths are shown.\u0022\u003E\u003C/figure\u003E"}}},"math___grade_4___b1_6___ps2":{"system":{"id":"e3d3d3d4-9f4a-4168-9425-263b98cf0f13","name":"Math - Grade 4 - B1.6 - PS2","codename":"math___grade_4___b1_6___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-29T14:42:48.2626674Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"32c07bc4-3c00-4952-9395-a5f359642c4e":{"codename":"unit_fraction___fraction_unitaire","type":"glossary_term","url_slug":""},"de500855-0bc7-45d6-bebe-671ff7e6dda0":{"codename":"numerator___numerateur","type":"glossary_term","url_slug":""},"c3acfd87-a2f5-404f-8231-cae84dbcb032":{"codename":"denominator___denominateur","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003ETo count by a fractional amount is to count by a \u003Ca data-item-id=\u002232c07bc4-3c00-4952-9395-a5f359642c4e\u0022 href=\u0022\u0022\u003Eunit fraction\u003C/a\u003E. For example, when counting by the unit fraction one third, the sequence is: 1 one third, 2 one thirds, 3 one thirds, and so on. Counting by unit fractions can reinforce that the \u003Ca data-item-id=\u0022de500855-0bc7-45d6-bebe-671ff7e6dda0\u0022 href=\u0022\u0022\u003Enumerator\u003C/a\u003E is actually counting units. A fractional count equivalent to the unit fraction makes one whole (e.g., 3 one thirds).\u003C/li\u003E\n  \u003Cli\u003EA fractional count can exceed one whole. For example, 5 one thirds means that there is 1 whole (or 3 one thirds) and an additional 2 one thirds.\u003C/li\u003E\n  \u003Cli\u003EThe numerator of a fraction shows the count of units (the \u003Ca data-item-id=\u0022c3acfd87-a2f5-404f-8231-cae84dbcb032\u0022 href=\u0022\u0022\u003Edenominator\u003C/a\u003E).\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003ECounting by the unit fraction with a visual representation can reinforce the relationship between the numerator and the denominator as parts of the whole. Fractions can describe amounts greater than 1 whole.\u003C/li\u003E\n  \u003Cli\u003EThe fewer partitions of a whole, the smaller the number of counts needed to make a whole. For example, it takes 3 counts of one third to make a whole, whereas it takes 5 counts of one fifth to make a whole.\u003C/li\u003E\n  \u003Cli\u003EWhen the numerator is greater than the denominator (e.g., $$\\frac{5}{3}$$), the fraction is called \u003Cem\u003Eimproper\u003C/em\u003E and can be written as a mixed number (in this case, $$1 \\frac{2}{3}$$). Understanding counts can support understanding the relationship between improper fractions and mixed numbers.\u003C/li\u003E\n  \u003Cli\u003ECounting of unit fractions is implicitly the addition of unit fractions.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b1_6___pss__copy_":{"system":{"id":"96472907-9f04-42ca-8777-22d7574892e0","name":"Math - Grade 4 - B1.7 - PSS","codename":"math___grade_4___b1_6___pss__copy_","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T13:10:35.7154292Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___b1_7___ps3","math___grade_4___b1_7___ps3__copy_","math___grade_4___b1_7___ps3b__copy_","math___grade_4___b1_7___ps3b__copy___copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___b1_7":{"system":{"id":"23cfe0e4-8caf-4821-9b33-3f55bac60c7f","name":"Math - Grade 4 - B1.7","codename":"math___grade_4___b1_7","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T21:06:17.4524636Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B1.7"},"title":{"type":"text","name":"Title","value":"Fractions and Decimals"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"ec0f6193-46ce-487c-b129-5e7e50140a7c":{"codename":"decimal_number___nombre_decimal","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Eread, represent, compare, and order \u003Ca data-item-id=\u0022ec0f6193-46ce-487c-b129-5e7e50140a7c\u0022 href=\u0022\u0022\u003Edecimal\u003C/a\u003E tenths, in various contexts\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b1_7___ps1","math___grade_4___b1_7___ps2","math___grade_4___b1_6___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 2","codename":"group_2"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___b1_7___ps1":{"system":{"id":"fae18355-70de-4a79-878f-9f119b62b983","name":"Math - Grade 4 - B1.7 - PS1","codename":"math___grade_4___b1_7___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2023-09-12T18:14:13.0028337Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"0b5557a9-3d1e-44f5-952f-7ddb5e164ce4":{"image_id":"0b5557a9-3d1e-44f5-952f-7ddb5e164ce4","description":"0.6 represented with relational rods. From top to bottom: 0.6, 0.1 and 0.5, 0.2 and 0.4, 0.3 and 0.3, six 0.1s, and 3 0.2s.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/094285b0-74a9-48ae-8308-5a37e2b0ca3d/relational_rods_tenths.svg"},"ee479008-8ca8-42d8-9951-3f672a437c71":{"image_id":"ee479008-8ca8-42d8-9951-3f672a437c71","description":"A number line that goes from 0 to 2 with increments of one tenth. There is a dot on 0.6. ","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/524f17a3-2dcf-4996-a1bc-b9a0b5499b81/number_line_0.6_position.svg"},"fbaa2221-9af6-481e-b16a-3b9bcc37808b":{"image_id":"fbaa2221-9af6-481e-b16a-3b9bcc37808b","description":"A number line that goes from 0 to 2 with increments of one tenth. There is an arrow labelled 0.6 that goes from 0 to 0.6 and shows the magnitude of the number.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/ee3d0381-6984-46e4-a3d2-7d2de534912b/number_line_0.6_magnitude.svg"},"0b379085-0c15-45c6-ae41-9e54170aefe7":{"image_id":"0b379085-0c15-45c6-ae41-9e54170aefe7","description":"A ten frame with six counters representing six tenths.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/dd34a695-46ee-4b5f-9092-28d6c3d40144/ten_frame_0.6.svg"}},"links":{"aab2d4e2-f2e5-404b-8649-2cd910cbe7c0":{"codename":"relational_rods","type":"glossary_term","url_slug":""},"9a7dba7f-2065-4496-9d64-22d8c4969249":{"codename":"ten_frame___cadre_de_dix","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003E\u003Cstrong\u003Erepresenting six tenths:\u003C/strong\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003Eusing \u003Ca data-item-id=\u0022aab2d4e2-f2e5-404b-8649-2cd910cbe7c0\u0022 href=\u0022\u0022\u003Erelational rods\u003C/a\u003E:\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u00220b5557a9-3d1e-44f5-952f-7ddb5e164ce4\u0022 data-image-id=\u00220b5557a9-3d1e-44f5-952f-7ddb5e164ce4\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/094285b0-74a9-48ae-8308-5a37e2b0ca3d/relational_rods_tenths.svg\u0022 data-asset-id=\u00220b5557a9-3d1e-44f5-952f-7ddb5e164ce4\u0022 data-image-id=\u00220b5557a9-3d1e-44f5-952f-7ddb5e164ce4\u0022 alt=\u00220.6 represented with relational rods. From top to bottom: 0.6, 0.1 and 0.5, 0.2 and 0.4, 0.3 and 0.3, six 0.1s, and 3 0.2s.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cli\u003Eas a position on a number line:\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022ee479008-8ca8-42d8-9951-3f672a437c71\u0022 data-image-id=\u0022ee479008-8ca8-42d8-9951-3f672a437c71\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/524f17a3-2dcf-4996-a1bc-b9a0b5499b81/number_line_0.6_position.svg\u0022 data-asset-id=\u0022ee479008-8ca8-42d8-9951-3f672a437c71\u0022 data-image-id=\u0022ee479008-8ca8-42d8-9951-3f672a437c71\u0022 alt=\u0022A number line that goes from 0 to 2 with increments of one tenth. There is a dot on 0.6. \u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cli\u003Eas the distance (magnitude) from zero on a number line:\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022fbaa2221-9af6-481e-b16a-3b9bcc37808b\u0022 data-image-id=\u0022fbaa2221-9af6-481e-b16a-3b9bcc37808b\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/ee3d0381-6984-46e4-a3d2-7d2de534912b/number_line_0.6_magnitude.svg\u0022 data-asset-id=\u0022fbaa2221-9af6-481e-b16a-3b9bcc37808b\u0022 data-image-id=\u0022fbaa2221-9af6-481e-b16a-3b9bcc37808b\u0022 alt=\u0022A number line that goes from 0 to 2 with increments of one tenth. There is an arrow labelled 0.6 that goes from 0 to 0.6 and shows the magnitude of the number.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cli\u003Eusing \u003Ca data-item-id=\u00229a7dba7f-2065-4496-9d64-22d8c4969249\u0022 href=\u0022\u0022\u003Eten frames\u003C/a\u003E, where the frame represents one whole:\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u00220b379085-0c15-45c6-ae41-9e54170aefe7\u0022 data-image-id=\u00220b379085-0c15-45c6-ae41-9e54170aefe7\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/dd34a695-46ee-4b5f-9092-28d6c3d40144/ten_frame_0.6.svg\u0022 data-asset-id=\u00220b379085-0c15-45c6-ae41-9e54170aefe7\u0022 data-image-id=\u00220b379085-0c15-45c6-ae41-9e54170aefe7\u0022 alt=\u0022A ten frame with six counters representing six tenths.\u0022\u003E\u003C/figure\u003E"}}},"math___grade_4___b1_7___ps2":{"system":{"id":"8faab6f5-3329-4800-90ca-d480a8730f8f","name":"Math - Grade 4 - B1.7 - PS2","codename":"math___grade_4___b1_7___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-18T06:08:46.4413659Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"6bc21ff5-2b55-4cd7-909d-ba5e17bec47f":{"codename":"place_value___valeur_de_position","type":"glossary_term","url_slug":""},"e1b80fdc-dfeb-44a9-9d70-5c816ff8f834":{"codename":"whole_numbers___nombre_naturel","type":"glossary_term","url_slug":""},"248decec-109e-444d-85cd-1844b263f777":{"codename":"base_ten_number_system___base_dix__systeme_numeriq","type":"glossary_term","url_slug":""},"45067d8e-07b1-42a8-b691-4c6225313209":{"codename":"base_ten_material___materiel_de_base_dix","type":"glossary_term","url_slug":""},"9a7dba7f-2065-4496-9d64-22d8c4969249":{"codename":"ten_frame___cadre_de_dix","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EThe \u003Ca data-item-id=\u00226bc21ff5-2b55-4cd7-909d-ba5e17bec47f\u0022 href=\u0022\u0022\u003Eplace value\u003C/a\u003E of the first position to the right of the decimal point is tenths.\u003C/li\u003E\n  \u003Cli\u003EDecimal tenths can be found in numbers less than 1 (e.g., 0.6) or more than 1 (e.g., 24.7).\u003C/li\u003E\n  \u003Cli\u003EWhen representing a decimal tenth, the whole should also be indicated .\u003C/li\u003E\n  \u003Cli\u003EDecimal tenths can be compared and ordered by visually identifying the size of the decimal number relative to 1 whole.\u003C/li\u003E\n  \u003Cli\u003EBetween any two consecutive \u003Ca data-item-id=\u0022e1b80fdc-dfeb-44a9-9d70-5c816ff8f834\u0022 href=\u0022\u0022\u003Ewhole numbers\u003C/a\u003E are other numbers. Decimal numbers are the way that the \u003Ca data-item-id=\u0022248decec-109e-444d-85cd-1844b263f777\u0022 href=\u0022\u0022\u003Ebase ten number system\u003C/a\u003E shows these \u201Cin-between\u201D numbers. For example, the number 3.6 describes a quantity between 3 and 4.\u003C/li\u003E\n  \u003Cli\u003EAs with whole numbers, a zero in a decimal indicates that there are no groups of that size in the number. So, 5.0 means there are 0 tenths. It is important that students understand that 5 and 5.0 represent the same amount and are equivalent.\u003C/li\u003E\n  \u003Cli\u003EWriting zero in the tenths position can be an indication of the precision of a measurement (e.g., the length was exactly 5.0 cm, versus a measurement that may have been rounded to the nearest ones, such as 5 cm).\u003C/li\u003E\n  \u003Cli\u003EDecimals are read in a variety of ways in everyday life. Decimals like 2.5 are commonly read as two point five; the decimal in baseball averages is typically ignored (e.g., a player hitting an average of 0.300 is said to be \u201Chitting 300\u201D). To reinforce the decimal\u2019s connection to fractions, and to make evident its place value, it is highly recommended that decimals be read as their fraction equivalent. So, 2.5 should be read as \u201C2 and 5 tenths\u201D. The word \u0022and\u0022 is used to separate the whole-number part of the number and the decimal part of the number.\u003C/li\u003E\n  \u003Cli\u003EMany tools that are used to represent whole numbers can be used to represent decimal numbers. It is important that 1 whole be emphasized to see the representation in tenths and not as wholes. For example, a \u003Ca data-item-id=\u002245067d8e-07b1-42a8-b691-4c6225313209\u0022 href=\u0022\u0022\u003Ebase ten rod\u003C/a\u003E or a \u003Ca data-item-id=\u00229a7dba7f-2065-4496-9d64-22d8c4969249\u0022 href=\u0022\u0022\u003Eten frame\u003C/a\u003E that was used to represent 10 wholes can be used to represent 1 whole that is partitioned into tenths.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b1_7___pss__copy_":{"system":{"id":"41d1df93-cbc6-4916-aa3f-856e508496f9","name":"Math - Grade 4 - B1.8 - PSS","codename":"math___grade_4___b1_7___pss__copy_","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T13:12:47.0518985Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___b1_8___ps3","math___grade_4___b1_8___ps3__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___b1_8":{"system":{"id":"011b5da4-9ea1-425c-b135-31bf8530e59a","name":"Math - Grade 4 - B1.8","codename":"math___grade_4___b1_8","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T21:10:03.6535052Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B1.8"},"title":{"type":"text","name":"Title","value":"Fractions and Decimals"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"e1d768f1-eafd-466a-bc1d-78e09006b06e":{"codename":"round___arrondir","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003E\u003Ca data-item-id=\u0022e1d768f1-eafd-466a-bc1d-78e09006b06e\u0022 href=\u0022\u0022\u003Eround\u003C/a\u003E decimal numbers to the nearest whole number, in various contexts\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b1_8___ps1","math___grade_4___b1_8___ps2","math___grade_4___b1_7___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 2","codename":"group_2"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___b1_8___ps1":{"system":{"id":"1d3a1d84-4477-4ae3-ab80-1ebb53203e8e","name":"Math - Grade 4 - B1.8 - PS1","codename":"math___grade_4___b1_8___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2023-01-19T20:32:11.414409Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Erounding in various contexts:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003Elength or distance to the nearest tenth of a metre or kilometre\u003C/li\u003E\n      \u003Cli\u003Emass to the nearest tenth of a kilogram\u003C/li\u003E\n      \u003Cli\u003Etime to the nearest tenth of a second in a race\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b1_8___ps2":{"system":{"id":"b38f1f09-e7df-4b5d-b755-b924ec928f60","name":"Math - Grade 4 - B1.8 - PS2","codename":"math___grade_4___b1_8___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-18T06:13:32.9355831Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"518bbd81-7777-46c8-8765-e9ec307f5982":{"codename":"estimate___estimer","type":"glossary_term","url_slug":""},"ec0f6193-46ce-487c-b129-5e7e50140a7c":{"codename":"decimal_number___nombre_decimal","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003ERounding numbers is often done to \u003Ca data-item-id=\u0022518bbd81-7777-46c8-8765-e9ec307f5982\u0022 href=\u0022\u0022\u003Eestimate\u003C/a\u003E a quantity or a measure, to estimate the results of a computation, and to estimate a comparison.\u003C/li\u003E\n  \u003Cli\u003EA \u003Ca data-item-id=\u0022ec0f6193-46ce-487c-b129-5e7e50140a7c\u0022 href=\u0022\u0022\u003Edecimal number\u003C/a\u003E rounded to the nearest whole number means rounding the number to the nearest one; for example, is 1.7 closer to 1 or 2?\u003C/li\u003E\n  \u003Cli\u003EDecimal tenths are rounded based on the closer distance between two whole numbers. For example:\n    \u003Cul\u003E\n      \u003Cli\u003E56.2 is rounded to 56, because it is two tenths from 56 as opposed to eight tenths to 57.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EIf a decimal tenth is exactly between two whole numbers, the convention is to round up, unless the context suggests differently \u2013 \u0026nbsp;in some circumstances, it might be better to round down.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EAs with whole numbers, rounding decimal numbers involves making decisions about the level of precision needed. Whether a number is rounded up or down depends on the context and whether an overestimate or an underestimate is preferred.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b1_9":{"system":{"id":"89cd0096-7e4b-4b07-8296-b2da5c1f37b2","name":"Math - Grade 4 - B1.9","codename":"math___grade_4___b1_9","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2023-04-14T18:12:07.4050265Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B1.9"},"title":{"type":"text","name":"Title","value":"Fractions and Decimals"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"f5b5e0bf-653d-4263-ba73-b428aac3b197":{"codename":"relationship___relations","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Edescribe \u003Ca data-item-id=\u0022f5b5e0bf-653d-4263-ba73-b428aac3b197\u0022 href=\u0022\u0022\u003Erelationships\u003C/a\u003E and show equivalences among fractions and decimal tenths, in various contexts\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b1_9___ps1","math___grade_4___b1_9___ps2","math___grade_4___b1_9___ps3"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 2","codename":"group_2"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___b1_9___ps1":{"system":{"id":"677cc961-9ee1-4b8d-9e0a-f154ef61bafa","name":"Math - Grade 4 - B1.9 - PS1","codename":"math___grade_4___b1_9___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2023-01-19T21:56:31.7115255Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":["untitled_content_item_7349c0e"],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Eshowing equivalence between one half and five tenths:\u003C/strong\u003E\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cobject type=\u0022application/kenticocloud\u0022 data-type=\u0022item\u0022 data-rel=\u0022link\u0022 data-codename=\u0022untitled_content_item_7349c0e\u0022\u003E\u003C/object\u003E"}}},"math___grade_4___b1_9___ps2":{"system":{"id":"818b5b78-9b8b-41b9-9559-eedb2d611171","name":"Math - Grade 4 - B1.9 - PS2","codename":"math___grade_4___b1_9___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-18T06:18:38.7528408Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"32c07bc4-3c00-4952-9395-a5f359642c4e":{"codename":"unit_fraction___fraction_unitaire","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EThe fraction $$\\frac{1}{10}$$ as a quotient is 1 \u00F7 10 and the result is 0.1, which is read as one tenth.\u003C/li\u003E\n  \u003Cli\u003EA count of decimal tenths is the same as a count of \u003Ca data-item-id=\u002232c07bc4-3c00-4952-9395-a5f359642c4e\u0022 href=\u0022\u0022\u003Eunit fractions\u003C/a\u003E of one tenth and can be expressed in decimal notation (i.e., 0.1 (1 one tenth), 0.2 (2 one tenths), 0.3 (3 one tenths), and so on).\u003C/li\u003E\n  \u003Cli\u003EA count of 10 one tenths makes 1 whole and can be expressed in decimal notation (1.0).\u003C/li\u003E\n  \u003Cli\u003EA count by tenths can be greater than 1 whole. For example, 15 tenths is 1 whole and 5 tenths and can be expressed in decimal notation as 1.5.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b1_9___ps3":{"system":{"id":"9226910a-b575-4304-9d6b-78f3877d50c6","name":"Math - Grade 4 - B1.9 - PS3","codename":"math___grade_4___b1_9___ps3","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T13:13:53.399315Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Sample tasks | Exemples de t\u00E2ches","codename":"sample_tasks___exemples_de_taches"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"251f845d-9269-4d28-b3e2-d3dd09cc946f":{"codename":"math___grade_4___b1_4","type":"l5___specific_expectation","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003ETo support students in recognizing the relationship between decimal tenths and fraction tenths, and to reinforce equivalences among other fractions, have them use their fraction kits created for \u003Ca data-item-id=\u0022251f845d-9269-4d28-b3e2-d3dd09cc946f\u0022 href=\u0022\u0022\u003EB1.4\u003C/a\u003E, Sample Task 1, to identify, represent, and show any combination of equivalent fractions and decimals, such as $$\\frac{1}{2}$$ = $$\\frac{2}{4}$$ = $$\\frac{3}{6}$$ =$$\\frac{4}{8}$$ = $$\\frac{5}{10}$$, illustrated in \u003Ca data-asset-id=\u00221b64d190-d7d9-4670-b21a-e06d54971733\u0022 href=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/f7576d02-6a9b-48c9-9284-e59b81340b6c/Fraction%20Strips%20Model%20with%20Eqivalent%20Fractions.pdf\u0022\u003EBLM4: B1.9, Equivalent Fractions\u003C/a\u003E.\u003C/p\u003E\n\u003Cp\u003EDevelop a shared list to keep as a reference in the classroom.\u003C/p\u003E"}}},"math___grade_4___b1_9___pss__copy_":{"system":{"id":"b549a93e-04f7-4d94-bfe3-25f69e37ce96","name":"Math - 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Grade 4 - B2","codename":"math___grade_4___b2","language":"en-CA","type":"l4___overall_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-06-17T14:23:20.710734Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B2"},"title":{"type":"text","name":"Title","value":"Operations"},"url_slug":{"type":"url_slug","name":"URL Slug","value":"b2"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003Euse knowledge of numbers and operations to solve mathematical problems encountered in everyday life\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"describer":{"type":"text","name":"Describer","value":"By the end of Grade 4, students will:"},"specific_expectations":{"type":"modular_content","name":"Specific expectations","value":["math___grade_4___b2_1","math___grade_4___b2_2","math___grade_4___b2_2__copy_","math___grade_4___b2_4","math___grade_4___b2_5","math___grade_4___b2_5__copy_","math___grade_4___b2_7","math___grade_4___b2_7__copy_"]},"why_is_this_learning_important":{"type":"modular_content","name":"Why is this learning important","value":[]},"resources":{"type":"modular_content","name":"Resources","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[{"name":"Critical Thinking \u0026 Problem Solving","codename":"critical_thinking___problem_solving"},{"name":"Communication","codename":"communication"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___b2__copy_":{"system":{"id":"0e3d3f49-5cc0-47c9-915e-8c8b4fcddc65","name":"Math - Grade 4 - B1","codename":"math___grade_4___b2__copy_","language":"en-CA","type":"l4___overall_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-06-15T13:00:44.9108991Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B1"},"title":{"type":"text","name":"Title","value":"Number Sense"},"url_slug":{"type":"url_slug","name":"URL Slug","value":"b1"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003Edemonstrate an understanding of numbers and make connections to the way numbers are used in everyday life\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"describer":{"type":"text","name":"Describer","value":"By the end of Grade 4, students will:"},"specific_expectations":{"type":"modular_content","name":"Specific expectations","value":["math___grade_4___b1_1","math___grade_4___b1_1__copy_","math___grade_4___b1_3","math___grade_4___b1_4","math___grade_4___b1_5","math___grade_4___b1_5__copy_","math___grade_4___b1_7","math___grade_4___b1_8","math___grade_4___b1_9"]},"why_is_this_learning_important":{"type":"modular_content","name":"Why is this learning important","value":[]},"resources":{"type":"modular_content","name":"Resources","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - 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The result is the original 2 ten frames.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cul\u003E\n      \u003Cul\u003E\n        \u003Cli\u003E15 \u2212 0 = 15\u003C/li\u003E\n      \u003C/ul\u003E\n    \u003C/ul\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u00222b794411-ecf5-4fe8-ada2-4895264d9042\u0022 data-image-id=\u00222b794411-ecf5-4fe8-ada2-4895264d9042\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/9cafa54e-d424-4989-9d8a-f6ddd1f6d054/ten_frame_identity_subtraction.svg\u0022 data-asset-id=\u00222b794411-ecf5-4fe8-ada2-4895264d9042\u0022 data-image-id=\u00222b794411-ecf5-4fe8-ada2-4895264d9042\u0022 alt=\u002215 counters on 2 ten frames. An empty ten frame is subtracted. The result is the original 2 ten frames.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003Emultiplication and division:\n      \u003Cul\u003E\n        \u003Cul\u003E\n          \u003Cli\u003E5 \u00D7 1 = 5 and 8 \u00D7 1 = 8\u003C/li\u003E\n        \u003C/ul\u003E\n      \u003C/ul\u003E\n    \u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022f89608e4-2ee9-4fae-8e7b-81403103b5be\u0022 data-image-id=\u0022f89608e4-2ee9-4fae-8e7b-81403103b5be\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/cdf6ef07-94cb-42da-82e1-44d160266c9f/multiplication_identity_property.svg\u0022 data-asset-id=\u0022f89608e4-2ee9-4fae-8e7b-81403103b5be\u0022 data-image-id=\u0022f89608e4-2ee9-4fae-8e7b-81403103b5be\u0022 alt=\u00221 ten frame with 5 counters multiplied by an unknown value. The result is the original ten frame with 5 counters. \nThe same scenario is presented for a ten frame with 8 counters. The result is the original ten frame with 8 counters. \nAt the bottom is the question: \u0026quot;What can I multiply a number by so that it stays the same?\u0026quot;\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cul\u003E\n      \u003Cul\u003E\n        \u003Cli\u003E5 \u00F7 1 = 5 and 8 \u00F7 1 = 8\u003C/li\u003E\n      \u003C/ul\u003E\n    \u003C/ul\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u00225457afb5-88a0-4c33-a175-c515eac0304a\u0022 data-image-id=\u00225457afb5-88a0-4c33-a175-c515eac0304a\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/fabf0b30-e6fc-47cc-bc5c-ac3c4a212972/division_identity_property.svg\u0022 data-asset-id=\u00225457afb5-88a0-4c33-a175-c515eac0304a\u0022 data-image-id=\u00225457afb5-88a0-4c33-a175-c515eac0304a\u0022 alt=\u00221 ten frame with 5 counters with an unknown divisor. The result is the original ten frame with 5 counters. \nThe same scenario is presented for a ten frame with 8 counters. The result is the original ten frame with 8 counters. \nAt the bottom is the question: \u0026quot;What can I divide a number by so that it stays the same?\u0026quot;\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cli\u003E\u003Ca data-item-id=\u0022f94becfb-9b32-49c1-91e3-5774c29d1e0f\u0022 href=\u0022\u0022\u003E\u003Cstrong\u003Ecommutative property\u003C/strong\u003E\u003C/a\u003E\u003Cstrong\u003E:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003Eaddition:\n        \u003Cul\u003E\n          \u003Cul\u003E\n            \u003Cli\u003E3 \u002B 2 \u002B 7 = 12\u003C/li\u003E\n            \u003Cli\u003E3 \u002B 7 \u002B 2 = 12\u003C/li\u003E\n          \u003C/ul\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022c53f1a33-4d84-4aed-8657-257205a6e133\u0022 data-image-id=\u0022c53f1a33-4d84-4aed-8657-257205a6e133\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/7c8a54fe-32ec-474b-a157-63453a751ba2/commutative_property_3_add2_add7.svg\u0022 data-asset-id=\u0022c53f1a33-4d84-4aed-8657-257205a6e133\u0022 data-image-id=\u0022c53f1a33-4d84-4aed-8657-257205a6e133\u0022 alt=\u0022Two sets of number rods. The top one shows a 3 rod with a 2 rod and a 7 rod. The one below shows the rods rearranged to be a 3 rod plus a 7 rod and then a 2 rod. Both rods equate to the same length, which is 12.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003Emultiplication:\n      \u003Cul\u003E\n        \u003Cul\u003E\n          \u003Cli\u003E2 \u00D7 4 \u00D7 5 = 40\u003C/li\u003E\n          \u003Cli\u003E4 \u00D7 2 \u00D7 5 = 40\u003C/li\u003E\n        \u003C/ul\u003E\n      \u003C/ul\u003E\n    \u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u002299cf6556-5317-43a4-88a0-88e4bb76b891\u0022 data-image-id=\u002299cf6556-5317-43a4-88a0-88e4bb76b891\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/0ab29d86-bbaf-4807-9f3c-238929013ea1/commutative_property_multiplication_5_by4_by2.svg\u0022 data-asset-id=\u002299cf6556-5317-43a4-88a0-88e4bb76b891\u0022 data-image-id=\u002299cf6556-5317-43a4-88a0-88e4bb76b891\u0022 alt=\u0022Different sets of arrays. On the top are two 4 \u00D7 5 arrays side by side. On the bottom are four 2 \u00D7 5 arrays side by side.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cli\u003E\u003Ca data-item-id=\u002202d6a148-9088-4e32-af68-71215bf25867\u0022 href=\u0022\u0022\u003E\u003Cstrong\u003Eassociative property\u003C/strong\u003E\u003C/a\u003E\u003Cstrong\u003E:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003Eaddition:\n        \u003Cul\u003E\n          \u003Cul\u003E\n            \u003Cli\u003E(8 \u002B 53) \u002B 7 = 68\u003C/li\u003E\n            \u003Cli\u003E8 \u002B (53 \u002B 7) = 68\u003C/li\u003E\n          \u003C/ul\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u00223b09ab96-0b10-4dfd-9cf0-f9eb6f668a31\u0022 data-image-id=\u00223b09ab96-0b10-4dfd-9cf0-f9eb6f668a31\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/c3eb30ba-fb42-473d-be24-98eba351372f/associative_property_adding.svg\u0022 data-asset-id=\u00223b09ab96-0b10-4dfd-9cf0-f9eb6f668a31\u0022 data-image-id=\u00223b09ab96-0b10-4dfd-9cf0-f9eb6f668a31\u0022 alt=\u00228 \u002B 53 \u002B 7 approached two ways. The first is by adding 8 \u002B 53 first to get 61, and then adding 7. The second is to add 53 \u002B 7 first to get 60, and then adding 8.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003Emultiplication:\n      \u003Cul\u003E\n        \u003Cul\u003E\n          \u003Cul\u003E\n            \u003Cli\u003E2 \u00D7 (4 \u00D7 5) = 40\u003C/li\u003E\n            \u003Cli\u003E(2 \u00D7 4) \u00D7 5 = 40\u003C/li\u003E\n          \u003C/ul\u003E\n        \u003C/ul\u003E\n      \u003C/ul\u003E\n    \u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u00223a49f696-28d9-49a0-9ab8-d3cb03611696\u0022 data-image-id=\u00223a49f696-28d9-49a0-9ab8-d3cb03611696\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/adb31b8c-fceb-42c2-90a0-e3ee319d28f2/associative_property_multiplication_5_by4_by2.svg\u0022 data-asset-id=\u00223a49f696-28d9-49a0-9ab8-d3cb03611696\u0022 data-image-id=\u00223a49f696-28d9-49a0-9ab8-d3cb03611696\u0022 alt=\u0022Two different ways to multiply 2 by 4 by 5. The first example shows two sets of 4 by 5. The second example shows five sets of 2 by 4.\u0022\u003E\u003C/figure\u003E\n\u003Cp\u003Eor\u003C/p\u003E\n\u003Cfigure data-asset-id=\u00229a04648c-a0c8-4c8d-9e9f-24ce79a13f18\u0022 data-image-id=\u00229a04648c-a0c8-4c8d-9e9f-24ce79a13f18\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/5a3ceb2b-5a1d-4c1d-a3b8-3442321b78e4/associative_property_multiplication%20%283%29.svg\u0022 data-asset-id=\u00229a04648c-a0c8-4c8d-9e9f-24ce79a13f18\u0022 data-image-id=\u00229a04648c-a0c8-4c8d-9e9f-24ce79a13f18\u0022 alt=\u00222 \u00D7 4 \u00D7 5 approached two ways. The first is by multiplying 4 \u00D7 5 first to get 20, and then multiplying that by 2. The second is to multiply 2 \u00D7 4 first to get 8, and then multiplying that by 5.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Edistributive property:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cul\u003E\n        \u003Cul\u003E\n          \u003Cli\u003E6 \u00D7 8 demonstrated using \u003Ca data-item-id=\u00229a7dba7f-2065-4496-9d64-22d8c4969249\u0022 href=\u0022\u0022\u003Eten frames\u003C/a\u003E:\u003C/li\u003E\n        \u003C/ul\u003E\n      \u003C/ul\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022b8aee8d4-01bf-40ba-af69-9ec226336b7c\u0022 data-image-id=\u0022b8aee8d4-01bf-40ba-af69-9ec226336b7c\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/a651cf02-b5a1-4e38-94ad-7ff076ba5ea8/6_times_8_distributive_rev%20%281%29-1.svg\u0022 data-asset-id=\u0022b8aee8d4-01bf-40ba-af69-9ec226336b7c\u0022 data-image-id=\u0022b8aee8d4-01bf-40ba-af69-9ec226336b7c\u0022 alt=\u0022A set of 6 ten frames. Each ten frame has one row of 5 counters and one row of 3 counters. The number sentence 6 times 8 is broken down into 6 multiplied by 5 and 6 multiplied by 3, for a total of 48.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cul\u003E\n      \u003Cul\u003E\n        \u003Cli\u003E5 \u00D7 12 demonstrated using an \u003Ca data-item-id=\u002246f361d6-2014-4d52-84a3-5c7ca565d796\u0022 href=\u0022\u0022\u003Earray\u003C/a\u003E:\u003C/li\u003E\n      \u003C/ul\u003E\n    \u003C/ul\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022e4bca267-1dad-4f6f-8ea5-330af5774bd6\u0022 data-image-id=\u0022e4bca267-1dad-4f6f-8ea5-330af5774bd6\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/73254bc9-fea2-4183-abfc-0f99c7d76068/distributive_property_multiplication.svg\u0022 data-asset-id=\u0022e4bca267-1dad-4f6f-8ea5-330af5774bd6\u0022 data-image-id=\u0022e4bca267-1dad-4f6f-8ea5-330af5774bd6\u0022 alt=\u0022A 5 by 12 array. A 5 by 10 section is coloured yellow and labelled 5 \u00D7 10. A 5 by 2 section is coloured green and labelled 5 \u00D7 2.\u0022\u003E\u003C/figure\u003E"}}},"math___grade_4___b2_1___ps2":{"system":{"id":"d5a96f26-afbb-4a8d-a57d-72792be8a11a","name":"Math - Grade 4 - B2.1 - PS2","codename":"math___grade_4___b2_1___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-02-22T14:58:08.8942313Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"de8223d5-8478-445d-9213-eb52c9616786":{"codename":"inverse_operations___operations_inverses","type":"glossary_term","url_slug":""},"fecb15f2-8a95-46b6-a221-396362877fea":{"codename":"inverse_relationship___relation_inverse","type":"glossary_term","url_slug":""},"1ae4bd19-a4c0-4fa3-9ad6-e20984a31506":{"codename":"math___grade_4___b2_5","type":"l5___specific_expectation","url_slug":""},"80438d1f-c90a-4ca3-b0d5-f8f76afab753":{"codename":"math___grade_4___b2_5__copy_","type":"l5___specific_expectation","url_slug":""},"e8b43076-d1d3-4370-bdb0-acf08cafa802":{"codename":"math___grade_4___b2_7","type":"l5___specific_expectation","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EThe commutative property holds true for addition and for multiplication. The order of the numbers does not matter; the results will be the same. For example, 4\u0026nbsp;\u002B\u0026nbsp;6\u0026nbsp;=\u0026nbsp;6\u0026nbsp;\u002B\u0026nbsp;4 and 4\u0026nbsp;\u00D7\u0026nbsp;6\u0026nbsp;=\u0026nbsp;6\u0026nbsp;\u00D7\u0026nbsp;4.\u003C/li\u003E\n  \u003Cli\u003EThe associative property holds true for addition and for multiplication. The pairs of numbers that are added first or multiplied first does not matter; the results will be the same. For example, (2\u0026nbsp;\u002B\u0026nbsp;3)\u0026nbsp;\u002B\u0026nbsp;5\u0026nbsp;=\u0026nbsp;2\u0026nbsp;\u002B\u0026nbsp;(3\u0026nbsp;\u002B\u0026nbsp;5). Similarly, (2\u0026nbsp;\u00D7\u0026nbsp;3)\u0026nbsp;\u00D7\u0026nbsp;5\u0026nbsp;=\u0026nbsp;2\u0026nbsp;\u00D7\u0026nbsp;(3\u0026nbsp;\u00D7\u0026nbsp;5).\u003C/li\u003E\n  \u003Cli\u003EThe distributive property can be used to determine the product of two numbers. For example, to determine 8\u0026nbsp;\u00D7\u0026nbsp;7 one can rewrite 8 as 5 and 3 and find the sum of the products for 5\u0026nbsp;\u00D7\u0026nbsp;7 and 3\u0026nbsp;\u00D7\u0026nbsp;7 (i.e., 8\u0026nbsp;\u00D7\u0026nbsp;7\u0026nbsp;=\u0026nbsp;(5\u0026nbsp;\u002B\u0026nbsp;3)\u0026nbsp;\u00D7\u0026nbsp;7 which equals (5\u0026nbsp;\u00D7\u0026nbsp;7)\u0026nbsp;\u002B\u0026nbsp;(3\u0026nbsp;\u00D7\u0026nbsp;7), which is 35\u0026nbsp;\u002B\u0026nbsp;21, or 56).\u003C/li\u003E\n  \u003Cli\u003EAddition and subtraction are \u003Ca data-item-id=\u0022de8223d5-8478-445d-9213-eb52c9616786\u0022 href=\u0022\u0022\u003Einverse operations\u003C/a\u003E. Any subtraction question can be thought of as an addition question (e.g., 54\u0026nbsp;\u2013\u0026nbsp;48\u0026nbsp;=\u0026nbsp;? is the same as 48\u0026nbsp;\u002B\u0026nbsp;?\u0026nbsp;=\u0026nbsp;54) and vice versa. This \u003Ca data-item-id=\u0022fecb15f2-8a95-46b6-a221-396362877fea\u0022 href=\u0022\u0022\u003Einverse relationship\u003C/a\u003E can be used to perform and check calculations.\u003C/li\u003E\n  \u003Cli\u003EMultiplication and division are inverse operations. Any division question can be thought of as a multiplication question unless 0 is involved (e.g., 16\u0026nbsp;\u00F7\u0026nbsp;2\u0026nbsp;=\u0026nbsp;? is the same as ?\u0026nbsp;\u00D7\u0026nbsp;2\u0026nbsp;=\u0026nbsp;16), and vice versa. This inverse relationship can be used to perform and check calculations.\u003C/li\u003E\n  \u003Cli\u003ESometimes a property may be used to check an answer.\u0026nbsp;For example, 4\u0026nbsp;\u00D7\u0026nbsp;7 may be first determined using the distributive property as (2\u0026nbsp;\u00D7\u0026nbsp;7)\u0026nbsp;\u002B\u0026nbsp;(2\u0026nbsp;\u00D7\u0026nbsp;7), and then checked by decomposing (4\u0026nbsp;\u00D7\u0026nbsp;7) as (2\u0026nbsp;\u00D7\u0026nbsp;2)\u0026nbsp;\u00D7\u0026nbsp;7 and using the associative property 2\u0026nbsp;\u00D7\u0026nbsp;(2\u0026nbsp;\u00D7\u0026nbsp;7).\u003C/li\u003E\n  \u003Cli\u003ESometimes the reverse operation may be used to check an answer.\u0026nbsp;For example, 32\u0026nbsp;\u00F7\u0026nbsp;4\u0026nbsp;=\u0026nbsp;8 could be checked by multiplying 4 and 8 to determine if it equals 32.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EThis expectation supports many other expectations in the Number strand and is applied throughout the grade. Whether working with numbers or operations, recognizing and applying properties and relationships builds a strong foundation for doing mathematics.\u003C/li\u003E\n  \u003Cli\u003EThe four operations are related. Addition and subtraction strategies can be used to think about and solve multiplication and division questions (see\u003Cstrong\u003E \u003C/strong\u003E\u003Ca data-item-id=\u00221ae4bd19-a4c0-4fa3-9ad6-e20984a31506\u0022 href=\u0022\u0022\u003EB2.5\u003C/a\u003E, \u003Ca data-item-id=\u002280438d1f-c90a-4ca3-b0d5-f8f76afab753\u0022 href=\u0022\u0022\u003EB2.6\u003C/a\u003E,\u003Cstrong\u003E \u003C/strong\u003Eand \u003Ca data-item-id=\u0022e8b43076-d1d3-4370-bdb0-acf08cafa802\u0022 href=\u0022\u0022\u003EB2.7\u003C/a\u003E).\u003C/li\u003E\n  \u003Cli\u003EWhen addition is used to solve a subtraction question, this is often referred to as finding the missing addend.\u003C/li\u003E\n  \u003Cli\u003EThe context of a problem may influence how students think about performing the calculations.\u003C/li\u003E\n  \u003Cli\u003EOperation sense involves the ability to represent situations with symbols and numbers. Understanding the meaning of the operations, and the relationships between and among them, enables one to choose the operation that most closely represents a situation and most efficiently solves the problem given the tools at hand.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b2_1___pss__copy_":{"system":{"id":"8265442c-ccc5-4d12-8a63-c71f0329ef96","name":"Math - Grade 4 - B2.2 - PSS","codename":"math___grade_4___b2_1___pss__copy_","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T13:29:51.022439Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___b2_2___ps3","math___grade_4___b2_2___ps3__copy_","math___grade_4___b2_2___ps3b__copy_","math___grade_4___b2_2___ps3c__copy_","math___grade_4___b2_2___ps3c__copy___copy_","math___grade_4___b2_2___ps3c__copy___copy___copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___b2_2":{"system":{"id":"2664ab02-ffde-44b7-ba5c-fb9e53a81881","name":"Math - Grade 4 - B2.2","codename":"math___grade_4___b2_2","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T21:17:24.3777092Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B2.2"},"title":{"type":"text","name":"Title","value":"Math Facts"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003Erecall and demonstrate multiplication facts for 1\u0026nbsp;\u00D7\u0026nbsp;1 to 10\u0026nbsp;\u00D7\u0026nbsp;10, and related division facts\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b2_2___ps1","math___grade_4___b2_2___ps2","math___grade_4___b2_1___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 2","codename":"group_2"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___b2_2___ps1":{"system":{"id":"1b3f433e-a910-438b-8d63-586ff1deb99c","name":"Math - Grade 4 - B2.2 - PS1","codename":"math___grade_4___b2_2___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2023-09-12T19:34:26.3920843Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"60fb292e-cad6-4340-a900-7ea5529e4b36":{"image_id":"60fb292e-cad6-4340-a900-7ea5529e4b36","description":"A rekenrek representation of 6 times 6. There are six rows with five red and one white bead each.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/4fc9c406-e5f6-4d60-8eab-d96593df1fd5/rekenrek_6by6.svg"},"d3402deb-aaa0-4874-9377-84a85ed6a524":{"image_id":"d3402deb-aaa0-4874-9377-84a85ed6a524","description":"A rekenrek representation of 6 times 7. There are six rows with five red and two white beads each.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/c5a54741-4b2e-4da3-a890-be97ac83f3ee/rekenrek_6by7.svg"},"564b8087-9146-4d88-84bb-755e08f55da1":{"image_id":"564b8087-9146-4d88-84bb-755e08f55da1","description":"There are ten rows with four red beads on each. The bottom row of four beads is shown being removed, subtracting 4 beads from 40.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/a7d341da-f002-479b-a5d9-c77f8217d6ab/multiplication_9_times4_using10s.svg"}},"links":{"bb026f12-293d-4314-8aa5-e8831f87290e":{"codename":"basic_fact___faits_de_base","type":"glossary_term","url_slug":""},"fecb15f2-8a95-46b6-a221-396362877fea":{"codename":"inverse_relationship___relation_inverse","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Epossible strategies to develop \u003C/strong\u003E\u003Ca data-item-id=\u0022bb026f12-293d-4314-8aa5-e8831f87290e\u0022 href=\u0022\u0022\u003E\u003Cstrong\u003Ebasic facts\u003C/strong\u003E\u003C/a\u003E\u003Cstrong\u003E of multiplication and division:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003E\u201Cdouble and double again\u201D:\n        \u003Cul\u003E\n          \u003Cli\u003EOnce students know the doubles facts (two times table), they can apply this knowledge to the four times table. Any number times four is the same as double the answer to two times that number (4\u0026nbsp;\u00D7\u0026nbsp;6 is the same as double 2\u0026nbsp;\u00D7\u0026nbsp;6 (12), or 24).\u003C/li\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n      \u003Cli\u003E\u201Cdouble and one more set\u201D:\n        \u003Cul\u003E\n          \u003Cli\u003EAgain, if students know the doubles facts (two times table), they can use this information to figure out the three times table. If 2\u0026nbsp;\u00D7\u0026nbsp;4 is 8, then 3\u0026nbsp;\u00D7\u0026nbsp;4 is 8 plus one more 4 to make 12.\u003C/li\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n      \u003Cli\u003E\u201Cadd one more set\u201D:\n        \u003Cul\u003E\n          \u003Cli\u003EA student who knows 7\u0026nbsp;\u00D7\u0026nbsp;6\u0026nbsp;=\u0026nbsp;42 can figure out 8\u0026nbsp;\u00D7\u0026nbsp;6 by adding one more 6 to the 42 to make 48. This strategy is especially helpful with the six times table, which can be challenging. If the five times table is well retained, students can figure out the six times table by adding one more of the factors in each case. For example, if 5\u0026nbsp;\u00D7\u0026nbsp;6\u0026nbsp;=\u0026nbsp;30, then 6\u0026nbsp;\u00D7\u0026nbsp;6 is 30 plus one more 6, or 36:\u003C/li\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u002260fb292e-cad6-4340-a900-7ea5529e4b36\u0022 data-image-id=\u002260fb292e-cad6-4340-a900-7ea5529e4b36\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/4fc9c406-e5f6-4d60-8eab-d96593df1fd5/rekenrek_6by6.svg\u0022 data-asset-id=\u002260fb292e-cad6-4340-a900-7ea5529e4b36\u0022 data-image-id=\u002260fb292e-cad6-4340-a900-7ea5529e4b36\u0022 alt=\u0022A rekenrek representation of 6 times 6. There are six rows with five red and one white bead each.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cul\u003E\n      \u003Cli\u003EIn the same way, the student can think of 7\u0026nbsp;\u00D7\u0026nbsp;6 as 30 plus two more 6s:\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022d3402deb-aaa0-4874-9377-84a85ed6a524\u0022 data-image-id=\u0022d3402deb-aaa0-4874-9377-84a85ed6a524\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/c5a54741-4b2e-4da3-a890-be97ac83f3ee/rekenrek_6by7.svg\u0022 data-asset-id=\u0022d3402deb-aaa0-4874-9377-84a85ed6a524\u0022 data-image-id=\u0022d3402deb-aaa0-4874-9377-84a85ed6a524\u0022 alt=\u0022A rekenrek representation of 6 times 7. There are six rows with five red and two white beads each.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003Enine times table:\n      \u003Cul\u003E\n        \u003Cli\u003EStudents often learn the 10 times table quite easily because they learn to count by 10s at an early age. Once they know the 10 times table, they can relate it to the nine times table by calculating the related 10 times fact and then subtracting one of the factors that is not the 9. For instance, 10\u0026nbsp;\u00D7\u0026nbsp;4 is 40, so 9\u0026nbsp;\u00D7\u0026nbsp;4 is 40 less one 4 or 36:\u003C/li\u003E\n      \u003C/ul\u003E\n    \u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022564b8087-9146-4d88-84bb-755e08f55da1\u0022 data-image-id=\u0022564b8087-9146-4d88-84bb-755e08f55da1\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/a7d341da-f002-479b-a5d9-c77f8217d6ab/multiplication_9_times4_using10s.svg\u0022 data-asset-id=\u0022564b8087-9146-4d88-84bb-755e08f55da1\u0022 data-image-id=\u0022564b8087-9146-4d88-84bb-755e08f55da1\u0022 alt=\u0022There are ten rows with four red beads on each. The bottom row of four beads is shown being removed, subtracting 4 beads from 40.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003E\u201Chalf then double\u201D:\n      \u003Cul\u003E\n        \u003Cli\u003ESuppose a student cannot recall a fact but they know that the fact involves even factors. One factor can be halved, and if the resulting product is known, it can be doubled. For instance, if 6\u0026nbsp;\u00D7\u0026nbsp;8 cannot be recalled, halve one factor (3\u0026nbsp;\u00D7\u0026nbsp;8\u0026nbsp;=\u0026nbsp;24), and then double the product of 24 for an answer of 48. Students may investigate this strategy by using arrays to provide a visual representation.\u003C/li\u003E\n      \u003C/ul\u003E\n    \u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cp\u003ENote: Sometimes the above strategies may seem cumbersome, but they provide students with a way to reason their way to a correct answer using known facts.\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Elearning the division facts in sequence:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003EA suggested sequence for teaching the division facts is to begin with the facts for dividing by two, then proceed to dividing by one, dividing by five, dividing by three, dividing by four, dividing by six, dividing by seven, dividing by eight, and dividing by nine.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003E\u003Ca data-item-id=\u0022fecb15f2-8a95-46b6-a221-396362877fea\u0022 href=\u0022\u0022\u003E\u003Cstrong\u003Einverse relationship\u003C/strong\u003E\u003C/a\u003E\u003Cstrong\u003E between multiplication and division facts:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003EStudents who know their basic multiplication facts should use this information to figure out the division facts. It is recommended that division and multiplication be taught simultaneously so that the relationships between the two are obvious. For example, when students join four groups of five together for a total of 20, encourage them to recognize that when the total is partitioned back to five groups, each group has four.\n        \u003Cul\u003E\n          \u003Cul\u003E\n            \u003Cli\u003E20\u0026nbsp;\u00F7\u0026nbsp;5\u0026nbsp;=\u0026nbsp;? can be thought of as 5\u0026nbsp;\u00D7\u0026nbsp;?\u0026nbsp;=\u0026nbsp;20\u003C/li\u003E\n            \u003Cli\u003EHow many groups of 5 are equal to 20?\u003C/li\u003E\n          \u003C/ul\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b2_2___ps2":{"system":{"id":"08a5f88a-b846-42c1-aabb-fa7d3ca0e2a6","name":"Math - Grade 4 - B2.2 - PS2","codename":"math___grade_4___b2_2___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-01-11T17:25:51.0842698Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"b66bae66-b404-4f9a-9f89-7b808dd4cbae":{"codename":"recall___rappeler__se_","type":"glossary_term","url_slug":""},"46f361d6-2014-4d52-84a3-5c7ca565d796":{"codename":"array___disposition_rectangulaire","type":"glossary_term","url_slug":""},"65e3c5f8-6cd2-4c6f-b4f5-deeeaf16b168":{"codename":"automaticity___automaticite","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EThe identity principle states that when multiplying an amount by 1 or dividing an amount by 1, the amount stays the same (e.g., 5\u0026nbsp;\u00D7\u0026nbsp;1\u0026nbsp;=\u0026nbsp;5 and 5\u0026nbsp;\u00F7\u0026nbsp;1=5).\u003C/li\u003E\n  \u003Cli\u003EThe facts of 1, 2, 5, and 10 can be used to determine the facts for other numbers. For example:\n    \u003Cul\u003E\n      \u003Cli\u003E2 \u00D7 7 can be determined by knowing 7\u0026nbsp;\u00D7\u0026nbsp;2.\u003C/li\u003E\n      \u003Cli\u003E7 \u00D7 3 can be determined by knowing 7\u0026nbsp;\u00D7\u0026nbsp;2 and then adding one more group of 7.\u003C/li\u003E\n      \u003Cli\u003E7 \u00D7 4 can be determined by knowing 7\u0026nbsp;\u00D7\u0026nbsp;2 and then doubling.\u0026nbsp;\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EDivision facts can be determined using multiplication facts (e.g., 24\u0026nbsp;\u00F7\u0026nbsp;6 can be determined using the multiplication facts for 6).\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EHaving automatic \u003Ca data-item-id=\u0022b66bae66-b404-4f9a-9f89-7b808dd4cbae\u0022 href=\u0022\u0022\u003Erecall\u003C/a\u003E of multiplication and division facts is important when carrying out mental or written calculations, and frees up working memory when solving complex problems and tasks.\u003C/li\u003E\n  \u003Cli\u003EThe development of the other facts using the facts for 1, 2, 5, and 10 is based on the commutative, distributive, or associative properties and in being able to decompose numbers. For example:\n    \u003Cul\u003E\n      \u003Cli\u003E2 \u00D7 7 can be determined by knowing 7\u0026nbsp;\u00D7\u0026nbsp;2 (commutative property).\u003C/li\u003E\n      \u003Cli\u003E7 \u00D7 3 can be determined by knowing 7\u0026nbsp;\u00D7\u0026nbsp;2 and then adding one more group of 7 (decomposing and using the distributive property).\u003C/li\u003E\n      \u003Cli\u003E7 \u00D7 4 can be determined by knowing 7\u0026nbsp;\u00D7\u0026nbsp;2 and then doubling (decomposition and associative property).\u003C/li\u003E\n      \u003Cli\u003E7 \u00D7 6 can be determined by knowing 7\u0026nbsp;\u00D7\u0026nbsp;5 and adding one more 7.\u003C/li\u003E\n      \u003Cli\u003E7 \u00D7 9 can be determined by knowing 7\u0026nbsp;\u00D7\u0026nbsp;10 and taking away 7.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EThe \u003Ca data-item-id=\u002246f361d6-2014-4d52-84a3-5c7ca565d796\u0022 href=\u0022\u0022\u003Earray\u003C/a\u003E can be used to model multiplication and division because it structures repeated groups of equal size into rows and columns.\n    \u003Cul\u003E\n      \u003Cli\u003EIn a multiplication situation, the number of rows and the number of columns for the array are both known.\u003C/li\u003E\n      \u003Cli\u003EIn a division situation, the total number of objects is known, as well as either the number of rows or the number of columns. In order to create an array to represent a division situation, the objects are arranged into the rows or columns that are known until all the objects have been distributed evenly.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EA strategic approach to learning multiplication and division facts recognizes that some facts are foundational for learning other facts. Although the precise order might differ and different strategies are certainly possible, researchers tend to suggest learning facts in related clusters. For example:\n    \u003Cul\u003E\n      \u003Cli\u003EFoundational facts: 2-facts, 5-facts, 10-facts.\u003C/li\u003E\n      \u003Cli\u003ENear facts: 3-facts, 6-facts, 9-facts (using 2-facts, 5-facts, and 10-facts and adding or subtracting a group).\u003C/li\u003E\n      \u003Cli\u003EDoubles: 4-facts, 6-facts (doubling strategies); 8-facts (doubling a double).\u003C/li\u003E\n      \u003Cli\u003EAdding or subtracting doubles: 8-facts, 7-facts.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EPractice is important for moving from understanding to \u003Ca data-item-id=\u002265e3c5f8-6cd2-4c6f-b4f5-deeeaf16b168\u0022 href=\u0022\u0022\u003Eautomaticity\u003C/a\u003E. Focusing on one set of number facts at a time (e.g., the 6-facts) and related facts (5-facts or 3-facts) is a useful strategy for building mastery.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b2_2___pss__copy_":{"system":{"id":"8516462e-9f5d-45f2-af9e-9e8c346b1f7d","name":"Math - Grade 4 - B2.3 - PSS","codename":"math___grade_4___b2_2___pss__copy_","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T13:36:45.798616Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___b2_3___ps3","math___grade_4___b2_3___ps3a__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___b2_2__copy_":{"system":{"id":"51939706-c7cc-4c35-820f-ddc276dfed7a","name":"Math - Grade 4 - B2.3","codename":"math___grade_4___b2_2__copy_","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T21:20:38.1606897Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B2.3"},"title":{"type":"text","name":"Title","value":"Mental Math"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"f0eca565-c753-4852-b887-162e920c3af2":{"codename":"mental_math_strategy___strategies_de_calcul_mental","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Euse \u003Ca data-item-id=\u0022f0eca565-c753-4852-b887-162e920c3af2\u0022 href=\u0022\u0022\u003Emental math strategies\u003C/a\u003E to multiply whole numbers by 10, 100, and 1000, divide whole numbers by 10, and add and subtract decimal tenths, and explain the strategies used\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b2_3___ps1","math___grade_4___b2_3___ps2","math___grade_4___b2_2___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 3","codename":"group_3"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___b2_3___ps1":{"system":{"id":"00092797-69a9-4153-b56b-ed36c7ddeb02","name":"Math - Grade 4 - B2.3 - PS1","codename":"math___grade_4___b2_3___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T13:34:36.5680801Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"e595e9cc-ef21-4154-ac82-d8b72bc5dbf0":{"image_id":"e595e9cc-ef21-4154-ac82-d8b72bc5dbf0","description":"Base ten materials. A ten rod, a flat, and a cube. A rod equals 1 multiplied by 10. A flat equals 10 multiplied by 10. A cube equals 10 multiplied by 10 multiplied by 10.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/fd622fdd-bb23-4c56-93e1-23cdaa9c5df9/multiplication_times10_times100_times1000_rev.svg"},"a39f24ee-87e3-4aa1-83ae-306b932c70fa":{"image_id":"a39f24ee-87e3-4aa1-83ae-306b932c70fa","description":"A flat broken into ten rods.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/d4243113-6ad6-4074-9f51-a272a609e7e6/100_in_10groups.svg"},"b1953faa-66f8-4e94-be68-b9a1fbd22513":{"image_id":"b1953faa-66f8-4e94-be68-b9a1fbd22513","description":"A rod broken into 10 units.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/4176abb0-a43c-4eb9-a4c7-5471d620d0bc/10_in_10groups.svg"},"81d7515d-b3ec-44c0-8c23-483f242f0241":{"image_id":"81d7515d-b3ec-44c0-8c23-483f242f0241","description":"A representation of 2 ten rods divided into 10 groups of 2 units.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/2467bbb0-4484-45b2-8568-4932c32766b1/20_in_10groups-2%20%282%29.svg"},"9368376f-b3be-48b3-84c9-421807f9efa6":{"image_id":"9368376f-b3be-48b3-84c9-421807f9efa6","description":"One tenth of one square.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/7087326d-beff-4081-af22-4c7abee7defa/one%20tenth%20of%201.svg"}},"links":{"cd64ed48-72e3-42fb-b3ac-a1e1993aa579":{"codename":"multiplicative_relationship__","type":"glossary_term","url_slug":""},"eef77406-ed92-4a1b-aa51-9ba741fdf73a":{"codename":"compensation","type":"glossary_term","url_slug":""}},"modular_content":["n4fcb704a_5671_012b_1d96_e9e09179fcea"],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Emental math strategies to multiply whole numbers by 10, 100, and 1000:\u003C/strong\u003E\u003C/li\u003E\n  \u003Cli\u003EUse the \u003Ca data-item-id=\u0022cd64ed48-72e3-42fb-b3ac-a1e1993aa579\u0022 href=\u0022\u0022\u003Emultiplicative relationship\u003C/a\u003E between 10, 100, and 1000:\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022e595e9cc-ef21-4154-ac82-d8b72bc5dbf0\u0022 data-image-id=\u0022e595e9cc-ef21-4154-ac82-d8b72bc5dbf0\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/fd622fdd-bb23-4c56-93e1-23cdaa9c5df9/multiplication_times10_times100_times1000_rev.svg\u0022 data-asset-id=\u0022e595e9cc-ef21-4154-ac82-d8b72bc5dbf0\u0022 data-image-id=\u0022e595e9cc-ef21-4154-ac82-d8b72bc5dbf0\u0022 alt=\u0022Base ten materials. A ten rod, a flat, and a cube. A rod equals 1 multiplied by 10. A flat equals 10 multiplied by 10. A cube equals 10 multiplied by 10 multiplied by 10.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cul\u003E\n      \u003Cli\u003EFor 4 \u00D7 10, visualize four ten rods: 4 \u00D7 10 = 40.\u003C/li\u003E\n      \u003Cli\u003EFor 4 \u00D7 100, visualize four 10 \u00D7 10 flats: 4 \u00D7 10 \u00D7 10 = 400.\u003C/li\u003E\n      \u003Cli\u003EFor 4 \u00D7 1000, visualize four 10 \u00D7 10 \u00D7 10 large cubes: 4 \u00D7 10 \u00D7 10 \u00D7 10 = 4000.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/ul\u003E\n  \u003Cli\u003EVisualize one tenth as one rod when a flat is divided into ten rods:\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022a39f24ee-87e3-4aa1-83ae-306b932c70fa\u0022 data-image-id=\u0022a39f24ee-87e3-4aa1-83ae-306b932c70fa\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/d4243113-6ad6-4074-9f51-a272a609e7e6/100_in_10groups.svg\u0022 data-asset-id=\u0022a39f24ee-87e3-4aa1-83ae-306b932c70fa\u0022 data-image-id=\u0022a39f24ee-87e3-4aa1-83ae-306b932c70fa\u0022 alt=\u0022A flat broken into ten rods.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003EIf 100 \u00F7 10 = 10 (rods)\n      \u003Cul\u003E\n        \u003Cli\u003E200 \u00F7 10 = 20\u003C/li\u003E\n        \u003Cli\u003E300 \u00F7 10 = 30\u003C/li\u003E\n        \u003Cli\u003E400 \u00F7 10 = 40\u003C/li\u003E\n      \u003C/ul\u003E\n    \u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cp\u003E...\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cul\u003E\n      \u003Cli\u003E1000 \u00F7 10 = 100\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/ul\u003E\n  \u003Cli\u003EVisualize one tenth as a unit when one rod is divided into 10 units (small cubes):\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022b1953faa-66f8-4e94-be68-b9a1fbd22513\u0022 data-image-id=\u0022b1953faa-66f8-4e94-be68-b9a1fbd22513\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/4176abb0-a43c-4eb9-a4c7-5471d620d0bc/10_in_10groups.svg\u0022 data-asset-id=\u0022b1953faa-66f8-4e94-be68-b9a1fbd22513\u0022 data-image-id=\u0022b1953faa-66f8-4e94-be68-b9a1fbd22513\u0022 alt=\u0022A rod broken into 10 units.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003EIf 10 \u00F7 10 = 1 (unit) then 20 \u00F7 10 = 2:\u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u002281d7515d-b3ec-44c0-8c23-483f242f0241\u0022 data-image-id=\u002281d7515d-b3ec-44c0-8c23-483f242f0241\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/2467bbb0-4484-45b2-8568-4932c32766b1/20_in_10groups-2%20%282%29.svg\u0022 data-asset-id=\u002281d7515d-b3ec-44c0-8c23-483f242f0241\u0022 data-image-id=\u002281d7515d-b3ec-44c0-8c23-483f242f0241\u0022 alt=\u0022A representation of 2 ten rods divided into 10 groups of 2 units.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003E30 \u00F7 10 = 3\u003C/li\u003E\n    \u003Cli\u003E40 \u00F7 10 \u0026nbsp;= 4\u0026nbsp;\u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cp\u003E...\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003E100 \u00F7 10 = 10\u003C/li\u003E\n  \u003C/ul\u003E\n  \u003Cli\u003EVisualize 1 \u00F7 10 as one tenth (0.1) of the unit square:\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u00229368376f-b3be-48b3-84c9-421807f9efa6\u0022 data-image-id=\u00229368376f-b3be-48b3-84c9-421807f9efa6\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/7087326d-beff-4081-af22-4c7abee7defa/one%20tenth%20of%201.svg\u0022 data-asset-id=\u00229368376f-b3be-48b3-84c9-421807f9efa6\u0022 data-image-id=\u00229368376f-b3be-48b3-84c9-421807f9efa6\u0022 alt=\u0022One tenth of one square.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003ETherefore 4 \u00F7 10 can be thought of as 4 \u00D7 (1 \u00F7 10) = 4 \u00D7 0.1 = 0.4.\u003C/li\u003E\n  \u003C/ul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Emental math strategies to add and subtract decimal tenths:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003Eusing \u003Ca data-item-id=\u0022eef77406-ed92-4a1b-aa51-9ba741fdf73a\u0022 href=\u0022\u0022\u003Ecompensation\u003C/a\u003E:\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cobject type=\u0022application/kenticocloud\u0022 data-type=\u0022item\u0022 data-rel=\u0022component\u0022 data-codename=\u0022n4fcb704a_5671_012b_1d96_e9e09179fcea\u0022\u003E\u003C/object\u003E"}}},"math___grade_4___b2_3___ps2":{"system":{"id":"49ff395b-6c44-4367-8917-86500a4074c3","name":"Math - Grade 4 - B2.3 - PS2","codename":"math___grade_4___b2_3___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-28T22:41:53.6424155Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"e1b80fdc-dfeb-44a9-9d70-5c816ff8f834":{"codename":"whole_numbers___nombre_naturel","type":"glossary_term","url_slug":""},"ec0f6193-46ce-487c-b129-5e7e50140a7c":{"codename":"decimal_number___nombre_decimal","type":"glossary_term","url_slug":""},"e1d768f1-eafd-466a-bc1d-78e09006b06e":{"codename":"round___arrondir","type":"glossary_term","url_slug":""},"bb026f12-293d-4314-8aa5-e8831f87290e":{"codename":"basic_fact___faits_de_base","type":"glossary_term","url_slug":""},"7dff1115-4b7e-40c2-a323-695fd902ed29":{"codename":"counting___comptage","type":"glossary_term","url_slug":""},"84e08b48-3af5-4be7-b43c-0a4034ed120f":{"codename":"estimation","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EMultiplying a \u003Ca data-item-id=\u0022e1b80fdc-dfeb-44a9-9d70-5c816ff8f834\u0022 href=\u0022\u0022\u003Ewhole number\u003C/a\u003E by 10 can be visualized as shifting of the digit(s) to the left by one place. For example, 5\u0026nbsp;\u00D7\u0026nbsp;10\u0026nbsp;=\u0026nbsp;50; 50\u0026nbsp;\u00D7\u0026nbsp;10\u0026nbsp;=\u0026nbsp;500; 500\u0026nbsp;\u00D7\u0026nbsp;10\u0026nbsp;=\u0026nbsp;5000.\u003C/li\u003E\n  \u003Cli\u003EMultiplying a whole number by 100 can be visualized as shifting of the digit(s) to the left by two places. For example, 5\u0026nbsp;\u00D7\u0026nbsp;100\u0026nbsp;=\u0026nbsp;500; 50\u0026nbsp;\u00D7\u0026nbsp;100\u0026nbsp;=\u0026nbsp;5000; 500\u0026nbsp;\u00D7\u0026nbsp;100\u0026nbsp;=\u0026nbsp;50\u0026nbsp;000.\u003C/li\u003E\n  \u003Cli\u003EMentally multiplying a whole number by 1000 can be visualized as a shifting of the digit(s) to the left by three places. For example, 5\u0026nbsp;x\u0026nbsp;1000\u0026nbsp;=\u0026nbsp;5000; 50\u0026nbsp;\u00D7\u0026nbsp;1000\u0026nbsp;=\u0026nbsp;50\u0026nbsp;000; 500\u0026nbsp;\u00D7\u0026nbsp;1000\u0026nbsp;=\u0026nbsp;500\u0026nbsp;000.\u003C/li\u003E\n  \u003Cli\u003EMentally dividing a whole number by 10 can be visualized as a shifting of the digit(s) to the right by one place, since the value of the numbers will be one tenth of what they were. For example, 5000\u0026nbsp;\u00F7\u0026nbsp;10\u0026nbsp;=\u0026nbsp;500, 500\u0026nbsp;\u00F7\u0026nbsp;10\u0026nbsp;=\u0026nbsp;50, 50\u0026nbsp;\u00F7\u0026nbsp;10\u0026nbsp;=\u0026nbsp;5, 5\u0026nbsp;\u00F7\u0026nbsp;10\u0026nbsp;=\u0026nbsp;0.5.\u003C/li\u003E\n  \u003Cli\u003EMental math strategies for addition and subtraction of whole numbers can be used with \u003Ca data-item-id=\u0022ec0f6193-46ce-487c-b129-5e7e50140a7c\u0022 href=\u0022\u0022\u003Edecimal numbers\u003C/a\u003E.\u0026nbsp;\u003C/li\u003E\n  \u003Cli\u003ETo mentally add and subtract decimal numbers, the strategies may vary depending on the numbers given. For example:\n    \u003Cul\u003E\n      \u003Cli\u003EIf given 44.9 \u002B 31.9, one could \u003Ca data-item-id=\u0022e1d768f1-eafd-466a-bc1d-78e09006b06e\u0022 href=\u0022\u0022\u003Eround\u003C/a\u003E both numbers to 45 and 32 to make 77 and then remove 0.1 twice from the rounding, to make 76.8.\u003C/li\u003E\n      \u003Cli\u003EIf given 34.6 \u002B 42.5, one could first make 1 by combining the 0.5 from both of the numbers, then add it to 34 to make 35. Next add 40 from 42 onto the 35 to make 75. Then add on the remaining numbers 2 and 0.1 to make 77.1.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EMental math may or may not be quicker than paper-and-pencil strategies, but speed is not the goal. The value of mental math is in its portability and flexibility, since it does not require a calculator or paper and pencil. Practising mental math strategies also deepens an understanding of numbers.\u003C/li\u003E\n  \u003Cli\u003EMental math involves using flexible strategies that build on \u003Ca data-item-id=\u0022bb026f12-293d-4314-8aa5-e8831f87290e\u0022 href=\u0022\u0022\u003Ebasic facts\u003C/a\u003E, number relationships, and \u003Ca data-item-id=\u00227dff1115-4b7e-40c2-a323-695fd902ed29\u0022 href=\u0022\u0022\u003Ecounting\u003C/a\u003E strategies. These strategies continue to expand and develop through the grades.\u0026nbsp;\u003C/li\u003E\n  \u003Cli\u003EWhen mentally adding and subtracting decimals \u2013 or anything \u2013 the unit matters. Only like units are combined. For example, hundreds are combined with hundreds, tens with tens, ones with ones, and tenths with tenths.\u003C/li\u003E\n  \u003Cli\u003E\u003Ca data-item-id=\u002284e08b48-3af5-4be7-b43c-0a4034ed120f\u0022 href=\u0022\u0022\u003EEstimation\u003C/a\u003E can be used to check the reasonableness of calculations and should be continually\u0026nbsp;encouraged when students are doing mathematics.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b2_3___pss__copy_":{"system":{"id":"fb5ab10c-dbeb-4cd3-b288-d6a20533efe0","name":"Math - Grade 4 - B2.4 - PSS","codename":"math___grade_4___b2_3___pss__copy_","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T21:21:56.336158Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___b2_4___ps3","math___grade_4___b2_4___ps3__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___b2_4":{"system":{"id":"23c6828b-6257-4c47-892e-024ffa7eee03","name":"Math - Grade 4 - B2.4","codename":"math___grade_4___b2_4","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T21:21:42.4051367Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B2.4"},"title":{"type":"text","name":"Title","value":"Addition and Subtraction"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"600c0ade-aa3b-43a7-805e-f7cb3db3d8c8":{"codename":"algorithm___algorithme","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Erepresent and solve problems involving the addition and subtraction of whole numbers that add up to no more than 10\u0026nbsp;000 and of decimal tenths, using appropriate tools and strategies, including \u003Ca data-item-id=\u0022600c0ade-aa3b-43a7-805e-f7cb3db3d8c8\u0022 href=\u0022\u0022\u003Ealgorithms\u003C/a\u003E\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b2_4___ps1","math___grade_4___b2_4___ps2","math___grade_4___b2_3___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 4","codename":"group_4"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___b2_4___ps1":{"system":{"id":"a3bfdd4a-e67f-4faa-a19f-be6b992228b3","name":"Math - Grade 4 - B2.4 - PS1","codename":"math___grade_4___b2_4___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2024-02-01T16:58:17.067052Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"530a0aae-331b-4b43-9881-4b31c0b4db0d":{"image_id":"530a0aae-331b-4b43-9881-4b31c0b4db0d","description":"A number line that goes from 0 to 2.4 in increments of tenths. It has a hop from 1.8 to 2 labelled \u201Cplus 0.2\u201D and another from 2 to 2.4 labelled \u201Cplus 0.4\u201D.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/4f3115f8-964f-4ca0-ae06-2c87dc2dc378/1.8_add_0.6.svg"},"f4a11f5b-e1e3-40ec-9827-b746cac5dcde":{"image_id":"f4a11f5b-e1e3-40ec-9827-b746cac5dcde","description":"A number line that goes from 0 to 2.5 with marked increments of tenths. There is a left hop going from 2.5 to 1.5 labelled \u201Cminus 1\u201D and another from 1.5 to 1.3 labelled \u201Cminus 0.2\u201D.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/8c7479c2-e2db-48a7-83be-4b1c293af2ca/2.5_subtract_1.2.svg"},"5d2a4a0e-cdcb-4b3f-908f-9a2894b837a4":{"image_id":"5d2a4a0e-cdcb-4b3f-908f-9a2894b837a4","description":"Four sets of relational rods. The first set represents 3.4 and has 3 orange rods labelled 1.0 and one purple rod labelled 0.4. The second set represents 5.8 and has 5 orange rods and 1 brown rod labelled 0.8. The third set shows the first two sets combined to make eight 1.0 rods, one 0.8 rod and one 0.4 rod. The final set shows nine 1.0 rods and one 0.2 rod.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/773335d1-62d1-489c-a660-e6f133c8b17c/combining_3.4and5.8.svg"},"35d35644-ad5b-4979-9dfe-770587f804ea":{"image_id":"35d35644-ad5b-4979-9dfe-770587f804ea","description":null,"url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/bef90668-1bb4-42e5-9bf2-1178c304032f/4.7%20whole_one_part_unknown%20%284%29.svg"},"83cc9384-bbd4-44c8-ba0d-a11ed049d9ee":{"image_id":"83cc9384-bbd4-44c8-ba0d-a11ed049d9ee","description":"Two relational rod trains. The first has three orange 1.0 rods and one 0.2 rod, amounting to 3.2. The second shows one orange 1.0 rod, one 0.4 purple rod, and an unknown value to be determined by subtracting 1.4 from 3.2.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/22a5eb22-09c2-4a2d-ba80-a16f31b47d9b/relational_rods_3.2and1.4.svg"}},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Eaddition and subtraction situations:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003E\u003Cem\u003Echanging\u003C/em\u003E a quantity by \u003Cem\u003Ejoining\u003C/em\u003E another quantity to it (\u003Cem\u003Echange/join\u003C/em\u003E):\n        \u003Cul\u003E\n          \u003Cli\u003Eadding 0.6 on to 1.8:\u003C/li\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022530a0aae-331b-4b43-9881-4b31c0b4db0d\u0022 data-image-id=\u0022530a0aae-331b-4b43-9881-4b31c0b4db0d\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/4f3115f8-964f-4ca0-ae06-2c87dc2dc378/1.8_add_0.6.svg\u0022 data-asset-id=\u0022530a0aae-331b-4b43-9881-4b31c0b4db0d\u0022 data-image-id=\u0022530a0aae-331b-4b43-9881-4b31c0b4db0d\u0022 alt=\u0022A number line that goes from 0 to 2.4 in increments of tenths. It has a hop from 1.8 to 2 labelled \u201Cplus 0.2\u201D and another from 2 to 2.4 labelled \u201Cplus 0.4\u201D.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003E\u003Cem\u003Echanging\u003C/em\u003E a quantity by \u003Cem\u003Eseparating\u003C/em\u003E or removing another quantity from it (\u003Cem\u003Echange/separate\u003C/em\u003E):\u0026nbsp;\n      \u003Cul\u003E\n        \u003Cli\u003Etaking 1.2 away from 2.5:\u003C/li\u003E\n      \u003C/ul\u003E\n    \u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022f4a11f5b-e1e3-40ec-9827-b746cac5dcde\u0022 data-image-id=\u0022f4a11f5b-e1e3-40ec-9827-b746cac5dcde\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/8c7479c2-e2db-48a7-83be-4b1c293af2ca/2.5_subtract_1.2.svg\u0022 data-asset-id=\u0022f4a11f5b-e1e3-40ec-9827-b746cac5dcde\u0022 data-image-id=\u0022f4a11f5b-e1e3-40ec-9827-b746cac5dcde\u0022 alt=\u0022A number line that goes from 0 to 2.5 with marked increments of tenths. There is a left hop going from 2.5 to 1.5 labelled \u201Cminus 1\u201D and another from 1.5 to 1.3 labelled \u201Cminus 0.2\u201D.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003E\u003Cem\u003Ecombining\u003C/em\u003E multiple quantities (\u003Cem\u003Eparts\u003C/em\u003E) to make one \u003Cem\u003Ewhole\u003C/em\u003E quantity (\u003Cem\u003Epart/part/whole\u003C/em\u003E):\n      \u003Cul\u003E\n        \u003Cli\u003Ecombining 3.4 and 5.8 (parts) to make 9.2 (whole):\u003C/li\u003E\n      \u003C/ul\u003E\n    \u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u00225d2a4a0e-cdcb-4b3f-908f-9a2894b837a4\u0022 data-image-id=\u00225d2a4a0e-cdcb-4b3f-908f-9a2894b837a4\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/773335d1-62d1-489c-a660-e6f133c8b17c/combining_3.4and5.8.svg\u0022 data-asset-id=\u00225d2a4a0e-cdcb-4b3f-908f-9a2894b837a4\u0022 data-image-id=\u00225d2a4a0e-cdcb-4b3f-908f-9a2894b837a4\u0022 alt=\u0022Four sets of relational rods. The first set represents 3.4 and has 3 orange rods labelled 1.0 and one purple rod labelled 0.4. The second set represents 5.8 and has 5 orange rods and 1 brown rod labelled 0.8. The third set shows the first two sets combined to make eight 1.0 rods, one 0.8 rod and one 0.4 rod. The final set shows nine 1.0 rods and one 0.2 rod.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cul\u003E\n      \u003Cli\u003Edetermining the unknown part (?) when given the whole (4.7) and a part (1.6):\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u002235d35644-ad5b-4979-9dfe-770587f804ea\u0022 data-image-id=\u002235d35644-ad5b-4979-9dfe-770587f804ea\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/bef90668-1bb4-42e5-9bf2-1178c304032f/4.7%20whole_one_part_unknown%20%284%29.svg\u0022 data-asset-id=\u002235d35644-ad5b-4979-9dfe-770587f804ea\u0022 data-image-id=\u002235d35644-ad5b-4979-9dfe-770587f804ea\u0022 alt=\u0022\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003E\u003Cem\u003Ecomparing \u003C/em\u003Etwo quantities by finding the difference between them (\u003Cem\u003Ecompare\u003C/em\u003E):\n      \u003Cul\u003E\n        \u003Cli\u003Edetermining the difference between 3.2 and 1.4:\u003C/li\u003E\n      \u003C/ul\u003E\n    \u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u002283cc9384-bbd4-44c8-ba0d-a11ed049d9ee\u0022 data-image-id=\u002283cc9384-bbd4-44c8-ba0d-a11ed049d9ee\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/22a5eb22-09c2-4a2d-ba80-a16f31b47d9b/relational_rods_3.2and1.4.svg\u0022 data-asset-id=\u002283cc9384-bbd4-44c8-ba0d-a11ed049d9ee\u0022 data-image-id=\u002283cc9384-bbd4-44c8-ba0d-a11ed049d9ee\u0022 alt=\u0022Two relational rod trains. The first has three orange 1.0 rods and one 0.2 rod, amounting to 3.2. The second shows one orange 1.0 rod, one 0.4 purple rod, and an unknown value to be determined by subtracting 1.4 from 3.2.\u0022\u003E\u003C/figure\u003E"}}},"math___grade_4___b2_4___ps2":{"system":{"id":"9011eea6-7393-41cb-abd4-6b1cd2dca6d1","name":"Math - Grade 4 - B2.4 - PS2","codename":"math___grade_4___b2_4___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-28T22:52:00.2148175Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"602c3bc6-e568-4776-afe1-9f645aa83e66":{"image_id":"602c3bc6-e568-4776-afe1-9f645aa83e66","description":"An algorithm showing 24.7 subtracted from 90.0 using the column method where the tenths, then the ones, and then the tens are subtracted.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/09b989eb-8c8f-434b-b73b-afa64cbd73ac/Subtraction_algorithm_decimals.svg"}},"links":{"22faf969-b221-426e-be77-81b23b3e34db":{"codename":"combining___combinaison","type":"glossary_term","url_slug":""},"20030707-cc0f-4860-8ff2-f1f4b8ecf683":{"codename":"drawings","type":"glossary_term","url_slug":""},"6659f010-c360-42ca-9603-308e8b379cee":{"codename":"part_part_whole___partie_partie_tout","type":"glossary_term","url_slug":""},"1543c3b4-6e0d-414f-97c6-e2b8db58c7f4":{"codename":"operations___operations","type":"glossary_term","url_slug":""},"7a83d2c6-7f55-4308-a7a6-8cc6c8a3b32a":{"codename":"equation___equation","type":"glossary_term","url_slug":""},"600c0ade-aa3b-43a7-805e-f7cb3db3d8c8":{"codename":"algorithm___algorithme","type":"glossary_term","url_slug":""},"c9323d54-9ceb-41ed-b28c-d9f340c8008b":{"codename":"math___grade_3___b2_4","type":"l5___specific_expectation","url_slug":""},"e1b80fdc-dfeb-44a9-9d70-5c816ff8f834":{"codename":"whole_numbers___nombre_naturel","type":"glossary_term","url_slug":""},"6bc21ff5-2b55-4cd7-909d-ba5e17bec47f":{"codename":"place_value___valeur_de_position","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003ESituations involving addition and subtraction may involve:\n    \u003Cul\u003E\n      \u003Cli\u003Eadding a quantity onto an existing amount or removing a quantity from an existing amount;\u003C/li\u003E\n      \u003Cli\u003E\u003Ca data-item-id=\u002222faf969-b221-426e-be77-81b23b3e34db\u0022 href=\u0022\u0022\u003Ecombining\u003C/a\u003E two or more quantities;\u003C/li\u003E\n      \u003Cli\u003Ecomparing quantities.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EThere are a variety of tools and strategies that can be used to add and subtract numbers, including decimal tenths:\n    \u003Cul\u003E\n      \u003Cli\u003EActing out a situation, by representing it with objects, a \u003Ca data-item-id=\u002220030707-cc0f-4860-8ff2-f1f4b8ecf683\u0022 href=\u0022\u0022\u003Edrawing\u003C/a\u003E, or a diagram, can help support students in identifying the given quantities in a problem and the unknown quantity.\u003C/li\u003E\n      \u003Cli\u003ESet models can be used to add a quantity to an existing amount or removing a quantity from an existing amount.\u003C/li\u003E\n      \u003Cli\u003ELinear models can be used to determine the difference between two quantities by comparing them visually.\u003C/li\u003E\n      \u003Cli\u003E\u003Ca data-item-id=\u00226659f010-c360-42ca-9603-308e8b379cee\u0022 href=\u0022\u0022\u003EPart-whole\u003C/a\u003E models can be used to show the relationship between what is known and what is unknown and how addition and subtraction relate to the situation.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EAn important part of problem solving is the ability to choose the \u003Ca data-item-id=\u00221543c3b4-6e0d-414f-97c6-e2b8db58c7f4\u0022 href=\u0022\u0022\u003Eoperation\u003C/a\u003E that matches the action in a situation. For additive situations \u2013 situations that involve addition or subtraction \u2013 there are three \u201Cproblem structures\u201D:\n    \u003Cul\u003E\n      \u003Cli\u003E\u003Cem\u003EChange\u003C/em\u003E situations, where one quantity is changed, by having an amount either \u003Cem\u003Ejoined\u003C/em\u003E to it or \u003Cem\u003Eseparated\u003C/em\u003E from it. Sometimes the result is unknown; sometimes the starting point is unknown; sometimes the change is unknown.\u003C/li\u003E\n      \u003Cli\u003E\u003Cem\u003ECombine \u003C/em\u003Esituations, where two quantities are \u003Cem\u003Ecombined\u003C/em\u003E. Sometimes one part is unknown; sometimes the other part is unknown; sometimes the result is unknown.\u003C/li\u003E\n      \u003Cli\u003E\u003Cem\u003ECompare \u003C/em\u003Esituations, where two quantities are being \u003Cem\u003Ecompared\u003C/em\u003E. Sometimes the larger amount is unknown; sometimes the smaller amount is unknown; sometimes the difference between the two amounts is unknown.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EThe use of drawings and models, including part-whole models, helps with recognizing the actions and quantities involved in a situation. This provides insight into which operation to use and helps in choosing the appropriate \u003Ca data-item-id=\u00227a83d2c6-7f55-4308-a7a6-8cc6c8a3b32a\u0022 href=\u0022\u0022\u003Eequation\u003C/a\u003E to represent the situation.\u003C/li\u003E\n  \u003Cli\u003EA variety of strategies may be used to add or subtract, including \u003Ca data-item-id=\u0022600c0ade-aa3b-43a7-805e-f7cb3db3d8c8\u0022 href=\u0022\u0022\u003Ealgorithms\u003C/a\u003E.\u003C/li\u003E\n  \u003Cli\u003EAn algorithm describes a process or set of steps to carry out a procedure. A standard algorithm is one that is known and used by a community. Different cultures have different standard algorithms that they use to perform calculations.\u003C/li\u003E\n  \u003Cli\u003EThe most common (standard) algorithms for addition and subtraction in North America use a compact organizer to \u003Cem\u003Edecompose\u003C/em\u003E and \u003Cem\u003Erecompose\u003C/em\u003E numbers based on place value. They begin with the smallest unit \u2013 whether it be the ones column or decimal tenths \u2013 and use regrouping or trading strategies to carry out the computation. (See Grade 3, \u003Ca data-item-id=\u0022c9323d54-9ceb-41ed-b28c-d9f340c8008b\u0022 href=\u0022\u0022\u003EB2.4\u003C/a\u003E.)\u003C/li\u003E\n  \u003Cli\u003EWhen carrying out an addition or subtraction algorithm, only common units can be combined or separated. This is particularly noteworthy when using the North American standard algorithms with decimals numbers because unlike with \u003Ca data-item-id=\u0022e1b80fdc-dfeb-44a9-9d70-5c816ff8f834\u0022 href=\u0022\u0022\u003Ewhole numbers\u003C/a\u003E, the smallest unit in a number is not always common (e.g., 90\u0026nbsp;\u2212\u0026nbsp;24.7). In this case, the number 90 can be changed to 90.0 so that the units can more easily be aligned; that is, 0 is used as a placeholder.\u003C/li\u003E\n  \u003Cli\u003EMaking explicit the compactness and efficiency of the standard algorithm strengthens understanding of \u003Ca data-item-id=\u00226bc21ff5-2b55-4cd7-909d-ba5e17bec47f\u0022 href=\u0022\u0022\u003Eplace value\u003C/a\u003E and the properties of addition and subtraction.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022602c3bc6-e568-4776-afe1-9f645aa83e66\u0022 data-image-id=\u0022602c3bc6-e568-4776-afe1-9f645aa83e66\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/09b989eb-8c8f-434b-b73b-afa64cbd73ac/Subtraction_algorithm_decimals.svg\u0022 data-asset-id=\u0022602c3bc6-e568-4776-afe1-9f645aa83e66\u0022 data-image-id=\u0022602c3bc6-e568-4776-afe1-9f645aa83e66\u0022 alt=\u0022An algorithm showing 24.7 subtracted from 90.0 using the column method where the tenths, then the ones, and then the tens are subtracted.\u0022\u003E\u003C/figure\u003E"}}},"math___grade_4___b2_4___pss__copy_":{"system":{"id":"8e7c5660-6a2b-4466-9cf8-4a33766574f7","name":"Math - 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Grade 4 - B2.5","codename":"math___grade_4___b2_5","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T21:27:33.0988619Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B2.5"},"title":{"type":"text","name":"Title","value":"Multiplication and Division"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"46f361d6-2014-4d52-84a3-5c7ca565d796":{"codename":"array___disposition_rectangulaire","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Erepresent and solve problems involving the multiplication of two- or three-digit whole numbers by one-digit whole numbers and by 10, 100, and 1000, using appropriate tools, including \u003Ca data-item-id=\u002246f361d6-2014-4d52-84a3-5c7ca565d796\u0022 href=\u0022\u0022\u003Earrays\u003C/a\u003E\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b2_5___ps1","math___grade_4___b2_5___ps2","math___grade_4___b2_4___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - 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Grade 4 - B2.5 - PS2","codename":"math___grade_4___b2_5___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-28T22:55:04.9666613Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"90bed277-4fd9-4e6d-9f3a-703e2a2164c4":{"codename":"combinations_problem___probleme_de_combinaisons","type":"glossary_term","url_slug":""},"65123448-ef05-4cbc-8a65-d1380026e2c3":{"codename":"double_number_line___droite_numerique_double","type":"glossary_term","url_slug":""},"48ad04f0-db08-4d61-94a4-0adfa8155db2":{"codename":"scaling___mise_a_l_echelle","type":"glossary_term","url_slug":""},"eeb14ed6-9ae3-4a5a-bdfe-1a8eedd17a05":{"codename":"grid","type":"glossary_term","url_slug":""},"fdb6562e-61c3-4b49-92e3-ed6d32e48d1e":{"codename":"tree_diagram__","type":"glossary_term","url_slug":""},"ec49ee25-a59d-4382-ac3f-cb01406307ef":{"codename":"math___grade_2___b2_5","type":"l5___specific_expectation","url_slug":""},"701479eb-89eb-403c-bc3b-97ddeadb8d9b":{"codename":"math___grade_4___b2_7__copy_","type":"l5___specific_expectation","url_slug":""},"9789f658-af94-45e1-ae10-0b8c997c5d18":{"codename":"math___grade_3___b2_8__copy_","type":"l5___specific_expectation","url_slug":""},"1f5f3376-d6ca-4dd5-8c46-d381505c6f80":{"codename":"math___grade_4___e2_5","type":"l5___specific_expectation","url_slug":""},"8e673b71-15ea-466b-83c1-419d385603dc":{"codename":"math___grade_4___e2_5__copy_","type":"l5___specific_expectation","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003ESituations involving multiplication include:\n    \u003Cul\u003E\n      \u003Cli\u003Egroups of equal quantity \u2013 involves determining the total quantity given the number of equal groups and the size of each group;\u003C/li\u003E\n      \u003Cli\u003Escale factor \u2013 involves changing the size of an initial quantity;\u003C/li\u003E\n      \u003Cli\u003Earea \u2013 involves a multiplication of two linear measures;\u003C/li\u003E\n      \u003Cli\u003E\u003Ca data-item-id=\u002290bed277-4fd9-4e6d-9f3a-703e2a2164c4\u0022 href=\u0022\u0022\u003Ecombinations\u003C/a\u003E \u2013 involves determining the total number of combinations of two or more things.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EA variety of tools and strategies can be used to represent multiplication problems:\n    \u003Cul\u003E\n      \u003Cli\u003EActing out a situation, by representing it with objects, a drawing, or a diagram, can help to identify the given quantities in a problem and the quantity.\u003C/li\u003E\n      \u003Cli\u003EThe array can be used to represent groups of equal quantity.\u003C/li\u003E\n      \u003Cli\u003EA \u003Ca data-item-id=\u002265123448-ef05-4cbc-8a65-d1380026e2c3\u0022 href=\u0022\u0022\u003Edouble number line\u003C/a\u003E can be used to represent \u003Ca data-item-id=\u002248ad04f0-db08-4d61-94a4-0adfa8155db2\u0022 href=\u0022\u0022\u003Escaling\u003C/a\u003E.\u003C/li\u003E\n      \u003Cli\u003ERectangular \u003Ca data-item-id=\u0022eeb14ed6-9ae3-4a5a-bdfe-1a8eedd17a05\u0022 href=\u0022\u0022\u003Egrids\u003C/a\u003E can be used to represent area measures.\u003C/li\u003E\n      \u003Cli\u003EA \u003Ca data-item-id=\u0022fdb6562e-61c3-4b49-92e3-ed6d32e48d1e\u0022 href=\u0022\u0022\u003Etree diagram\u003C/a\u003E can be used to represent various combinations.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EThe numbers that are multiplied together are called factors. The result of a multiplication is called the product.\u003C/li\u003E\n  \u003Cli\u003ESituations involving multiplication include:\n    \u003Cul\u003E\n      \u003Cli\u003Erepeated equal groups (see Grade 2, \u003Ca data-item-id=\u0022ec49ee25-a59d-4382-ac3f-cb01406307ef\u0022 href=\u0022\u0022\u003EB2.5\u003C/a\u003E);\u003C/li\u003E\n      \u003Cli\u003Escale factor \u2013 ratio comparisons, rates and \u003Ca data-item-id=\u002248ad04f0-db08-4d61-94a4-0adfa8155db2\u0022 href=\u0022\u0022\u003Escaling\u003C/a\u003E (see \u003Ca data-item-id=\u0022701479eb-89eb-403c-bc3b-97ddeadb8d9b\u0022 href=\u0022\u0022\u003EB2.8\u003C/a\u003E and Grade 3, \u003Ca data-item-id=\u00229789f658-af94-45e1-ae10-0b8c997c5d18\u0022 href=\u0022\u0022\u003EB2.9\u003C/a\u003E);\u003C/li\u003E\n      \u003Cli\u003Earea and other measurements (see Spatial Sense, \u003Ca data-item-id=\u00221f5f3376-d6ca-4dd5-8c46-d381505c6f80\u0022 href=\u0022\u0022\u003EE2.5\u003C/a\u003E and \u003Ca data-item-id=\u00228e673b71-15ea-466b-83c1-419d385603dc\u0022 href=\u0022\u0022\u003EE2.6\u003C/a\u003E);\u003C/li\u003E\n      \u003Cli\u003Ecombinations of attributes.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EThe array can be a model for showing multiplication and division because it structures repeated groups of equal size into rows and columns (see Spatial Sense, \u003Ca data-item-id=\u00221f5f3376-d6ca-4dd5-8c46-d381505c6f80\u0022 href=\u0022\u0022\u003EE2.5\u003C/a\u003E). The array makes visual connections to skip counting, the distributive property, the inverse relationship between multiplication and division, and the measurement of area.\u003C/li\u003E\n  \u003Cli\u003EA double number line can be used to show the comparison between the original amount (one number line) and the scaled amount (another number line).\u003C/li\u003E\n  \u003Cli\u003EA grid showing a rectangle partitioned vertically and horizontally can be used to show the decomposition of two factors and the sum of these parts.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b2_5___pss__copy_":{"system":{"id":"f4991679-f73b-4ea5-8447-a995a726faec","name":"Math - Grade 4 - B2.6 - PSS","codename":"math___grade_4___b2_5___pss__copy_","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2023-01-23T13:37:56.1183811Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___b2_6___ps3","math___grade_4___b2_6___ps3__copy_","math___grade_4___b2_6___ps3b__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___b2_5__copy_":{"system":{"id":"80438d1f-c90a-4ca3-b0d5-f8f76afab753","name":"Math - Grade 4 - B2.6","codename":"math___grade_4___b2_5__copy_","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T21:33:13.9991529Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B2.6"},"title":{"type":"text","name":"Title","value":"Multiplication and Division"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003Erepresent and solve problems involving the division of two- or three-digit whole numbers by one-digit whole numbers, expressing any remainder as a fraction when appropriate, using appropriate tools, including arrays\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b2_6___ps1","math___grade_4___b2_6___ps2","math___grade_4___b2_5___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 5","codename":"group_5"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___b2_6___ps1":{"system":{"id":"3122e860-9ce4-457a-9c1e-7d2cac58205b","name":"Math - Grade 4 - B2.6 - PS1","codename":"math___grade_4___b2_6___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2023-09-12T20:33:37.1497404Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"41dcf6b1-109f-4f6a-95ea-eda08c5fadaa":{"image_id":"41dcf6b1-109f-4f6a-95ea-eda08c5fadaa","description":"A set of 32 disorganized tiles is on the left. The set is rearranged into 4 rows of 8 on the right.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/675dd081-d192-4ed2-b5f1-dbfa662006cd/32_in_4rows.svg"},"7768ca82-b49c-4234-b18f-ef482fb1eb97":{"image_id":"7768ca82-b49c-4234-b18f-ef482fb1eb97","description":"A set of 33 disorganized tiles is on the left. On the right, the set is rearranged into 4 rows of 8 with one remaining.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/d99a455a-df75-411f-8a97-ebbd076bedc5/33_in_4rows.svg"},"72d594b1-e003-4bed-bba9-12933d8bd457":{"image_id":"72d594b1-e003-4bed-bba9-12933d8bd457","description":"The 4 groups of 8 array with one remainder is on the left. The one remainder is split into four and added to an identical array on the right.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/47dbbdfc-7e9f-42eb-8bab-fa3c44c019b8/33_divided_by4.svg"},"e0e24c1e-38b5-4d80-8a3c-420dcaa9a569":{"image_id":"e0e24c1e-38b5-4d80-8a3c-420dcaa9a569","description":"A representation showing 13 divided by 3. There are 13 individual units side by side. Underneath and aligned to them are four and one third 3-block units.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/169bed9a-296b-4ce5-a6be-6d134ed031b9/13_divided_by3.svg"}},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Edivision of a two-digit whole number by a one-digit whole number:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003Ewithout a remainder: 32 \u00F7 4 = 8:\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u002241dcf6b1-109f-4f6a-95ea-eda08c5fadaa\u0022 data-image-id=\u002241dcf6b1-109f-4f6a-95ea-eda08c5fadaa\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/675dd081-d192-4ed2-b5f1-dbfa662006cd/32_in_4rows.svg\u0022 data-asset-id=\u002241dcf6b1-109f-4f6a-95ea-eda08c5fadaa\u0022 data-image-id=\u002241dcf6b1-109f-4f6a-95ea-eda08c5fadaa\u0022 alt=\u0022A set of 32 disorganized tiles is on the left. The set is rearranged into 4 rows of 8 on the right.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003Ewith a remainder: 33 \u00F7 4 = 8 remainder 1:\u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u00227768ca82-b49c-4234-b18f-ef482fb1eb97\u0022 data-image-id=\u00227768ca82-b49c-4234-b18f-ef482fb1eb97\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/d99a455a-df75-411f-8a97-ebbd076bedc5/33_in_4rows.svg\u0022 data-asset-id=\u00227768ca82-b49c-4234-b18f-ef482fb1eb97\u0022 data-image-id=\u00227768ca82-b49c-4234-b18f-ef482fb1eb97\u0022 alt=\u0022A set of 33 disorganized tiles is on the left. On the right, the set is rearranged into 4 rows of 8 with one remaining.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cli\u003Ewith a remainder, expressed as a fraction: 33 \u00F7 4 = 8$$\\frac{1}{4}$$\u0026nbsp;\n    \u003Cul\u003E\n      \u003Cli\u003Esince 33 is being divided by 4, the remainder of 1 is also shared among 4:\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u002272d594b1-e003-4bed-bba9-12933d8bd457\u0022 data-image-id=\u002272d594b1-e003-4bed-bba9-12933d8bd457\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/47dbbdfc-7e9f-42eb-8bab-fa3c44c019b8/33_divided_by4.svg\u0022 data-asset-id=\u002272d594b1-e003-4bed-bba9-12933d8bd457\u0022 data-image-id=\u002272d594b1-e003-4bed-bba9-12933d8bd457\u0022 alt=\u0022The 4 groups of 8 array with one remainder is on the left. The one remainder is split into four and added to an identical array on the right.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cli\u003Ewith a remainder, using a measurement model (repeated subtraction):\n    \u003Cul\u003E\n      \u003Cli\u003E13 \u00F7 3:\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022e0e24c1e-38b5-4d80-8a3c-420dcaa9a569\u0022 data-image-id=\u0022e0e24c1e-38b5-4d80-8a3c-420dcaa9a569\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/169bed9a-296b-4ce5-a6be-6d134ed031b9/13_divided_by3.svg\u0022 data-asset-id=\u0022e0e24c1e-38b5-4d80-8a3c-420dcaa9a569\u0022 data-image-id=\u0022e0e24c1e-38b5-4d80-8a3c-420dcaa9a569\u0022 alt=\u0022A representation showing 13 divided by 3. There are 13 individual units side by side. Underneath and aligned to them are four and one third 3-block units.\u0022\u003E\u003C/figure\u003E"}}},"math___grade_4___b2_6___ps2":{"system":{"id":"1b14ee86-bb8c-402f-af49-6c57b4047180","name":"Math - Grade 4 - B2.6 - PS2","codename":"math___grade_4___b2_6___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2024-05-06T15:53:00.0133553Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"90bed277-4fd9-4e6d-9f3a-703e2a2164c4":{"codename":"combinations_problem___probleme_de_combinaisons","type":"glossary_term","url_slug":""},"20030707-cc0f-4860-8ff2-f1f4b8ecf683":{"codename":"drawings","type":"glossary_term","url_slug":""},"46f361d6-2014-4d52-84a3-5c7ca565d796":{"codename":"array___disposition_rectangulaire","type":"glossary_term","url_slug":""},"65123448-ef05-4cbc-8a65-d1380026e2c3":{"codename":"double_number_line___droite_numerique_double","type":"glossary_term","url_slug":""},"48ad04f0-db08-4d61-94a4-0adfa8155db2":{"codename":"scaling___mise_a_l_echelle","type":"glossary_term","url_slug":""},"fdb6562e-61c3-4b49-92e3-ed6d32e48d1e":{"codename":"tree_diagram__","type":"glossary_term","url_slug":""},"de8223d5-8478-445d-9213-eb52c9616786":{"codename":"inverse_operations___operations_inverses","type":"glossary_term","url_slug":""},"b036c5a6-d082-43aa-879a-071b636002e8":{"codename":"math___grade_4___b2_1","type":"l5___specific_expectation","url_slug":""},"ec49ee25-a59d-4382-ac3f-cb01406307ef":{"codename":"math___grade_2___b2_5","type":"l5___specific_expectation","url_slug":""},"6c926d1d-7f08-44a3-a50e-df6b2785da9a":{"codename":"math___grade_4___b1_5","type":"l5___specific_expectation","url_slug":""},"701479eb-89eb-403c-bc3b-97ddeadb8d9b":{"codename":"math___grade_4___b2_7__copy_","type":"l5___specific_expectation","url_slug":""},"9789f658-af94-45e1-ae10-0b8c997c5d18":{"codename":"math___grade_3___b2_8__copy_","type":"l5___specific_expectation","url_slug":""},"1f5f3376-d6ca-4dd5-8c46-d381505c6f80":{"codename":"math___grade_4___e2_5","type":"l5___specific_expectation","url_slug":""},"8e673b71-15ea-466b-83c1-419d385603dc":{"codename":"math___grade_4___e2_5__copy_","type":"l5___specific_expectation","url_slug":""},"6b6e1d20-45ce-4b0a-a378-c31b74bef9f3":{"codename":"partitive_division___division_partitive","type":"glossary_term","url_slug":""},"a8510dce-97cc-436e-9135-dc7e4852c2be":{"codename":"quotative_division___division_quotative","type":"glossary_term","url_slug":""},"e1b80fdc-dfeb-44a9-9d70-5c816ff8f834":{"codename":"whole_numbers___nombre_naturel","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003ESituations involving division include:\n    \u003Cul\u003E\n      \u003Cli\u003Egroups of equal quantity \u2013\u0026nbsp;involves determining either the number of groups or the size of each group;\u003C/li\u003E\n      \u003Cli\u003Escale factor \u2013\u0026nbsp;involves determining either the original quantity or the value that the original value was multiplied by;\u003C/li\u003E\n      \u003Cli\u003Earea \u2013\u0026nbsp;involves determining the value of either linear measure;\u003C/li\u003E\n      \u003Cli\u003E\u003Ca data-item-id=\u002290bed277-4fd9-4e6d-9f3a-703e2a2164c4\u0022 href=\u0022\u0022\u003Ecombinations\u003C/a\u003E \u2013\u0026nbsp;involves determining the number of possible values of one attribute or the other.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EA variety of tools and strategies can be used to represent division problems:\n    \u003Cul\u003E\n      \u003Cli\u003EActing out a situation, by representing it with objects, a \u003Ca data-item-id=\u002220030707-cc0f-4860-8ff2-f1f4b8ecf683\u0022 href=\u0022\u0022\u003Edrawing\u003C/a\u003E, or a diagram, can help identify the given quantities in a problem and the unknown quantity that needs to be determined.\u003C/li\u003E\n      \u003Cli\u003EThe \u003Ca data-item-id=\u002246f361d6-2014-4d52-84a3-5c7ca565d796\u0022 href=\u0022\u0022\u003Earray\u003C/a\u003E can be used to represent groups of equal quantity.\u003C/li\u003E\n      \u003Cli\u003EA \u003Ca data-item-id=\u002265123448-ef05-4cbc-8a65-d1380026e2c3\u0022 href=\u0022\u0022\u003Edouble number line\u003C/a\u003E can be used to represent \u003Ca data-item-id=\u002248ad04f0-db08-4d61-94a4-0adfa8155db2\u0022 href=\u0022\u0022\u003Escaling\u003C/a\u003E.\u003C/li\u003E\n      \u003Cli\u003ERectangular grids can be used to represent area measures.\u003C/li\u003E\n      \u003Cli\u003EA \u003Ca data-item-id=\u0022fdb6562e-61c3-4b49-92e3-ed6d32e48d1e\u0022 href=\u0022\u0022\u003Etree diagram\u003C/a\u003E can be used to represent various combinations.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EMultiplication and division are \u003Ca data-item-id=\u0022de8223d5-8478-445d-9213-eb52c9616786\u0022 href=\u0022\u0022\u003Einverse operations\u003C/a\u003E (see \u003Ca data-item-id=\u0022b036c5a6-d082-43aa-879a-071b636002e8\u0022 href=\u0022\u0022\u003EB2.1\u003C/a\u003E).\n    \u003Cul\u003E\n      \u003Cli\u003EThe numbers that are multiplied together are called factors. The result of a multiplication is called the product.\u003C/li\u003E\n      \u003Cli\u003EWhen a multiplication statement is rewritten as a division statement, the product is referred to as the dividend, one of the factors is the divisor, and the other factor is the quotient (result of division).\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003ESituations involving multiplication and division include:\n    \u003Cul\u003E\n      \u003Cli\u003Erepeated equal groups (see Grade 2, \u003Ca data-item-id=\u0022ec49ee25-a59d-4382-ac3f-cb01406307ef\u0022 href=\u0022\u0022\u003EB2.5\u003C/a\u003E);\u003C/li\u003E\n      \u003Cli\u003Escale factor \u2013\u0026nbsp;ratio comparisons, rates, and scaling (see \u003Ca data-item-id=\u00226c926d1d-7f08-44a3-a50e-df6b2785da9a\u0022 href=\u0022\u0022\u003EB1.5\u003C/a\u003E and \u003Ca data-item-id=\u0022701479eb-89eb-403c-bc3b-97ddeadb8d9b\u0022 href=\u0022\u0022\u003EB2.8\u003C/a\u003E and Grade 3, \u003Ca data-item-id=\u00229789f658-af94-45e1-ae10-0b8c997c5d18\u0022 href=\u0022\u0022\u003EB2.9\u003C/a\u003E);\u003C/li\u003E\n      \u003Cli\u003Earea and other measurements (see Spatial Sense, \u003Ca data-item-id=\u00221f5f3376-d6ca-4dd5-8c46-d381505c6f80\u0022 href=\u0022\u0022\u003EE2.5\u003C/a\u003E and \u003Ca data-item-id=\u00228e673b71-15ea-466b-83c1-419d385603dc\u0022 href=\u0022\u0022\u003EE2.6\u003C/a\u003E);\u003C/li\u003E\n      \u003Cli\u003Ecombinations.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EWhen an array is used to represent division, the total quantity is given, and one of the factors (which can be either a row or column of the array). The total quantity is equally divided among these rows or columns.\u003C/li\u003E\n  \u003Cli\u003EWhen a double number line is used to represent a division in which the original and new quantities are known, one needs to determine the scale factor that is used to go from the original number line to the new one.\u003C/li\u003E\n  \u003Cli\u003EWhen a rectangle is used to represent division, and the total number of 1-unit squares and one dimension are known, one needs to arrange the unit squares into a rectangle that has the given dimension.\u003C/li\u003E\n  \u003Cli\u003EFor each division situation, there are two division types:\n    \u003Cul\u003E\n      \u003Cli\u003Eequal-sharing division (also called \u201C\u003Ca data-item-id=\u00226b6e1d20-45ce-4b0a-a378-c31b74bef9f3\u0022 href=\u0022\u0022\u003Epartitive division\u003C/a\u003E\u201D):\n        \u003Cul\u003E\n          \u003Cli\u003E\u003Cem\u003EWhat is known:\u003C/em\u003E the\u003Cem\u003E total\u003C/em\u003E and \u003Cem\u003Enumber \u003C/em\u003Eof groups.\u003C/li\u003E\n          \u003Cli\u003E\u003Cem\u003EWhat is unknown:\u003C/em\u003E the \u003Cem\u003Esize \u003C/em\u003Eof the groups.\u003C/li\u003E\n          \u003Cli\u003E\u003Cem\u003EThe action:\u003C/em\u003E a total shared equally among a given number of groups.\u003C/li\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003ESee \u003Ca data-item-id=\u00226c926d1d-7f08-44a3-a50e-df6b2785da9a\u0022 href=\u0022\u0022\u003EB1.5\u003C/a\u003E for connections between equal-sharing division and fractions.\n    \u003Cul\u003E\n      \u003Cli\u003Eequal-grouping division (also called \u201Cmeasurement division\u201D or \u201C\u003Ca data-item-id=\u0022a8510dce-97cc-436e-9135-dc7e4852c2be\u0022 href=\u0022\u0022\u003Equotative division\u003C/a\u003E\u201D):\n        \u003Cul\u003E\n          \u003Cli\u003E\u003Cem\u003EWhat is known:\u003C/em\u003E the \u003Cem\u003Etotal\u003C/em\u003E and the \u003Cem\u003Esize \u003C/em\u003Eof groups.\u003C/li\u003E\n          \u003Cli\u003E\u003Cem\u003EWhat is unknown:\u003C/em\u003E the \u003Cem\u003Enumber \u003C/em\u003Eof groups.\u003C/li\u003E\n          \u003Cli\u003E\u003Cem\u003EThe action:\u003C/em\u003E from a total, equal groups of a given size measured out.\u003C/li\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EDivision does not always result in \u003Ca data-item-id=\u0022e1b80fdc-dfeb-44a9-9d70-5c816ff8f834\u0022 href=\u0022\u0022\u003Ewhole number\u003C/a\u003E amounts. The real-life situation determines whether the fraction is rounded up or rounded down or remains a fraction. For example:\n    \u003Cul\u003E\n      \u003Cli\u003E17 items shared among 5 (i.e., 17\u0026nbsp;\u00F7\u0026nbsp;5) means each receives 3 items and $$\\frac{2}{5}$$ of another item.\u003C/li\u003E\n      \u003Cli\u003E17 people needing to go in cars that hold 5 people means that 3 cars are needed for 15 of them, plus another car is needed for the remaining 2, so 4 cars are needed in all.\u003C/li\u003E\n      \u003Cli\u003EDetermining how many $5 items can be bought with $17 means that 3 items can be purchased; there is not enough money for the fourth item.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b2_7":{"system":{"id":"e8b43076-d1d3-4370-bdb0-acf08cafa802","name":"Math - Grade 4 - B2.7","codename":"math___grade_4___b2_7","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2023-04-14T19:51:33.4558504Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B2.7"},"title":{"type":"text","name":"Title","value":"Multiplication and Division"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"32c07bc4-3c00-4952-9395-a5f359642c4e":{"codename":"unit_fraction___fraction_unitaire","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Erepresent the relationship between the repeated addition of a \u003Ca data-item-id=\u002232c07bc4-3c00-4952-9395-a5f359642c4e\u0022 href=\u0022\u0022\u003Eunit fraction\u003C/a\u003E and the multiplication of that unit fraction by a whole number, using tools, drawings, and standard fractional notation\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b2_7___ps1","math___grade_4___b2_7___ps2","math___grade_4___b2_7___ps3"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 5","codename":"group_5"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___b2_7___ps1":{"system":{"id":"890e2030-4302-47a6-873c-920d684841b3","name":"Math - Grade 4 - B2.7 - PS1","codename":"math___grade_4___b2_7___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2023-09-12T20:49:23.9969658Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"f785d80d-2d01-4af2-8e97-7bb48bcb51ec":{"image_id":"f785d80d-2d01-4af2-8e97-7bb48bcb51ec","description":"Representations of fractions. One sixth. Two one sixths added together to make two sixths. Three one sixths added together to make three sixths. Four one sixths added together to make four sixths.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/8d86c376-5bb0-4d60-a619-948e8b2e71bd/sixths.svg"}},"links":{"fcced47a-b71c-430e-9405-0dca0bbb5648":{"codename":"standard_fractional_notation___notation_fractionna","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Erepeated addition of one sixth:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003Eusing tools or drawings:\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022f785d80d-2d01-4af2-8e97-7bb48bcb51ec\u0022 data-image-id=\u0022f785d80d-2d01-4af2-8e97-7bb48bcb51ec\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/8d86c376-5bb0-4d60-a619-948e8b2e71bd/sixths.svg\u0022 data-asset-id=\u0022f785d80d-2d01-4af2-8e97-7bb48bcb51ec\u0022 data-image-id=\u0022f785d80d-2d01-4af2-8e97-7bb48bcb51ec\u0022 alt=\u0022Representations of fractions. One sixth. Two one sixths added together to make two sixths. Three one sixths added together to make three sixths. Four one sixths added together to make four sixths.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003Ewriting out using \u003Ca data-item-id=\u0022fcced47a-b71c-430e-9405-0dca0bbb5648\u0022 href=\u0022\u0022\u003Estandard fractional notation\u003C/a\u003E:\u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cp\u003E$$\\frac{1}{6}$$\u0026nbsp;\u002B $$\\frac{1}{6}$$\u0026nbsp; = 2 \u00D7 $$\\frac{1}{6}$$\u0026nbsp;= $$\\frac{2}{6}$$\u003C/p\u003E\n\u003Cp\u003E$$\\frac{1}{6}$$\u0026nbsp;\u002B $$\\frac{1}{6}$$ \u002B $$\\frac{1}{6}$$\u0026nbsp;\u0026nbsp;\u0026nbsp; = 3 \u00D7 $$\\frac{1}{6}$$\u0026nbsp;= $$\\frac{3}{6}$$\u003C/p\u003E\n\u003Cp\u003E$$\\frac{1}{6}$$\u0026nbsp;\u002B $$\\frac{1}{6}$$\u0026nbsp;\u002B $$\\frac{1}{6}$$\u0026nbsp;\u0026nbsp;\u002B $$\\frac{1}{6}$$\u0026nbsp;\u0026nbsp; = 4 \u00D7 $$\\frac{1}{6}$$\u0026nbsp;= $$\\frac{4}{6}$$\u003C/p\u003E"}}},"math___grade_4___b2_7___ps2":{"system":{"id":"c54b6b57-6f14-41db-b271-53def3941d62","name":"Math - Grade 4 - B2.7 - PS2","codename":"math___grade_4___b2_7___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-28T23:51:05.9974243Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"f5b5e0bf-653d-4263-ba73-b428aac3b197":{"codename":"relationship___relations","type":"glossary_term","url_slug":""},"8be15cce-ab99-4a1d-9293-f40663cebf6c":{"codename":"repeated_addition___addition_repetee","type":"glossary_term","url_slug":""},"fcced47a-b71c-430e-9405-0dca0bbb5648":{"codename":"standard_fractional_notation___notation_fractionna","type":"glossary_term","url_slug":""},"d7695483-c958-4d38-b453-5ca64d812db7":{"codename":"math___grade_4___b1_5__copy_","type":"l5___specific_expectation","url_slug":""},"de500855-0bc7-45d6-bebe-671ff7e6dda0":{"codename":"numerator___numerateur","type":"glossary_term","url_slug":""},"251f845d-9269-4d28-b3e2-d3dd09cc946f":{"codename":"math___grade_4___b1_4","type":"l5___specific_expectation","url_slug":""},"c3acfd87-a2f5-404f-8231-cae84dbcb032":{"codename":"denominator___denominateur","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EThe numerator in a fraction describes the count of unit fractions. So, 4 one thirds (four thirds) is written in standard fractional form as $$\\frac{4}{3}$$.\u003C/li\u003E\n  \u003Cli\u003EThere is a \u003Ca data-item-id=\u0022f5b5e0bf-653d-4263-ba73-b428aac3b197\u0022 href=\u0022\u0022\u003Erelationship\u003C/a\u003E between the \u003Ca data-item-id=\u00228be15cce-ab99-4a1d-9293-f40663cebf6c\u0022 href=\u0022\u0022\u003Erepeated addition\u003C/a\u003E of a unit fraction, the multiplication of that unit fraction, and \u003Ca data-item-id=\u0022fcced47a-b71c-430e-9405-0dca0bbb5648\u0022 href=\u0022\u0022\u003Estandard fractional notation\u003C/a\u003E:\n    \u003Cul\u003E\n      \u003Cli\u003E4 one thirds (four thirds) can be represented as $$\\frac{1}{3}\u002B\\frac{1}{3}\u002B\\frac{1}{3}\u002B\\frac{1}{3}$$ = 4 \u00D7 $$\\frac{1}{3}$$ or $$\\frac{4}{3}$$.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EIt is important that students recognize the connection between counting unit fractions (see \u003Ca data-item-id=\u0022d7695483-c958-4d38-b453-5ca64d812db7\u0022 href=\u0022\u0022\u003EB1.6\u003C/a\u003E), repeated addition and multiplication of unit fractions, and the meaning of the \u003Ca data-item-id=\u0022de500855-0bc7-45d6-bebe-671ff7e6dda0\u0022 href=\u0022\u0022\u003Enumerator\u003C/a\u003E (see \u003Ca data-item-id=\u0022251f845d-9269-4d28-b3e2-d3dd09cc946f\u0022 href=\u0022\u0022\u003EB1.4\u003C/a\u003E).\u003C/li\u003E\n  \u003Cli\u003EAs students come to associate multiplication with the count (the numerator) and division with the unit size (the \u003Ca data-item-id=\u0022c3acfd87-a2f5-404f-8231-cae84dbcb032\u0022 href=\u0022\u0022\u003Edenominator\u003C/a\u003E), they come to understand the standard fractional notation and its connection to the operations of multiplication and division.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___b2_7___ps3":{"system":{"id":"c8a00430-a854-4bf0-b858-2adf6ec430b9","name":"Math - Grade 4 - B2.7 - PS3","codename":"math___grade_4___b2_7___ps3","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T14:05:51.6321764Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Sample tasks | Exemples de t\u00E2ches","codename":"sample_tasks___exemples_de_taches"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"251f845d-9269-4d28-b3e2-d3dd09cc946f":{"codename":"math___grade_4___b1_4","type":"l5___specific_expectation","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003ETo strengthen connections between unit fractions, repeated addition, and multiplication, have students represent various fractions using fraction strips, or the kits that they made in \u003Ca data-item-id=\u0022251f845d-9269-4d28-b3e2-d3dd09cc946f\u0022 href=\u0022\u0022\u003EB1.4\u003C/a\u003E, Sample Task 1. For example, have students represent $$\\frac{4}{5}$$ using one fifth fraction strips and explain how the fraction strips and the number expression $$\\frac{1}{5}$$\u0026nbsp;\u002B $$\\frac{1}{5}$$\u0026nbsp;\u002B $$\\frac{1}{5}$$\u0026nbsp;\u0026nbsp;\u002B $$\\frac{1}{5}$$\u0026nbsp;are related. Have students use their understanding of multiplication as \u201Crepeated equal groups\u201D to show that $$\\frac{1}{5}$$\u0026nbsp;\u002B $$\\frac{1}{5}$$\u0026nbsp;\u002B $$\\frac{1}{5}$$\u0026nbsp;\u0026nbsp;\u002B $$\\frac{1}{5}$$\u0026nbsp;is equal to 4 \u00D7 $$\\frac{1}{5}$$. Support students in making the connection between the numerator and the multiplication or repeated addition of the unit fraction.\u003C/p\u003E"}}},"math___grade_4___b2_7___pss__copy_":{"system":{"id":"e429c44b-fd22-42ce-bcbf-ed98c439c40b","name":"Math - Grade 4 - B2.8 - PSS","codename":"math___grade_4___b2_7___pss__copy_","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T14:08:47.3515899Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___b2_8___ps3","math___grade_4___b2_8___ps3__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___b2_7__copy_":{"system":{"id":"701479eb-89eb-403c-bc3b-97ddeadb8d9b","name":"Math - Grade 4 - B2.8","codename":"math___grade_4___b2_7__copy_","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T21:35:27.5358089Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"B2.8"},"title":{"type":"text","name":"Title","value":"Multiplication and Division"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"aed136f2-fa47-4a27-983e-35bff5ffcc9c":{"codename":"rate___taux","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Eshow simple multiplicative relationships involving whole-number \u003Ca data-item-id=\u0022aed136f2-fa47-4a27-983e-35bff5ffcc9c\u0022 href=\u0022\u0022\u003Erates\u003C/a\u003E, using various tools and drawings\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___b2_8___ps1","math___grade_4___b2_8___ps2","math___grade_4___b2_7___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 5","codename":"group_5"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___b2_8___ps1":{"system":{"id":"e824e423-3a94-4a96-9354-21d5dd27785c","name":"Math - Grade 4 - B2.8 - PS1","codename":"math___grade_4___b2_8___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T14:06:53.8910919Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"19b363c0-2126-4006-888f-b489e7241e7d":{"image_id":"19b363c0-2126-4006-888f-b489e7241e7d","description":"Two red trapezoid pattern blocks placed together to form a hexagon. 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Grade 4 - C1.1 - PS2","codename":"math___grade_4___c1_1___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-02T14:31:02.1403311Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EThe complexity of a repeating pattern depends on:\n    \u003Cul\u003E\n      \u003Cli\u003Ethe nature of the attribute(s);\u003C/li\u003E\n      \u003Cli\u003Ethe number of changing attributes;\u003C/li\u003E\n      \u003Cli\u003Ethe number of elements in the core of the pattern;\u003C/li\u003E\n      \u003Cli\u003Ethe number of changing elements within the core.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EIn growing patterns, there is an increase in the number of elements or the size of the elements from one term to the next.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EStudents can engage in mathematics and patterns through the contexts, cultural histories, and stories of various cultures.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___c1_1___ps3":{"system":{"id":"9fe0d093-ca47-465c-9c5e-ddceba451875","name":"Math - Grade 4 - C1.1 - PS3","codename":"math___grade_4___c1_1___ps3","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2022-05-03T20:30:50.157635Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Sample tasks | Exemples de t\u00E2ches","codename":"sample_tasks___exemples_de_taches"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"3d27c5b0-12d5-4550-b09c-66911ab18c36":{"codename":"regularity__","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003EStart a pattern wall. Have students collect pictures or make diagrams of patterns that they find in real life to add to the wall. Have them describe the \u003Ca data-item-id=\u00223d27c5b0-12d5-4550-b09c-66911ab18c36\u0022 href=\u0022\u0022\u003Eregularities\u003C/a\u003E that they see in the patterns. Some real-life examples may be viewed in more than one way; some students may see the elements that repeat and others might see how the pattern is growing. 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Top row: 9 orange, 1 red, and 5 green. Rows 2 and 3: 6 green, 5 blue, and 4 orange. These rows repeat below two times.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/d3f6e42d-e8a6-4ad3-b7cf-8ba88d9062b2/EDUFL_Math2020_66_RepeatingPattern_4C12.svg"},"4ee31514-1c4e-477f-b326-d57a4ac48f76":{"image_id":"4ee31514-1c4e-477f-b326-d57a4ac48f76","description":"A geometric pattern. Two rows. Position 1. Top row, 2 blue tiles. Bottom row, 5 orange tiles. Position 2, Top row, 2 blue tiles. Bottom row, 10 orange tiles. Top row, 2 blue tiles. Bottom row, 15 orange tiles. 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Top row: 9 orange, 1 red, and 5 green. Rows 2 and 3: 6 green, 5 blue, and 4 orange. These rows repeat below two times.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Ecreating a growing pattern using concrete materials, then translating it into a table of values:\u003C/strong\u003E\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u00224ee31514-1c4e-477f-b326-d57a4ac48f76\u0022 data-image-id=\u00224ee31514-1c4e-477f-b326-d57a4ac48f76\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/66c62925-c522-452b-ad7f-2473695e90d3/growing_hill_pattern.svg\u0022 data-asset-id=\u00224ee31514-1c4e-477f-b326-d57a4ac48f76\u0022 data-image-id=\u00224ee31514-1c4e-477f-b326-d57a4ac48f76\u0022 alt=\u0022A geometric pattern. Two rows. Position 1. Top row, 2 blue tiles. Bottom row, 5 orange tiles. Position 2, Top row, 2 blue tiles. Bottom row, 10 orange tiles. Top row, 2 blue tiles. Bottom row, 15 orange tiles. A table of values shows position numbers and total number of tiles. 1, 7. 2, 12. 3, 17.\u0022\u003E\u003C/figure\u003E\n\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Etranslating a geometric growing pattern into a table of values and a graph:\u003C/strong\u003E\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u00226f98ac40-6384-4726-bbee-10566da8ca6d\u0022 data-image-id=\u00226f98ac40-6384-4726-bbee-10566da8ca6d\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/860a5028-91cf-4488-b27e-0dfe2f2fdeb1/Growing_Pattern_Table_Graph_4C12.svg\u0022 data-asset-id=\u00226f98ac40-6384-4726-bbee-10566da8ca6d\u0022 data-image-id=\u00226f98ac40-6384-4726-bbee-10566da8ca6d\u0022 alt=\u0022A geometric pattern made with colour tiles organized side by side (1 green, 1 blue, 1 red). Position 1, 1 rows. Position 2, 2 rows. Position 3, 3 rows. Position 4, 4 rows. A table of values includes the position number and number of cubes. 1, 3. 2, 6. 3, 9. 4, 12. There is also a concrete graph showing stacked cubes for each position.\u0022\u003E\u003C/figure\u003E"}}},"math___grade_4___c1_2___ps2":{"system":{"id":"cc0799d4-c4f2-45db-9c68-10035d796da2","name":"Math - Grade 4 - C1.2 - PS2","codename":"math___grade_4___c1_2___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-17T02:37:51.4121096Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EThe same pattern structure can be represented in various ways.\u003C/li\u003E\n  \u003Cli\u003ERepeating patterns can vary in complexity, but all are created by iterating their pattern core.\u003C/li\u003E\n  \u003Cli\u003EGrowing patterns are created by increasing the number of elements in each iteration.\u003C/li\u003E\n  \u003Cli\u003EWhen translating a pattern from a concrete representation to a table of values, each iteration of the pattern can be referred to as the term number, and the number of elements in each iteration can be referred to as the term value. 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Grade 4 - C2.1 - PS2","codename":"math___grade_4___c2_1___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-28T23:14:10.9890022Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003ESymbols can be used to represent quantities that change or quantities that are unknown.\u003C/li\u003E\n  \u003Cli\u003EAn expression is a mathematical statement that involves numbers, letters, and/or operations, for example, \u003Cem\u003Ea\u0026nbsp;\u003C/em\u003E\u002B\u0026nbsp;3.\u003C/li\u003E\n  \u003Cli\u003EAn equation is a statement of equality between two expressions, for example, 1\u003Cem\u003Ea\u003C/em\u003E\u0026nbsp;\u002B\u0026nbsp;3\u0026nbsp;=\u0026nbsp;5\u0026nbsp;\u002B\u0026nbsp;10.\u003C/li\u003E\n  \u003Cli\u003EFormulas are a type of equation, for example, \u003Cem\u003EA\u003C/em\u003E\u0026nbsp;=\u0026nbsp;\u003Cem\u003Eb\u0026nbsp;\u00D7\u0026nbsp;h\u003C/em\u003E.\u003C/li\u003E\n  \u003Cli\u003EQuantities that can change are also referred to as \u201Cvariables\u201D.\u003C/li\u003E\n  \u003Cli\u003EQuantities that remain the same are also referred to as \u201Cconstants\u201D.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EIdentifying quantities in real life that stay the same and those that can change will help students understand the concept of variability.\u003C/li\u003E\n  \u003Cli\u003EIdentifying what is constant and what changes is one of the aspects of mathematical modelling.\u003C/li\u003E\n  \u003Cli\u003EIn mathematics notation, variables are only expressed as letters or symbols. When coding, variables may be represented as words, abbreviated words, symbols, or letters.\u003C/li\u003E\n  \u003Cli\u003EIn an expression like 4\u003Cem\u003Ea\u003C/em\u003E, it is understood that the operation between the 4 and the \u003Cem\u003Ea\u003C/em\u003E is multiplication. In working with some technologies, 4\u003Cem\u003Ea\u003C/em\u003E would need to be inputted as 4*a, in which the asterisk denotes multiplication. 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side.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/b3ba2aff-1290-4c65-a80b-9dbb5d3da10f/EDUFL_Math2020_76_BalanceModelA_4C22.svg"},"c53ce42e-407f-4a59-a71f-78f2a523146a":{"image_id":"c53ce42e-407f-4a59-a71f-78f2a523146a","description":"A balance with three identical unknowns on the left balanced by 24 circles on the right.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/7d62b32f-e79b-44da-9234-e0af9d34e672/EDUFL_Math2020_77_BalanceModelB_4C22.svg"},"448b88b7-8e7d-4007-b9f3-f8be7d507746":{"image_id":"448b88b7-8e7d-4007-b9f3-f8be7d507746","description":"A balance with one unknown on the left and seven circles on the right.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/02779645-acca-4d91-a164-c8b1075e18bb/EDUFL_Math2020_78_BalanceModelC_4C22.svg"},"258a8391-de7f-4cad-a3c3-3b3072715e77":{"image_id":"258a8391-de7f-4cad-a3c3-3b3072715e77","description":"A balance with one unknown on the left and seven circles on the right.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/4a87ba52-dc6f-4b67-8a65-4628b44a5125/EDUFL_Math2020_79_BalanceModelD_4C22.svg"}},"links":{"01d78103-e69e-4aa1-8331-89f02ea4dac5":{"codename":"guess_and_check","type":"glossary_term","url_slug":""},"d0e147be-6daa-48e5-94a7-7d1b0f3d48b5":{"codename":"balance_model","type":"glossary_term","url_slug":""}},"modular_content":["untitled_content_item_1f498be"],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Eequations:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003E\u003Cem\u003Em\u003C/em\u003E \u002B 34 = 50\u003C/li\u003E\n      \u003Cli\u003E21 \u002B \u003Cem\u003Et\u003C/em\u003E = 28\u003C/li\u003E\n      \u003Cli\u003E\u003Cem\u003Eh\u003C/em\u003E \u2212 7 = 13\u003C/li\u003E\n      \u003Cli\u003E16 = \u003Cem\u003Eb\u003C/em\u003E \u2212 8\u003C/li\u003E\n      \u003Cli\u003E1 \u002B \u003Cem\u003Ew\u003C/em\u003E \u002B 4 = 2 \u002B 5\u003C/li\u003E\n      \u003Cli\u003E10 \u002B 3 = 4 \u002B \u003Cem\u003Eb\u003C/em\u003E \u002B 7\u003C/li\u003E\n      \u003Cli\u003E6\u003Cem\u003Ek\u003C/em\u003E = 54\u003C/li\u003E\n      \u003Cli\u003E2 \u00D7 \u003Cem\u003Em\u003C/em\u003E \u002B 1 = 19\u003C/li\u003E\n      \u003Cli\u003E24 \u2212 5 = 3 \u00D7 \u003Cem\u003EL\u003C/em\u003E \u2212 2\u003C/li\u003E\n      \u003Cli\u003E\u003Cem\u003Ea\u003C/em\u003E \u00F7 8 = 56\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003E\u003Cstrong\u003Esolving equations using number sense and reasoning:\u003C/strong\u003E\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cobject type=\u0022application/kenticocloud\u0022 data-type=\u0022item\u0022 data-rel=\u0022link\u0022 data-codename=\u0022untitled_content_item_1f498be\u0022\u003E\u003C/object\u003E\n\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Esolving equations using \u003C/strong\u003E\u003Ca data-item-id=\u002201d78103-e69e-4aa1-8331-89f02ea4dac5\u0022 href=\u0022\u0022\u003E\u003Cstrong\u003Eguess-and-check\u003C/strong\u003E\u003C/a\u003E\u003Cstrong\u003E:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003E2 \u00D7 \u003Cem\u003Em\u003C/em\u003E \u002B 1 = 19:\n        \u003Cul\u003E\n          \u003Cli\u003Eguess of 6: 2 \u00D7 6 \u002B 1 = 12 \u002B 1 = 13 (too low)\u003C/li\u003E\n          \u003Cli\u003Eguess of 8: 2 \u00D7 8 \u002B 1 = 16 \u002B 1 = 17 (still too low)\u003C/li\u003E\n          \u003Cli\u003Eguess of 9: 2 \u00D7 9 \u002B 1 = 18 \u002B 1 = 19 (right on)\u003C/li\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003E\u003Cstrong\u003Esolving equations using a \u003C/strong\u003E\u003Ca data-item-id=\u0022d0e147be-6daa-48e5-94a7-7d1b0f3d48b5\u0022 href=\u0022\u0022\u003E\u003Cstrong\u003Ebalance model\u003C/strong\u003E\u003C/a\u003E\u003Cstrong\u003E:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003E3 \u00D7 \u003Cem\u003En\u003C/em\u003E \u002B 4 = 28:\n        \u003Cul\u003E\n          \u003Cli\u003EStep 1:\n            \u003Cul\u003E\n              \u003Cli\u003ERepresent the equation using 3 \u003Cem\u003En\u003C/em\u003E\u2019s plus 4 (circles) on the left side and 28 (circles) on the right side:\u003C/li\u003E\n            \u003C/ul\u003E\n          \u003C/li\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u00220452ac55-92a4-4796-ac0c-e5ad132dc386\u0022 data-image-id=\u00220452ac55-92a4-4796-ac0c-e5ad132dc386\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/b3ba2aff-1290-4c65-a80b-9dbb5d3da10f/EDUFL_Math2020_76_BalanceModelA_4C22.svg\u0022 data-asset-id=\u00220452ac55-92a4-4796-ac0c-e5ad132dc386\u0022 data-image-id=\u00220452ac55-92a4-4796-ac0c-e5ad132dc386\u0022 alt=\u0022A balance with three identical unknowns and four circles on the left side balanced by 28 circles on the right side.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cul\u003E\n      \u003Cli\u003EStep 2:\n        \u003Cul\u003E\n          \u003Cli\u003ERemove 4 circles from the left side to leave only \u003Cem\u003En\u003C/em\u003E\u2019s and remove 4 circles from the right side to maintain the balance:\u003C/li\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022c53ce42e-407f-4a59-a71f-78f2a523146a\u0022 data-image-id=\u0022c53ce42e-407f-4a59-a71f-78f2a523146a\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/7d62b32f-e79b-44da-9234-e0af9d34e672/EDUFL_Math2020_77_BalanceModelB_4C22.svg\u0022 data-asset-id=\u0022c53ce42e-407f-4a59-a71f-78f2a523146a\u0022 data-image-id=\u0022c53ce42e-407f-4a59-a71f-78f2a523146a\u0022 alt=\u0022A balance with three identical unknowns on the left balanced by 24 circles on the right.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cul\u003E\n      \u003Cli\u003EStep 3:\n        \u003Cul\u003E\n          \u003Cul\u003E\n            \u003Cli\u003ERearrange the boxes and circles so that each box is opposite an equal amount of circles:\u003C/li\u003E\n          \u003C/ul\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022448b88b7-8e7d-4007-b9f3-f8be7d507746\u0022 data-image-id=\u0022448b88b7-8e7d-4007-b9f3-f8be7d507746\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/02779645-acca-4d91-a164-c8b1075e18bb/EDUFL_Math2020_78_BalanceModelC_4C22.svg\u0022 data-asset-id=\u0022448b88b7-8e7d-4007-b9f3-f8be7d507746\u0022 data-image-id=\u0022448b88b7-8e7d-4007-b9f3-f8be7d507746\u0022 alt=\u0022A balance with one unknown on the left and seven circles on the right.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cul\u003E\n      \u003Cli\u003EStep 4:\n        \u003Cul\u003E\n          \u003Cul\u003E\n            \u003Cli\u003EIsolate one box to determine the number of circles for one \u003Cem\u003En\u003C/em\u003E:\u003C/li\u003E\n          \u003C/ul\u003E\n        \u003C/ul\u003E\n      \u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022258a8391-de7f-4cad-a3c3-3b3072715e77\u0022 data-image-id=\u0022258a8391-de7f-4cad-a3c3-3b3072715e77\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/4a87ba52-dc6f-4b67-8a65-4628b44a5125/EDUFL_Math2020_79_BalanceModelD_4C22.svg\u0022 data-asset-id=\u0022258a8391-de7f-4cad-a3c3-3b3072715e77\u0022 data-image-id=\u0022258a8391-de7f-4cad-a3c3-3b3072715e77\u0022 alt=\u0022A balance with one unknown on the left and seven circles on the right.\u0022\u003E\u003C/figure\u003E"}}},"math___grade_4___c2_2___ps2":{"system":{"id":"50faa7d8-1427-46c1-8712-969b464d4ca0","name":"Math - Grade 4 - C2.2 - PS2","codename":"math___grade_4___c2_2___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-02T14:37:58.625199Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EEquations are mathematical statements such that the expressions on both sides of an equal sign are equivalent.\u003C/li\u003E\n  \u003Cli\u003EIn equations, symbols are used to represent unknown quantities.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003ETo solve an equation using guess-and-check, the process is iterative. The unknown value is estimated and then tested. Based on the result of the test, the guess is refined to get closer to the actual value.\u003C/li\u003E\n  \u003Cli\u003ETo solve an equation using a balance model, the expressions are visually represented and are manipulated until they are equivalent.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___c2_2___pss__copy_":{"system":{"id":"e99ecb22-6d2b-4ac1-b42b-01d7a84726b0","name":"Math - Grade 4 - C2.3 - PSS","codename":"math___grade_4___c2_2___pss__copy_","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2021-07-07T17:09:22.1533628Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___c2_3___ps3","math___grade_4___c2_3___ps3__copy_","math___grade_4___c2_3___ps3b__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___c2_3":{"system":{"id":"7b89d2ad-aad8-41b4-825c-7021f841efbf","name":"Math - Grade 4 - C2.3","codename":"math___grade_4___c2_3","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-24T16:02:13.9599847Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"C2.3"},"title":{"type":"text","name":"Title","value":"Equalities and Inequalities "},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"ab852510-a532-486d-a312-372ff271bc57":{"codename":"inequalities___inegalites","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Esolve \u003Ca data-item-id=\u0022ab852510-a532-486d-a312-372ff271bc57\u0022 href=\u0022\u0022\u003Einequalities\u003C/a\u003E that involve addition and subtraction of whole numbers up to 20, and verify and graph the solutions\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___c2_3___ps1","math___grade_4___c2_3___ps2","math___grade_4___c2_2___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 2","codename":"group_2"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___c2_3___ps1":{"system":{"id":"aedf56c1-e26c-4fb4-a261-029ab7db5ae1","name":"Math - Grade 4 - C2.3 - PS1","codename":"math___grade_4___c2_3___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2022-02-23T21:22:20.2859418Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"ad99eed2-7820-4863-b1a9-8f97f789c49e":{"image_id":"ad99eed2-7820-4863-b1a9-8f97f789c49e","description":"A number line from 0 to 20. There is a dot on the numbers from 0 to 7.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/8e0cf4b5-0350-45a8-92a1-bf805b2a22c6/EDUFL_Math2020_80_InequalityA_4C23.svg"},"03efb96b-45ad-42c4-ba4e-c626f1054551":{"image_id":"03efb96b-45ad-42c4-ba4e-c626f1054551","description":"A number line from 0 to 20. There is a dot on the numbers from 0 to 4.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/5a973894-b904-4d09-8d0d-d2b6c6f1737c/EDUFL_Math2020_81_InequalityB_4C23.svg"}},"links":{},"modular_content":["untitled_content_item_7d3c205","math___grade_4___c2_3___ps1___table1__copy_"],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Einequalities and solutions:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003E\u003Cem\u003Em\u003C/em\u003E \u2264 7:\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022ad99eed2-7820-4863-b1a9-8f97f789c49e\u0022 data-image-id=\u0022ad99eed2-7820-4863-b1a9-8f97f789c49e\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/8e0cf4b5-0350-45a8-92a1-bf805b2a22c6/EDUFL_Math2020_80_InequalityA_4C23.svg\u0022 data-asset-id=\u0022ad99eed2-7820-4863-b1a9-8f97f789c49e\u0022 data-image-id=\u0022ad99eed2-7820-4863-b1a9-8f97f789c49e\u0022 alt=\u0022A number line from 0 to 20. There is a dot on the numbers from 0 to 7.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003E\u003Cem\u003Ea\u003C/em\u003E \u002B 3 \u2264 10:\u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cobject type=\u0022application/kenticocloud\u0022 data-type=\u0022item\u0022 data-rel=\u0022link\u0022 data-codename=\u0022untitled_content_item_7d3c205\u0022\u003E\u003C/object\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cul\u003E\n      \u003Cli\u003E\u003Cem\u003E\u003Cstrong\u003Ea\u003C/strong\u003E\u003C/em\u003E is the set of numbers {0, 1, 2, 3, 4, 5, 6, 7}:\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022ad99eed2-7820-4863-b1a9-8f97f789c49e\u0022 data-image-id=\u0022ad99eed2-7820-4863-b1a9-8f97f789c49e\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/8e0cf4b5-0350-45a8-92a1-bf805b2a22c6/EDUFL_Math2020_80_InequalityA_4C23.svg\u0022 data-asset-id=\u0022ad99eed2-7820-4863-b1a9-8f97f789c49e\u0022 data-image-id=\u0022ad99eed2-7820-4863-b1a9-8f97f789c49e\u0022 alt=\u0022A number line from 0 to 20. There is a dot on the numbers from 0 to 7.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003E20 \u2212 \u003Cem\u003Em\u003C/em\u003E \u0026gt; 15:\u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cobject type=\u0022application/kenticocloud\u0022 data-type=\u0022item\u0022 data-rel=\u0022link\u0022 data-codename=\u0022math___grade_4___c2_3___ps1___table1__copy_\u0022\u003E\u003C/object\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cul\u003E\n      \u003Cli\u003E\u003Cem\u003E\u003Cstrong\u003Em\u003C/strong\u003E\u003C/em\u003E = {0, 1, 2, 3, 4}:\u003Cbr\u003E\n\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u002203efb96b-45ad-42c4-ba4e-c626f1054551\u0022 data-image-id=\u002203efb96b-45ad-42c4-ba4e-c626f1054551\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/5a973894-b904-4d09-8d0d-d2b6c6f1737c/EDUFL_Math2020_81_InequalityB_4C23.svg\u0022 data-asset-id=\u002203efb96b-45ad-42c4-ba4e-c626f1054551\u0022 data-image-id=\u002203efb96b-45ad-42c4-ba4e-c626f1054551\u0022 alt=\u0022A number line from 0 to 20. There is a dot on the numbers from 0 to 4.\u0022\u003E\u003C/figure\u003E"}}},"math___grade_4___c2_3___ps2":{"system":{"id":"5f791174-a230-4fd6-9f5b-dcbf06250f4d","name":"Math - Grade 4 - C2.3 - PS2","codename":"math___grade_4___c2_3___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-02T14:38:19.2003263Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EInequalities can be solved as equations, but the values that result must be tested to determine if they hold true for the inequality.\u003C/li\u003E\n  \u003Cli\u003EA number line shows the range of values that hold true for an inequality. 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A possible question is \u201CDo you have enough area for each section to run the activity planned for that section?\u201D If the answer is no, have them adjust their models and reassess.\u003C/p\u003E"},"abstract":{"type":"text","name":"Abstract","value":""},"credit":{"type":"rich_text","name":"Credit","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"parent":{"type":"modular_content","name":"Parent","value":[]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[{"name":"Accordion","codename":"accordion"}]},"alert_type":{"type":"multiple_choice","name":"Alert type","value":[]},"dismissible":{"type":"multiple_choice","name":"Dismissible","value":[]},"search_terms":{"type":"text","name":"Search Terms","value":""},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"container_type":{"type":"multiple_choice","name":"Container type","value":[]},"callout_colour_override":{"type":"multiple_choice","name":"Callout background colour override","value":[]}}},"math___grade_4___c4__copy_":{"system":{"id":"9167c399-07f5-496e-850f-aeac7f366921","name":"Math - Grade 4 - D1","codename":"math___grade_4___c4__copy_","language":"en-CA","type":"l4___overall_expectation","collection":"default","sitemap_locations":[],"last_modified":"2022-10-24T16:44:25.9480089Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"D1"},"title":{"type":"text","name":"Title","value":"Data Literacy"},"url_slug":{"type":"url_slug","name":"URL Slug","value":"d1"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003Emanage, analyse, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"describer":{"type":"text","name":"Describer","value":"By the end of Grade 4, students will:"},"specific_expectations":{"type":"modular_content","name":"Specific expectations","value":["math___grade_4___d1_1","math___grade_4___d1_1__copy_","math___grade_4___d1_3","math___grade_4___d1_4","math___grade_4___d1_4__copy_","math___grade_4___d1_5__copy_"]},"why_is_this_learning_important":{"type":"modular_content","name":"Why is this learning important","value":[]},"resources":{"type":"modular_content","name":"Resources","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[{"name":"Critical Thinking \u0026 Problem Solving","codename":"critical_thinking___problem_solving"},{"name":"Digital Literacy","codename":"technological_fluency"},{"name":"Innovation, Creativity \u0026 Entrepreneurship","codename":"innovation__creativity___entrepreneurship"}]},"search_terms":{"type":"text","name":"Search Terms","value":"Digital Literacy"},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___d___why":{"system":{"id":"8db43b49-ad45-43de-b356-2dbfff2cf0bd","name":"Math - Grade 4 - D - Why","codename":"math___grade_4___d___why","language":"en-CA","type":"ui___generic_content","collection":"default","sitemap_locations":[],"last_modified":"2020-06-04T18:38:39.0928461Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":""},"url_slug":{"type":"url_slug","name":"URL slug","value":""},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003EDeveloping an understanding of data continues as students collect, organize and display two or more data sets using frequency tables and multiple-bar graphs. Students begin to learn how to create an infographic, so that they can tell a story about data.\u003C/p\u003E"},"abstract":{"type":"text","name":"Abstract","value":""},"credit":{"type":"rich_text","name":"Credit","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"parent":{"type":"modular_content","name":"Parent","value":[]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"alert_type":{"type":"multiple_choice","name":"Alert type","value":[]},"dismissible":{"type":"multiple_choice","name":"Dismissible","value":[]},"search_terms":{"type":"text","name":"Search Terms","value":""},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"container_type":{"type":"multiple_choice","name":"Container type","value":[]},"callout_colour_override":{"type":"multiple_choice","name":"Callout background colour override","value":[]}}},"math___grade_4___d1_1":{"system":{"id":"45e941e6-b496-410f-a849-333be0371606","name":"Math - Grade 4 - D1.1","codename":"math___grade_4___d1_1","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-05T13:10:46.9609294Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"D1.1"},"title":{"type":"text","name":"Title","value":"Data Collection and Organization"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"41e4554a-d4e4-4ca7-934f-fa556f839a6c":{"codename":"qualitiative_data___donnee_qualitative","type":"glossary_term","url_slug":""},"14c5a390-0cbf-41f3-96b4-b484846812db":{"codename":"quantitative_data___donnee_quantitative","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Edescribe the difference between \u003Ca data-item-id=\u002241e4554a-d4e4-4ca7-934f-fa556f839a6c\u0022 href=\u0022\u0022\u003Equalitative\u003C/a\u003E and \u003Ca data-item-id=\u002214c5a390-0cbf-41f3-96b4-b484846812db\u0022 href=\u0022\u0022\u003Equantitative data\u003C/a\u003E, and describe situations where each would be used\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___d1_1___ps1","math___grade_4___d1_1___ps2","math___grade_4___d1_1___pss"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 1","codename":"group_1"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___d1_1___ps1":{"system":{"id":"ff8611a4-dd12-474c-843d-cf362b109d88","name":"Math - Grade 4 - D1.1 - PS1","codename":"math___grade_4___d1_1___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-03-11T23:59:28.8914237Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Equestions of interest that require qualitative data to answer:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003EWhat is the favourite type of book read in class? (e.g., fiction, non-fiction, graphic novel)\u003C/li\u003E\n      \u003Cli\u003EWhat things do you do to protect the environment? (e.g., borrow or purchase second-hand items where possible, reduce food waste, recycle, turn off lights and devices when not in use)\u003C/li\u003E\n      \u003Cli\u003EWhat kinds of programs does your community centre offer? (e.g., baseball, soccer, lacrosse, painting, photography, coding, cooking)\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003E\u003Cstrong\u003Equestions of interest that require quantitative data to answer:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003EDo birds prefer visiting the bird feeder in the morning or the afternoon?\u003C/li\u003E\n      \u003Cli\u003EHow far can Grade 4 students jump?\u003C/li\u003E\n      \u003Cli\u003EHow many blocks can a Grade 4 student stack in 30 seconds?\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___d1_1___ps2":{"system":{"id":"d15addcc-dcf3-4d8b-a168-48f376c75fa6","name":"Math - Grade 4 - D1.1 - PS2","codename":"math___grade_4___d1_1___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-03-12T00:00:02.7160178Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EIt is important to know whether the data that is needed to answer a question is qualitative or quantitative, so that appropriate collection can be planned and carried out, appropriate representations chosen, and appropriate analysis conducted.\u003C/li\u003E\n  \u003Cli\u003EQualitative data involves variables that can be placed into categories, like \u201Ctype of sports\u201D or \u201Ccolour\u201D.\u003C/li\u003E\n  \u003Cli\u003EQuantitative data involves variables that can be counted or ordered, like \u201Cthe number of legs on an insect\u201D or \u201Cthe length of an object\u201D.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___d1_1___pss":{"system":{"id":"39ab15c3-30e1-4706-bc57-a1cf213bb638","name":"Math - Grade 4 - D1.1 - PSS","codename":"math___grade_4___d1_1___pss","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2020-11-05T12:50:41.1242401Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___d1_1___ps3","math___grade_4___d1_1___ps3__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___d1_1__copy_":{"system":{"id":"6cbfbc98-d888-4a54-81fe-3e7dc3b8bd3d","name":"Math - Grade 4 - D1.2","codename":"math___grade_4___d1_1__copy_","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-05T13:11:43.0240587Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"D1.2"},"title":{"type":"text","name":"Title","value":"Data Collection and Organization"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"097de8c4-259e-4dfc-a14c-a7dbef888d64":{"codename":"primary_source___math","type":"glossary_term","url_slug":""},"75f902ad-fa3e-4b97-8798-cd4304d01004":{"codename":"secondary_sources___sources_secondaires___math","type":"glossary_term","url_slug":""},"af91fd67-5cf8-4e95-8ff2-f1e144ee790c":{"codename":"question_of_interest___question_d_interet","type":"glossary_term","url_slug":""},"6c05c5f2-cdbd-4efe-8f7b-0d4eada8fa70":{"codename":"frequency_table___tableau_frequence","type":"glossary_term","url_slug":""},"9ea352d3-8e34-4ad7-8fa0-327970bd5d39":{"codename":"stem_and_leaf_plot___diagramme_a_tiges_et_a_feuill","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Ecollect data from different \u003Ca data-item-id=\u0022097de8c4-259e-4dfc-a14c-a7dbef888d64\u0022 href=\u0022\u0022\u003Eprimary\u003C/a\u003E and \u003Ca data-item-id=\u002275f902ad-fa3e-4b97-8798-cd4304d01004\u0022 href=\u0022\u0022\u003Esecondary sources\u003C/a\u003E to answer \u003Ca data-item-id=\u0022af91fd67-5cf8-4e95-8ff2-f1e144ee790c\u0022 href=\u0022\u0022\u003Equestions of interest\u003C/a\u003E that involve comparing two or more sets of data, and organize the data in \u003Ca data-item-id=\u00226c05c5f2-cdbd-4efe-8f7b-0d4eada8fa70\u0022 href=\u0022\u0022\u003Efrequency tables\u003C/a\u003E and \u003Ca data-item-id=\u00229ea352d3-8e34-4ad7-8fa0-327970bd5d39\u0022 href=\u0022\u0022\u003Estem-and-leaf plots\u003C/a\u003E\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___d1_2___ps1","math___grade_4___d1_2___ps2","math___grade_4___d1_2___pss"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 1","codename":"group_1"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___d1_2___ps1":{"system":{"id":"a729a3d7-0e97-43e5-8cbf-6167d6167354","name":"Math - Grade 4 - D1.2 - PS1","codename":"math___grade_4___d1_2___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-03-23T18:23:20.7718084Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"80311494-d81a-41dd-8a6d-6bd8573cb03e":{"image_id":"80311494-d81a-41dd-8a6d-6bd8573cb03e","description":"A stem and leaf plot titled \u201CNumber of Birds at the Bird Feeder (Mornings)\u201D. The values are 02, 02, 03, 05, 07, 10, and 11.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/45fecdcc-6d49-4f38-aab2-4ff23e4d97db/stem_and_leaf_bird_feeders.svg"}},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Equestions of interest:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003EWhich of the junior grades has the highest number of students who speak more than one language?\u003C/li\u003E\n      \u003Cli\u003EHow many trees are planted in Ontario each year?\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003E\u003Cstrong\u003Ecollection of data from different sources:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003Eprimary data collection (e.g., observations, experiments, interviews, written questionnaires)\u003C/li\u003E\n      \u003Cli\u003Esecondary data collection (e.g., print media, online searches, Statistics Canada website)\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003E\u003Cstrong\u003Estem-and-leaf plot:\u003C/strong\u003E\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u002280311494-d81a-41dd-8a6d-6bd8573cb03e\u0022 data-image-id=\u002280311494-d81a-41dd-8a6d-6bd8573cb03e\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/45fecdcc-6d49-4f38-aab2-4ff23e4d97db/stem_and_leaf_bird_feeders.svg\u0022 data-asset-id=\u002280311494-d81a-41dd-8a6d-6bd8573cb03e\u0022 data-image-id=\u002280311494-d81a-41dd-8a6d-6bd8573cb03e\u0022 alt=\u0022A stem and leaf plot titled \u201CNumber of Birds at the Bird Feeder (Mornings)\u201D. The values are 02, 02, 03, 05, 07, 10, and 11.\u0022\u003E\u003C/figure\u003E"}}},"math___grade_4___d1_2___ps2":{"system":{"id":"da424931-2633-44cc-83bb-b4d4c1d39c5b","name":"Math - Grade 4 - D1.2 - PS2","codename":"math___grade_4___d1_2___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-03-26T02:54:58.8278052Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"7dde59ec-c927-4cdf-9e50-bdad08d479a2":{"image_id":"7dde59ec-c927-4cdf-9e50-bdad08d479a2","description":"A stem and leaf plot titled \u201CReading Times\u201D. Source is Grade 4 students. The values are 05, 05, 10, 10, 10, 15, 15, 15, 15, 15, 20, 20, 25, 25, 30, 35, 35, and 35.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/e246df1c-0e02-48e0-a9d1-cd39da02cfb1/reading_stem_and_leaf.svg"}},"links":{"41e4554a-d4e4-4ca7-934f-fa556f839a6c":{"codename":"qualitiative_data___donnee_qualitative","type":"glossary_term","url_slug":""},"14c5a390-0cbf-41f3-96b4-b484846812db":{"codename":"quantitative_data___donnee_quantitative","type":"glossary_term","url_slug":""},"93d3e6e6-5341-48ed-984e-30a1f14cf554":{"codename":"shape_of_data___forme_des_donnees","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EThe type and amount of data to be collected is based on the question of interest. Data can be either\u0026nbsp;\u003Ca data-item-id=\u002241e4554a-d4e4-4ca7-934f-fa556f839a6c\u0022 href=\u0022\u0022\u003Equalitative\u003C/a\u003E or \u003Ca data-item-id=\u002214c5a390-0cbf-41f3-96b4-b484846812db\u0022 href=\u0022\u0022\u003Equantitative\u003C/a\u003E. Sometimes more than one data set is needed to answer a question of interest.\u003C/li\u003E\n  \u003Cli\u003EData may need to be collected from a primary source through observations, experiments, interviews, or written questionnaires, or from a secondary source that has already collected the data, such as Statistics Canada or the school registry.\u003C/li\u003E\n  \u003Cli\u003ETwo or more data sets can be organized in separate frequency tables or within the same frequency table.\u003C/li\u003E\n  \u003Cli\u003EA stem-and-leaf plot is one way to organize quantitative data. It can provide a sense of the \u003Ca data-item-id=\u002293d3e6e6-5341-48ed-984e-30a1f14cf554\u0022 href=\u0022\u0022\u003Eshape of the data\u003C/a\u003E. The digits in the number are separated out into a stem and a leaf. For example, the number 30 has a stem of 3 and a leaf of 0. The stems and the leaves are ordered from least to greatest value in the plot.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u00227dde59ec-c927-4cdf-9e50-bdad08d479a2\u0022 data-image-id=\u00227dde59ec-c927-4cdf-9e50-bdad08d479a2\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/e246df1c-0e02-48e0-a9d1-cd39da02cfb1/reading_stem_and_leaf.svg\u0022 data-asset-id=\u00227dde59ec-c927-4cdf-9e50-bdad08d479a2\u0022 data-image-id=\u00227dde59ec-c927-4cdf-9e50-bdad08d479a2\u0022 alt=\u0022A stem and leaf plot titled \u201CReading Times\u201D. Source is Grade 4 students. The values are 05, 05, 10, 10, 10, 15, 15, 15, 15, 15, 20, 20, 25, 25, 30, 35, 35, and 35.\u0022\u003E\u003C/figure\u003E\n\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"}}},"math___grade_4___d1_2___pss":{"system":{"id":"2f109c8e-f6c5-4771-9d4c-de04d0dfba98","name":"Math - Grade 4 - D1.2 - PSS","codename":"math___grade_4___d1_2___pss","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2021-01-19T14:49:52.5697736Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___d1_2___ps3","math___grade_4___d1_2___ps3__copy_","math___grade_4___d1_2___ps3b__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___d1_3":{"system":{"id":"2320ebd0-ca33-4b4c-b6f2-739755eaa813","name":"Math - Grade 4 - D1.3","codename":"math___grade_4___d1_3","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-05T13:12:40.7011962Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"D1.3"},"title":{"type":"text","name":"Title","value":"Data Visualization"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"121921ea-e182-4ec2-8c7c-26e9913bf3af":{"codename":"multiple_bar_graph__","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Eselect from among a variety of graphs, including \u003Ca data-item-id=\u0022121921ea-e182-4ec2-8c7c-26e9913bf3af\u0022 href=\u0022\u0022\u003Emultiple-bar graphs\u003C/a\u003E, the type of graph best suited to represent various sets of data; display the data in the graphs with proper sources, titles, and labels, and appropriate scales; and justify their choice of graphs\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___d1_3___ps1","math___grade_4___d1_3___ps2","math___grade_4___d1_3___pss"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 2","codename":"group_2"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___d1_3___ps1":{"system":{"id":"914953b2-b3fe-41be-8632-a829996c79b3","name":"Math - Grade 4 - D1.3 - PS1","codename":"math___grade_4___d1_3___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-03-26T02:59:31.4974039Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"a20f6fc9-fc27-49e0-b5ca-8a89481534a0":{"image_id":"a20f6fc9-fc27-49e0-b5ca-8a89481534a0","description":"Two side by side multiple-bar graphs, both titled \u201CDaily Physical Activity\u201D. Graph on left side shows number of students by time read for each grade. Grade 4. Recommended time, 6 students. Less than recommended time, 4 students. More than recommended time, 5 students. Grade 5. Recommended time, 8 students. Less than recommended time, 5 students. More than recommended time, 4 students. Graph on right shows number of students by recommended times. Recommended time, Grade 4, 6. Recommended time, Grade 5, 8. Less than recommended time, Grade 4, 4. Less than recommended time, Grade 5, 5. More than recommended time, Grade 4, 5. More than recommended time, Grade 5, 4.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/6c846f8a-b0fc-4cc1-b74d-0db1fe615fe0/physical_activity_multiple_bar_graphs.svg"}},"links":{"9121d005-a548-47b0-8c61-07a6ee6a08ca":{"codename":"pictograph__","type":"glossary_term","url_slug":""},"2f336b3c-d8b9-4e40-a42c-cafafaee4931":{"codename":"line_plot___ligne_de_denombrement","type":"glossary_term","url_slug":""},"b6d98028-61c3-4b98-97e6-fd0b5f975607":{"codename":"bar_graph___diagramme_a_bandes","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Etypes of graphs:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003E\u003Ca data-item-id=\u00229121d005-a548-47b0-8c61-07a6ee6a08ca\u0022 href=\u0022\u0022\u003Epictograph\u003C/a\u003E\u003C/li\u003E\n      \u003Cli\u003E\u003Ca data-item-id=\u00222f336b3c-d8b9-4e40-a42c-cafafaee4931\u0022 href=\u0022\u0022\u003Eline plot\u003C/a\u003E\u003C/li\u003E\n      \u003Cli\u003E\u003Ca data-item-id=\u0022b6d98028-61c3-4b98-97e6-fd0b5f975607\u0022 href=\u0022\u0022\u003Ebar graph\u003C/a\u003E\u003C/li\u003E\n      \u003Cli\u003Emultiple-bar graph\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003E\u003Cstrong\u003Emultiple-bar graphs:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003EThe graphs below show the daily physical activity levels of students in Grade 4 and Grade 5 in comparison to the Canadian Physical Activity Guidelines.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022a20f6fc9-fc27-49e0-b5ca-8a89481534a0\u0022 data-image-id=\u0022a20f6fc9-fc27-49e0-b5ca-8a89481534a0\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/6c846f8a-b0fc-4cc1-b74d-0db1fe615fe0/physical_activity_multiple_bar_graphs.svg\u0022 data-asset-id=\u0022a20f6fc9-fc27-49e0-b5ca-8a89481534a0\u0022 data-image-id=\u0022a20f6fc9-fc27-49e0-b5ca-8a89481534a0\u0022 alt=\u0022Two side by side multiple-bar graphs, both titled \u201CDaily Physical Activity\u201D. Graph on left side shows number of students by time read for each grade. Grade 4. Recommended time, 6 students. Less than recommended time, 4 students. More than recommended time, 5 students. Grade 5. Recommended time, 8 students. Less than recommended time, 5 students. More than recommended time, 4 students. Graph on right shows number of students by recommended times. Recommended time, Grade 4, 6. Recommended time, Grade 5, 8. Less than recommended time, Grade 4, 4. Less than recommended time, Grade 5, 5. More than recommended time, Grade 4, 5. More than recommended time, Grade 5, 4.\u0022\u003E\u003C/figure\u003E"}}},"math___grade_4___d1_3___ps2":{"system":{"id":"1c881694-96d2-4990-a6e7-ee72b0529f3f","name":"Math - Grade 4 - D1.3 - PS2","codename":"math___grade_4___d1_3___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-03-12T00:05:20.6985519Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"ecc68923-2461-460d-8214-8b03a701e58a":{"codename":"horizontal","type":"glossary_term","url_slug":""},"95189eae-daf6-4339-94b7-a79275b08199":{"codename":"vertical","type":"glossary_term","url_slug":""},"455a9011-cf71-4bfc-8bad-f91d5312bc5d":{"codename":"math___scale","type":"glossary_term","url_slug":""},"ab09ac1f-d139-4ff7-98ef-8642abd98d4c":{"codename":"graph___diagramme","type":"glossary_term","url_slug":""},"858a0e07-979f-4903-abc0-366a53ac3634":{"codename":"table___tableau","type":"glossary_term","url_slug":""},"936531ea-a36d-4798-8553-3f0f78d0c6b1":{"codename":"axis___axe","type":"glossary_term","url_slug":""},"02e17a3a-f9e1-4302-92eb-fc05ce046c3a":{"codename":"frequency___frequence","type":"glossary_term","url_slug":""},"9121d005-a548-47b0-8c61-07a6ee6a08ca":{"codename":"pictograph__","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EMultiple-bar graphs show comparisons. They have bars in which data sets are shown side by side to compare two aspects of the data.\u003C/li\u003E\n  \u003Cli\u003EMultiple-bar graphs can be created in more than one way, including with \u003Ca data-item-id=\u0022ecc68923-2461-460d-8214-8b03a701e58a\u0022 href=\u0022\u0022\u003Ehorizontal\u003C/a\u003E and \u003Ca data-item-id=\u002295189eae-daf6-4339-94b7-a79275b08199\u0022 href=\u0022\u0022\u003Evertical\u003C/a\u003E bars.\u003C/li\u003E\n  \u003Cli\u003EThe source, titles, labels, and \u003Ca data-item-id=\u0022455a9011-cf71-4bfc-8bad-f91d5312bc5d\u0022 href=\u0022\u0022\u003Escales\u003C/a\u003E provide important information about the data in a \u003Ca data-item-id=\u0022ab09ac1f-d139-4ff7-98ef-8642abd98d4c\u0022 href=\u0022\u0022\u003Egraph\u003C/a\u003E or \u003Ca data-item-id=\u0022858a0e07-979f-4903-abc0-366a53ac3634\u0022 href=\u0022\u0022\u003Etable\u003C/a\u003E:\n    \u003Cul\u003E\n      \u003Cli\u003EThe source indicates where the data was collected.\u003C/li\u003E\n      \u003Cli\u003EThe title introduces the data shown in the graph or table.\u003C/li\u003E\n      \u003Cli\u003ELabels provide additional information, such as the labels on the \u003Ca data-item-id=\u0022936531ea-a36d-4798-8553-3f0f78d0c6b1\u0022 href=\u0022\u0022\u003Eaxes\u003C/a\u003E of a graph describing what is being measured (the variable).\u003C/li\u003E\n      \u003Cli\u003EScales are indicated on the axis of bar graphs, showing \u003Ca data-item-id=\u002202e17a3a-f9e1-4302-92eb-fc05ce046c3a\u0022 href=\u0022\u0022\u003Efrequencies\u003C/a\u003E, and in the key of \u003Ca data-item-id=\u00229121d005-a548-47b0-8c61-07a6ee6a08ca\u0022 href=\u0022\u0022\u003Epictographs\u003C/a\u003E.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EThe numerical values of the frequencies need to be considered when a scale is chosen.\u003C/li\u003E\n  \u003Cli\u003EDepending on the scale that is chosen, the length of the bars on a bar graph may need to be estimated.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___d1_3___pss":{"system":{"id":"98e676cf-90af-40a7-a207-95e9581423c3","name":"Math - 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Grade 4 - D1.4","codename":"math___grade_4___d1_4","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-05T13:13:36.5425513Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"D1.4"},"title":{"type":"text","name":"Title","value":"Data Visualization"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"6c3cc886-684a-49be-9212-e6fe6a62cc86":{"codename":"infographic___infographie","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Ecreate an \u003Ca data-item-id=\u00226c3cc886-684a-49be-9212-e6fe6a62cc86\u0022 href=\u0022\u0022\u003Einfographic\u003C/a\u003E about a data set, representing the data in appropriate ways, including in frequency tables, stem-and-leaf plots, and multiple-bar graphs, and incorporating any other relevant information that helps to tell a story about the data \u0026nbsp;\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___d1_4___ps1","math___grade_4___d1_4___ps2","math___grade_4___d1_4___pss"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 2","codename":"group_2"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___d1_4___ps1":{"system":{"id":"819ef340-f46d-4d2e-9435-3e12905dbc08","name":"Math - Grade 4 - D1.4 - PS1","codename":"math___grade_4___d1_4___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-03-23T19:14:41.4416976Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"4ea6ad5e-345d-4225-adeb-4441c98524b2":{"image_id":"4ea6ad5e-345d-4225-adeb-4441c98524b2","description":"An infographic showing information about a Junior Read-A-Thon. It includes a multiple-bar graph showing the number of fiction versus non-fiction books that were read by the Grade 4, Grade 5, and Grade 6 students. It includes a horizontal bar graph showing the genre of books that have been read. It also includes a stem-and-leaf plot showing how many minutes the favourite genre of comics was read each day.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/dd4adc48-40d3-4b70-9f64-3bbfb5af6e50/readathon_infographic.svg"}},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Einfographic on the topic of \u201CJunior Read-A-Thon\u201D:\u003C/strong\u003E\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u00224ea6ad5e-345d-4225-adeb-4441c98524b2\u0022 data-image-id=\u00224ea6ad5e-345d-4225-adeb-4441c98524b2\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/dd4adc48-40d3-4b70-9f64-3bbfb5af6e50/readathon_infographic.svg\u0022 data-asset-id=\u00224ea6ad5e-345d-4225-adeb-4441c98524b2\u0022 data-image-id=\u00224ea6ad5e-345d-4225-adeb-4441c98524b2\u0022 alt=\u0022An infographic showing information about a Junior Read-A-Thon. It includes a multiple-bar graph showing the number of fiction versus non-fiction books that were read by the Grade 4, Grade 5, and Grade 6 students. It includes a horizontal bar graph showing the genre of books that have been read. It also includes a stem-and-leaf plot showing how many minutes the favourite genre of comics was read each day.\u0022\u003E\u003C/figure\u003E"}}},"math___grade_4___d1_4___ps2":{"system":{"id":"5e211383-2660-48df-ba11-710d015294ac","name":"Math - Grade 4 - D1.4 - PS2","codename":"math___grade_4___d1_4___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-03-12T00:09:03.9995102Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"858a0e07-979f-4903-abc0-366a53ac3634":{"codename":"table___tableau","type":"glossary_term","url_slug":""},"ab09ac1f-d139-4ff7-98ef-8642abd98d4c":{"codename":"graph___diagramme","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EInfographics are used to share data and information on a topic in an appealing way.\u003C/li\u003E\n  \u003Cli\u003EInfographics contain different representations of the data, such as \u003Ca data-item-id=\u0022858a0e07-979f-4903-abc0-366a53ac3634\u0022 href=\u0022\u0022\u003Etables\u003C/a\u003E, plots, and \u003Ca data-item-id=\u0022ab09ac1f-d139-4ff7-98ef-8642abd98d4c\u0022 href=\u0022\u0022\u003Egraphs\u003C/a\u003E, and minimal text.\u003C/li\u003E\n  \u003Cli\u003EInformation to be included in an infographic needs to be carefully considered so that it is clear and concise.\u003C/li\u003E\n  \u003Cli\u003EInfographics tell a story about the data with a specific audience in mind.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003ECreating infographics has applications in other subject areas, such as communicating key findings and messages in STEM projects.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___d1_4___pss":{"system":{"id":"9927995c-784f-4cef-8140-c1747e2a4f95","name":"Math - 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Only the mode can be determined for qualitative data.\u003C/li\u003E\n  \u003Cli\u003EThe mean is calculated by adding up all of the values of a data set and then dividing that sum by the number of values in the set.\u003C/li\u003E\n  \u003Cli\u003EThe median is the middle data value for an ordered list. If there is an even number of data values, then the median is the mean of the two middle values in the ordered list.\u003C/li\u003E\n  \u003Cli\u003EA variable can have one mode, multiple modes, or no mode.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EThe mean, median, and mode are the three \u003Ca data-item-id=\u0022d1a97d00-eddb-4adb-8278-f60573ff928e\u0022 href=\u0022\u0022\u003Emeasures of central tendency\u003C/a\u003E.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___d1_5___pss":{"system":{"id":"3e5d0772-2387-438d-a13f-7f590e4f7180","name":"Math - Grade 4 - D1.5 - PSS","codename":"math___grade_4___d1_5___pss","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2020-11-05T12:57:27.60928Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___d1_5___ps3","math___grade_4___d1_5___ps3__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___d1_5__copy_":{"system":{"id":"715a3dc4-3826-418b-8362-b6e2a8be76c5","name":"Math - Grade 4 - D1.6","codename":"math___grade_4___d1_5__copy_","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-05T13:17:20.3647214Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"D1.6"},"title":{"type":"text","name":"Title","value":"Data Analysis"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003Eanalyse different sets of data presented in various ways, including in stem-and-leaf plots and multiple-bar graphs, by asking and answering questions about the data and drawing conclusions, then make convincing arguments and informed decisions\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___d1_6___ps1","math___grade_4___d1_6___ps2","math___grade_4___d1_6___pss"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - 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I believe that most students in the other Grade 4 class will also not have reptiles as pets.\u003C/li\u003E\n      \u003Cli\u003EThe median distance that Grade 4 students can jump is 1 metre. I believe that it is unlikely that the median will be the same for Grade 2 students because they are shorter.\u003C/li\u003E\n      \u003Cli\u003EThe mean or average amount that Grade 4 students read each day during the Read-A-Thon was 20 minutes. I believe that it is likely that the mean for Grade 5 students is higher because they have a later bedtime.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___d2_2___ps2":{"system":{"id":"88470aef-bf52-4eb5-b31d-a33af9e93d97","name":"Math - Grade 4 - D2.2 - PS2","codename":"math___grade_4___d2_2___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-14T19:56:42.4284443Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"6c7720e5-2f09-491c-aa32-f217b632ab0a":{"codename":"mode","type":"glossary_term","url_slug":""},"c35d0694-930b-4767-b5e9-336d5188b7e3":{"codename":"mean___moyenne","type":"glossary_term","url_slug":""},"e14b2c28-5a12-435a-8ac4-f7699f89a8ea":{"codename":"median___mediane","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EData can vary from one population to another.\u0026nbsp;\u003C/li\u003E\n  \u003Cli\u003EIf two populations are similar, the \u003Ca data-item-id=\u00226c7720e5-2f09-491c-aa32-f217b632ab0a\u0022 href=\u0022\u0022\u003Emodes\u003C/a\u003E for the two data sets collected will more than likely be the same and the \u003Ca data-item-id=\u0022c35d0694-930b-4767-b5e9-336d5188b7e3\u0022 href=\u0022\u0022\u003Emeans\u003C/a\u003E and the \u003Ca data-item-id=\u0022e14b2c28-5a12-435a-8ac4-f7699f89a8ea\u0022 href=\u0022\u0022\u003Emedians\u003C/a\u003E will be relatively close.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___d2_2___ps3":{"system":{"id":"64abd30f-9e8a-454f-930e-3f1b932770e4","name":"Math - Grade 4 - D2.2 - PS3","codename":"math___grade_4___d2_2___ps3","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-03-12T00:16:15.5842963Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Sample tasks | Exemples de t\u00E2ches","codename":"sample_tasks___exemples_de_taches"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003ETell students that they will be collecting data from another Grade 4 class for a question for which they already have data from their classmates. Have them predict the likelihood that the data from the other class will have the same mean, mode, or median. Then have them collect the data. Finally, have them compare the result with their prediction.\u003C/p\u003E"}}},"math___grade_4___e":{"system":{"id":"6470f55f-1dec-4021-9729-f6be21310e55","name":"Math - Grade 4 - E","codename":"math___grade_4___e","language":"en-CA","type":"l3___strand","collection":"default","sitemap_locations":[],"last_modified":"2022-03-31T22:25:47.1070429Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"title_index":{"type":"text","name":"Title index","value":"E"},"title":{"type":"text","name":"Title","value":"Spatial Sense"},"url_slug":{"type":"url_slug","name":"URL Slug","value":"strand-e"},"subtitle":{"type":"text","name":"Subtitle","value":""},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"description":{"type":"modular_content","name":"Description","value":[]},"describer":{"type":"text","name":"Describer","value":"By the end of Grade 4, students will:"},"overall_expectations":{"type":"modular_content","name":"Overall expectations","value":["math___grade_4___d2__copy_","math___grade_4___e2"]},"why_is_this_learning_important":{"type":"modular_content","name":"Why is this learning important","value":["math___grade_4___e___why"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"generic_link":{"type":"modular_content","name":"Generic link","value":[]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___e___why":{"system":{"id":"2dfcd5ce-1df9-4d62-824c-f61dfe498d88","name":"Math - Grade 4 - E - Why","codename":"math___grade_4___e___why","language":"en-CA","type":"ui___generic_content","collection":"default","sitemap_locations":[],"last_modified":"2020-06-15T20:39:53.2468322Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":""},"url_slug":{"type":"url_slug","name":"URL slug","value":""},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003EStudents learn the characteristics and properties of a rectangle, one of the most common shapes in our everyday life. Students learn how to determine the area of a rectangle and the relationship between the various units in the metric system \u2013 a measurement system used throughout Canada and most of the world.\u003C/p\u003E"},"abstract":{"type":"text","name":"Abstract","value":""},"credit":{"type":"rich_text","name":"Credit","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"parent":{"type":"modular_content","name":"Parent","value":[]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"alert_type":{"type":"multiple_choice","name":"Alert type","value":[]},"dismissible":{"type":"multiple_choice","name":"Dismissible","value":[]},"search_terms":{"type":"text","name":"Search Terms","value":""},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"container_type":{"type":"multiple_choice","name":"Container type","value":[]},"callout_colour_override":{"type":"multiple_choice","name":"Callout background colour override","value":[]}}},"math___grade_4___e1_1":{"system":{"id":"bc112e2c-71f3-4fce-89d0-4453c0664a6a","name":"Math - 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Grade 4 - E1.1 - PS2","codename":"math___grade_4___e1_1___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-10-08T19:16:55.3324184Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{"aa4e1661-3158-4b89-88fe-1e2e5dbc0cb1":{"image_id":"aa4e1661-3158-4b89-88fe-1e2e5dbc0cb1","description":"A sort of rectangles. A large ovals shows three rectangles and a smaller oval with two squares is inside this oval.","url":"https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/648b2f12-4677-4d93-a92b-9af308ccd1c9/rectangle_squares.svg"}},"links":{"a4935636-bc6a-4b96-968e-8a9637b35d29":{"codename":"attribute___attribut_a493563","type":"glossary_term","url_slug":""},"be37dbe7-62fb-40da-bc7c-0e90d6c934c1":{"codename":"side___cote","type":"glossary_term","url_slug":""},"cf307852-63b2-4b58-ab1c-92fbea0eb6c0":{"codename":"vertex__","type":"glossary_term","url_slug":""},"abcd1ce4-4a94-46c6-90a6-113b2f6e59be":{"codename":"congruent","type":"glossary_term","url_slug":""},"ecc68923-2461-460d-8214-8b03a701e58a":{"codename":"horizontal","type":"glossary_term","url_slug":""},"95189eae-daf6-4339-94b7-a79275b08199":{"codename":"vertical","type":"glossary_term","url_slug":""},"c6edda56-f1f8-4c06-868d-408a9695594b":{"codename":"orientation","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EGeometric properties are specific attributes that define a class of shapes or objects. The geometric properties of a rectangle describe the \u003Ca data-item-id=\u0022a4935636-bc6a-4b96-968e-8a9637b35d29\u0022 href=\u0022\u0022\u003Eattributes\u003C/a\u003E that all rectangles have, and include:\n    \u003Cul\u003E\n      \u003Cli\u003Efour \u003Ca data-item-id=\u0022be37dbe7-62fb-40da-bc7c-0e90d6c934c1\u0022 href=\u0022\u0022\u003Esides\u003C/a\u003E, four \u003Ca data-item-id=\u0022cf307852-63b2-4b58-ab1c-92fbea0eb6c0\u0022 href=\u0022\u0022\u003Evertices\u003C/a\u003E, and four right angles;\u003C/li\u003E\n      \u003Cli\u003Eopposite sides that are of equal length (\u003Ca data-item-id=\u0022abcd1ce4-4a94-46c6-90a6-113b2f6e59be\u0022 href=\u0022\u0022\u003Econgruent\u003C/a\u003E);\u003C/li\u003E\n      \u003Cli\u003Eopposite sides that are parallel;\u003C/li\u003E\n      \u003Cli\u003Eadjacent sides that are perpendicular;\u003C/li\u003E\n      \u003Cli\u003Eat least two lines of symmetry \u2013 \u003Ca data-item-id=\u0022ecc68923-2461-460d-8214-8b03a701e58a\u0022 href=\u0022\u0022\u003Ehorizontal\u003C/a\u003E and \u003Ca data-item-id=\u002295189eae-daf6-4339-94b7-a79275b08199\u0022 href=\u0022\u0022\u003Evertical\u003C/a\u003E.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EGeometric properties are often related. Rectangles have four right angles, so they must also have two sets of parallel sides, and the opposite sides must be of equal length. This type of spatial reasoning is used by structural engineers and others.\u003C/li\u003E\n  \u003Cli\u003EThe geometric properties of a square include all the geometric properties of a rectangle; therefore, all squares are also rectangles. Squares have additional geometric properties (four equal sides, four lines of symmetry, including two diagonals); therefore, not all rectangles are squares.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022aa4e1661-3158-4b89-88fe-1e2e5dbc0cb1\u0022 data-image-id=\u0022aa4e1661-3158-4b89-88fe-1e2e5dbc0cb1\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/648b2f12-4677-4d93-a92b-9af308ccd1c9/rectangle_squares.svg\u0022 data-asset-id=\u0022aa4e1661-3158-4b89-88fe-1e2e5dbc0cb1\u0022 data-image-id=\u0022aa4e1661-3158-4b89-88fe-1e2e5dbc0cb1\u0022 alt=\u0022A sort of rectangles. A large ovals shows three rectangles and a smaller oval with two squares is inside this oval.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cli\u003EThe geometric properties of a shape, and not its size or \u003Ca data-item-id=\u0022c6edda56-f1f8-4c06-868d-408a9695594b\u0022 href=\u0022\u0022\u003Eorientation\u003C/a\u003E, define the name of a shape. 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As a shape transforms, its \u003Ca data-item-id=\u0022cf307852-63b2-4b58-ab1c-92fbea0eb6c0\u0022 href=\u0022\u0022\u003Evertices \u003C/a\u003E(points on a grid) move. This explains how transformations involve location and movement.\u003C/li\u003E\n  \u003Cli\u003EA \u003Ca data-item-id=\u0022ab11c126-834d-49de-bf48-79e1f1023640\u0022 href=\u0022\u0022\u003Etranslation\u003C/a\u003E involves distance and direction. Every point on the original shape \u201Cslides\u201D the same distance and direction to create a translated image. This is called the translation vector. For example, on a grid, a vector could describe each point moving \u201C5 units to the right and 2 units up\u201D. It is a mathematical convention that the \u003Ca data-item-id=\u0022ecc68923-2461-460d-8214-8b03a701e58a\u0022 href=\u0022\u0022\u003Ehorizontal\u003C/a\u003E distance (\u003Cem\u003Ex\u003C/em\u003E) is given first, followed by the \u003Ca data-item-id=\u002295189eae-daf6-4339-94b7-a79275b08199\u0022 href=\u0022\u0022\u003Evertical\u003C/a\u003E distance (\u003Cem\u003Ey\u003C/em\u003E).\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022cbc6ee50-8272-48a3-918a-a1b802c54136\u0022 data-image-id=\u0022cbc6ee50-8272-48a3-918a-a1b802c54136\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/f713e836-e52a-479a-bed4-36096c4c6d1e/translation_1.svg\u0022 data-asset-id=\u0022cbc6ee50-8272-48a3-918a-a1b802c54136\u0022 data-image-id=\u0022cbc6ee50-8272-48a3-918a-a1b802c54136\u0022 alt=\u0022A translation on the triangle ABC to the right 5 and up 2, which results in A\u0027B\u0027C\u0027.\u0022\u003E\u003C/figure\u003E\n\u003Cul\u003E\n  \u003Cli\u003EA reflection involves a line of reflection that acts like a mirror. Every point on the original shape is \u201Cflipped\u201D across the line of reflection to create a reflected image. The points on the original image are the same distance from the line of reflection as the points on the reflected image. Reflections are symmetrical.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cfigure data-asset-id=\u0022168e80b5-4247-4c4a-8a9d-d09c5bf2dae0\u0022 data-image-id=\u0022168e80b5-4247-4c4a-8a9d-d09c5bf2dae0\u0022\u003E\u003Cimg src=\u0022https://assets-us-01.kc-usercontent.com:443/fbd574c4-da36-0066-a0c5-849ffb2de96e/b58cc209-ccc3-43eb-8b13-5a2d209eb3c4/reflection_1.svg\u0022 data-asset-id=\u0022168e80b5-4247-4c4a-8a9d-d09c5bf2dae0\u0022 data-image-id=\u0022168e80b5-4247-4c4a-8a9d-d09c5bf2dae0\u0022 alt=\u0022A reflection of the triangle ABC,  results in A\u0027B\u0027C\u0027 such that A and A\u0026quot; are both 5 units from the line of symmetry.\u0022\u003E\u003C/figure\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cp\u003EOnline dynamic geometry applications enable students to see how transformations behave in real time and are recommended tools for the study of transformations and movement.\u003C/p\u003E"}}},"math___grade_4___e1_3___pss":{"system":{"id":"f7c5f11a-494b-4ff1-9b12-d162c155e861","name":"Math - 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Grade 4 - E2.1 - PS2","codename":"math___grade_4___e2_1___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-10-08T19:26:20.7492628Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"703dd714-2913-43bf-a94e-2d276a7ebbd6":{"codename":"non_standard_units___unite_de_mesure_non_conventio","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EMillilitres and litres are standard metric units of capacity. Grams and kilograms are metric units of mass:\n    \u003Cul\u003E\n      \u003Cli\u003E1 kilogram (kg) is equivalent to 1000 grams (g).\u003C/li\u003E\n      \u003Cli\u003E1 litre (L) is equivalent to 1000 millilitres (mL).\u003C/li\u003E\n      \u003Cli\u003E1 millilitre (mL) of water has a mass of 1 gram (g).\u003C/li\u003E\n      \u003Cli\u003E1 millilitre (mL) of liquid occupies the space of a 1 centimetre (cm cube.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EAlthough standard and \u003Ca data-item-id=\u0022703dd714-2913-43bf-a94e-2d276a7ebbd6\u0022 href=\u0022\u0022\u003Enon-standard units\u003C/a\u003E are equally accurate for measuring (provided the measurement itself is carried out accurately), \u003Cem\u003Estandard\u003C/em\u003E units allow people to communicate distances and lengths in ways that are consistently understood.\u003C/li\u003E\n  \u003Cli\u003EThe metric system is universally used among scientists because it uses standard prefixes for measurements and conversions. Metric units are the standard unit for all but three countries in the world.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003ECanada officially adopted the metric system in 1970, through the Weights and Measures Act. This Act was amended in 1985 to allow Canadians to use a combination of metric and imperial units (called \u201CCanadian\u201D units in the \u003Ca href=\u0022https://laws-lois.justice.gc.ca/eng/acts/W-6/\u0022 data-new-window=\u0022true\u0022 target=\u0022_blank\u0022 rel=\u0022noopener noreferrer\u0022\u003EWeights and Measures Act\u003C/a\u003E). In addition to metric units, other commonly used units of capacity are gallons, quarts, cups, tablespoons, and teaspoons; other commonly used units of mass are ounces, pounds, and tons. Measuring with imperial units follows the same process as measuring with metric and non-standard units. Only the units and the measuring tools differ. Imperial units are the typical units used in construction and the trades. Students in elementary grades learn to work with metric units first.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u0026nbsp;\u003C/p\u003E"}}},"math___grade_4___e2_1___pss":{"system":{"id":"6edc1bb0-5c84-4d14-bc56-b1931c023d60","name":"Math - Grade 4 - E2.1 - PSS","codename":"math___grade_4___e2_1___pss","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2021-08-20T20:48:25.432623Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___e2_1___ps3","math___grade_4___e2_1___ps3a__copy_","math___grade_4___e2_1___ps3b__copy_","math___grade_4___e2_1___ps3c__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___e2_2":{"system":{"id":"8c10dd45-2487-4af3-9b58-a14dd008cbd8","name":"Math - Grade 4 - E2.2","codename":"math___grade_4___e2_2","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2021-07-12T18:58:33.1032586Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"E2.2"},"title":{"type":"text","name":"Title","value":"The Metric System"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"301a4698-3149-41ee-a758-11029d307b59":{"codename":"metric_prefix___prefixes_metriques","type":"glossary_term","url_slug":""},"16433671-74fb-4f90-bd52-8aab0c898543":{"codename":"relative_size___taille_relative","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Euse \u003Ca data-item-id=\u0022301a4698-3149-41ee-a758-11029d307b59\u0022 href=\u0022\u0022\u003Emetric prefixes\u003C/a\u003E to describe the \u003Ca data-item-id=\u002216433671-74fb-4f90-bd52-8aab0c898543\u0022 href=\u0022\u0022\u003Erelative size\u003C/a\u003E of different metric units, and choose appropriate units and tools to measure length, mass, and capacity\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___e2_2___ps1","math___grade_4___e2_2___ps2","math___grade_4___e2_2___pss"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 4","codename":"group_4"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___e2_2___ps1":{"system":{"id":"2b689978-dfe0-4a74-8931-ddfe73b348c9","name":"Math - Grade 4 - E2.2 - PS1","codename":"math___grade_4___e2_2___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-09-15T15:53:15.2139989Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":["untitled_content_item_ece487f"],"value":"\u003Cobject type=\u0022application/kenticocloud\u0022 data-type=\u0022item\u0022 data-rel=\u0022link\u0022 data-codename=\u0022untitled_content_item_ece487f\u0022\u003E\u003C/object\u003E\n\u003Cp\u003E\u003Cem\u003EThe metric system continues beyond the chart above, in both directions, to describe even larger and smaller amounts. 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A half-turn, where the arms of the angle create a straight line, is a straight angle.\u003C/li\u003E\n  \u003Cli\u003ERight angles measure exactly 90\u00B0, a fact that will be addressed formally in Grade 5.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___e2_4___pss":{"system":{"id":"f134c123-94c2-450b-993c-5470aeb87c12","name":"Math - Grade 4 - E2.4 - PSS","codename":"math___grade_4___e2_4___pss","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2021-07-12T19:07:21.047855Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___e2_4___ps3","math___grade_4___e2_4___ps3a__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___e2_5":{"system":{"id":"1f5f3376-d6ca-4dd5-8c46-d381505c6f80","name":"Math - Grade 4 - E2.5","codename":"math___grade_4___e2_5","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2021-07-12T19:11:24.3743558Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"E2.5"},"title":{"type":"text","name":"Title","value":"Area"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"befc51f2-b244-4cb5-bfa1-6335eb131a5b":{"codename":"row_and_column_structure","type":"glossary_term","url_slug":""},"46f361d6-2014-4d52-84a3-5c7ca565d796":{"codename":"array___disposition_rectangulaire","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Euse the \u003Ca data-item-id=\u0022befc51f2-b244-4cb5-bfa1-6335eb131a5b\u0022 href=\u0022\u0022\u003Erow and column structure\u003C/a\u003E of an \u003Ca data-item-id=\u002246f361d6-2014-4d52-84a3-5c7ca565d796\u0022 href=\u0022\u0022\u003Earray\u003C/a\u003E to measure the areas of rectangles and to show that the area of any rectangle can be found by multiplying its side lengths\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___e2_5___ps1","math___grade_4___e2_5___ps2","math___grade_4___e2_5___pss"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - 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Grade 4 - E2.5 - PS2","codename":"math___grade_4___e2_5___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-06T19:46:11.7530732Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"46f361d6-2014-4d52-84a3-5c7ca565d796":{"codename":"array___disposition_rectangulaire","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003ETo measure the area of a rectangle, it must be completely covered by units of area (square units), without gaps or overlaps. The alignment of square units produces the rows and columns of an \u003Ca data-item-id=\u002246f361d6-2014-4d52-84a3-5c7ca565d796\u0022 href=\u0022\u0022\u003Earray\u003C/a\u003E, with the same number of units in each row.\n    \u003Cul\u003E\n      \u003Cli\u003EThe array replaces the need to count individual units and makes it possible to calculate an area.\u003C/li\u003E\n      \u003Cli\u003EBoth the number of units in each row and the number of units in a column can be determined from the length of the rectangle\u2019s sides.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EThinking about a row or a column as \u201Ca group that is repeated\u201D (unitized) connects the array to multiplication: the base of a rectangle corresponds to the number of squares in a row and the height of a rectangle corresponds to the number of squares in a column.\u003C/li\u003E\n  \u003Cli\u003EMultiplying the base of a rectangle by its height is a way to indirectly measure the area of a rectangle, meaning it is no longer necessary to count all the individual square units that cover a rectangle\u2019s surface.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EMany students do not immediately recognize the row-and-column structure of an array; instead, it appears as a random scattering of squares, or a \u201Cspiral\u201D of squares that goes around the outside towards the centre. Recognizing an array\u2019s structure requires careful attention and instruction.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___e2_5___pss":{"system":{"id":"2dabcc34-4a96-48d9-8dfa-b82437514710","name":"Math - Grade 4 - E2.5 - PSS","codename":"math___grade_4___e2_5___pss","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2021-07-12T19:09:47.6356586Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___e2_5___ps3","math___grade_4___e2_5___ps3a__copy_","math___grade_4___e2_5___ps3b__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___e2_5__copy_":{"system":{"id":"8e673b71-15ea-466b-83c1-419d385603dc","name":"Math - Grade 4 - E2.6","codename":"math___grade_4___e2_5__copy_","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-06-16T13:33:19.4245692Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"E2.6"},"title":{"type":"text","name":"Title","value":"Area"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"047557d3-b138-49b5-b558-752487084be8":{"codename":"formula___formule","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Eapply the \u003Ca data-item-id=\u0022047557d3-b138-49b5-b558-752487084be8\u0022 href=\u0022\u0022\u003Eformula\u003C/a\u003E for the area of a rectangle to find the unknown measurement when given two of the three\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___e2_6___ps1","math___grade_4___e2_6___ps2","math___grade_4___e2_6___ps3"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 3","codename":"group_3"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___e2_6___ps1":{"system":{"id":"83948e4e-eb3b-4fd2-9257-05fc6b85c11f","name":"Math - Grade 4 - E2.6 - PS1","codename":"math___grade_4___e2_6___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-08-20T21:56:52.8503734Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":["untitled_content_item_3ac4d13"],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Eformulas for the area of a rectangle:\u003C/strong\u003E\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cobject type=\u0022application/kenticocloud\u0022 data-type=\u0022item\u0022 data-rel=\u0022link\u0022 data-codename=\u0022untitled_content_item_3ac4d13\u0022\u003E\u003C/object\u003E"}}},"math___grade_4___e2_6___ps2":{"system":{"id":"056f1d6a-8693-41e8-a803-8dc666f9c15c","name":"Math - Grade 4 - E2.6 - PS2","codename":"math___grade_4___e2_6___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-29T00:17:52.8553296Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"047557d3-b138-49b5-b558-752487084be8":{"codename":"formula___formule","type":"glossary_term","url_slug":""},"f5b5e0bf-653d-4263-ba73-b428aac3b197":{"codename":"relationship___relations","type":"glossary_term","url_slug":""},"ae12bfc1-093b-4b23-9096-230294a8dafb":{"codename":"square_centimetre","type":"glossary_term","url_slug":""},"14bce687-7643-4b79-b2af-532c1253100b":{"codename":"square_metre","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EThe \u003Ca data-item-id=\u0022047557d3-b138-49b5-b558-752487084be8\u0022 href=\u0022\u0022\u003Eformula\u003C/a\u003E for finding the area of a rectangle can be generalized to describe the \u003Ca data-item-id=\u0022f5b5e0bf-653d-4263-ba73-b428aac3b197\u0022 href=\u0022\u0022\u003Erelationship\u003C/a\u003E between a rectangle\u2019s side lengths and its area: (\u003Cem\u003EArea\u003C/em\u003E\u0026nbsp;=\u0026nbsp;\u003Cem\u003Ebase\u003C/em\u003E\u0026nbsp;\u00D7\u0026nbsp;\u003Cem\u003Eheight\u003C/em\u003E).\u003C/li\u003E\n  \u003Cli\u003EBoth multiplication and division can be used to solve problems involving the area of a rectangle.\n    \u003Cul\u003E\n      \u003Cli\u003EMultiplication is used to determine the unknown area when the base and height of a rectangle are given (\u003Cem\u003EArea\u003C/em\u003E\u0026nbsp;=\u0026nbsp;\u003Cem\u003Ebase\u003C/em\u003E\u0026nbsp;\u00D7\u0026nbsp;\u003Cem\u003Eheight\u003C/em\u003E).\u003C/li\u003E\n      \u003Cli\u003EDivision is used to determine either the length of the base or the length of the height when the total area is given (\u003Cem\u003EArea\u003C/em\u003E\u0026nbsp;\u00F7\u0026nbsp;\u003Cem\u003Ebase\u003C/em\u003E\u0026nbsp;=\u0026nbsp;\u003Cem\u003Eheight\u003C/em\u003E; \u003Cem\u003EArea\u0026nbsp;\u003C/em\u003E\u00F7\u0026nbsp;\u003Cem\u003Eheight\u003C/em\u003E\u0026nbsp;=\u0026nbsp;\u003Cem\u003Ebase\u003C/em\u003E).\u003C/li\u003E\n      \u003Cli\u003EEither side length can be considered the base or the height of a rectangle.\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n  \u003Cli\u003EAn area measurement needs to include both the number of units and the size of the units. Standard metric units of area are the \u003Ca data-item-id=\u0022ae12bfc1-093b-4b23-9096-230294a8dafb\u0022 href=\u0022\u0022\u003Esquare centimetre\u003C/a\u003E (cm\u003Csup\u003E2\u003C/sup\u003E) and the \u003Ca data-item-id=\u002214bce687-7643-4b79-b2af-532c1253100b\u0022 href=\u0022\u0022\u003Esquare metre\u003C/a\u003E (m\u003Csup\u003E2\u003C/sup\u003E). If a surface is completely covered by 18 square centimetres, the area of that surface is 18 cm\u003Csup\u003E2\u003C/sup\u003E. If a surface is completely covered by 18 unit squares, the area of that surface is 18 square units.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EThe area of a rectangle is used to determine the area formulas for other polygons. Using \u201Cbase\u201D and \u201Cheight\u201D rather than \u201Clength\u201D and \u201Cwidth\u201D builds a unifying foundation for work in Grade 5 involving the area formulas for triangles and parallelograms.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___e2_6___ps3":{"system":{"id":"6aec8fb4-a963-459d-878c-f06c43c0b4f2","name":"Math - Grade 4 - E2.6 - PS3","codename":"math___grade_4___e2_6___ps3","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-08-20T22:03:43.2934948Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Sample tasks | Exemples de t\u00E2ches","codename":"sample_tasks___exemples_de_taches"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003EPose problems where students are tasked to find an unknown area, base, or height when two of the three measurements are given. Have students brainstorm real-life and relevant spaces and objects that are rectangular (e.g., the floor area of the community centre), and use these contexts in posing and solving problems. For example:\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cul\u003E\n    \u003Cli\u003EThe front cover on a journal measures 96 cm\u003Csup\u003E2\u003C/sup\u003E. What are the possible dimensions of the journal? Which dimensions would you prefer if it was your journal and why?\u003C/li\u003E\n    \u003Cli\u003EA gymnasium measures 28 m by 9 m. If tiles are 1 m\u003Csup\u003E2\u003C/sup\u003E, how many tiles are needed to cover the floor? (Multiplication names the unknown area.)\u003C/li\u003E\n    \u003Cli\u003EThe area of a garden is 24 m\u003Csup\u003E2\u003C/sup\u003E. What could its dimensions be? Which would you recommend? If you knew that one side was 6 m long, how long would the other side be? (Division names an unknown side length.)\u003C/li\u003E\n  \u003C/ul\u003E\n\u003C/ul\u003E\n\u003Cp\u003EFor each problem, have students identify the multiplication and division sentences they could write and highlight the relationship between multiplication, division, and the measurement of area. Ensure that students recognize that a measurement needs both a number and a unit, and support them in choosing the appropriate unit for area and length.\u003C/p\u003E"}}},"math___grade_4___f___why":{"system":{"id":"22249fb7-63ea-4029-b8fd-c3e8345ba0bd","name":"Math - Grade 4 - F - Why","codename":"math___grade_4___f___why","language":"en-CA","type":"ui___generic_content","collection":"default","sitemap_locations":[],"last_modified":"2020-06-04T18:42:44.9371083Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":""},"url_slug":{"type":"url_slug","name":"URL slug","value":""},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003EStudents learn that there are different ways to pay for goods and services. Students also learn how consumers determine whether an item is good value for the price.\u003C/p\u003E"},"abstract":{"type":"text","name":"Abstract","value":""},"credit":{"type":"rich_text","name":"Credit","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"parent":{"type":"modular_content","name":"Parent","value":[]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"alert_type":{"type":"multiple_choice","name":"Alert type","value":[]},"dismissible":{"type":"multiple_choice","name":"Dismissible","value":[]},"search_terms":{"type":"text","name":"Search Terms","value":""},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"container_type":{"type":"multiple_choice","name":"Container type","value":[]},"callout_colour_override":{"type":"multiple_choice","name":"Callout background colour override","value":[]}}},"math___grade_4___f1_1":{"system":{"id":"8a3e84e3-2fb2-4dbf-9fdc-30a9b51419c0","name":"Math - 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Grade 4 - F1.1 - PS2","codename":"math___grade_4___f1_1___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-11-04T03:18:25.6347746Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"c37c1370-b79b-497e-9611-454bfe0fabaf":{"codename":"consumer_awareness___sensibilisation_a_la_consomma","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EConsumers have a choice of method of payment when purchasing goods and services.\u003C/li\u003E\n  \u003Cli\u003EThere is an underlying agreement between the vendor and the consumer that is finalized when a payment is made.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EDepending on individual circumstances and context, as well as consumers\u2019 and vendors\u2019 preferences, ideas about which payment method is best in each situation will vary.\u003C/li\u003E\n  \u003Cli\u003ERecognizing how people pay for goods and services helps to develop \u003Ca data-item-id=\u0022c37c1370-b79b-497e-9611-454bfe0fabaf\u0022 href=\u0022\u0022\u003Econsumer awareness\u003C/a\u003E and an understanding of the factors that contribute to the choice of payment method.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___f1_1___pss":{"system":{"id":"ec5838f3-421a-4bed-81fd-1a83e3bb1429","name":"Math - 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These opportunities can provide meaningful contexts in which to practise mental math strategies in order to increase students\u0027 confidence and the accuracy of their calculations.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___f1_2___pss":{"system":{"id":"5f1980fb-81e4-4a7a-a523-229cc327ca03","name":"Math - Grade 4 - F1.2 - PSS","codename":"math___grade_4___f1_2___pss","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2020-11-04T12:16:42.0391875Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___f1_2___ps3","math___grade_4___f1_2___ps3__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___f1_2__copy_":{"system":{"id":"2f3ca4ee-6ffc-41ee-a417-be890efa320a","name":"Math - Grade 4 - F1.3","codename":"math___grade_4___f1_2__copy_","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-04T12:25:24.4743528Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"F1.3"},"title":{"type":"text","name":"Title","value":"Financial Management"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{"436718de-d8c6-4445-a6c1-99fcefc96b19":{"codename":"spending___depenser","type":"glossary_term","url_slug":""},"c60ce690-1c03-41f0-a249-aefd7528c0c6":{"codename":"saving___epargner","type":"glossary_term","url_slug":""},"88145ea1-f206-4351-b5c6-3422a68217d0":{"codename":"earning___revenu","type":"glossary_term","url_slug":""},"44f4da7f-83b1-4305-b708-c6a8be79e1b4":{"codename":"investing","type":"glossary_term","url_slug":""},"5be9ee3b-5523-4b56-aca7-6064af718070":{"codename":"donating___don","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cp\u003Eexplain the concepts of \u003Ca data-item-id=\u0022436718de-d8c6-4445-a6c1-99fcefc96b19\u0022 href=\u0022\u0022\u003Espending\u003C/a\u003E, \u003Ca data-item-id=\u0022c60ce690-1c03-41f0-a249-aefd7528c0c6\u0022 href=\u0022\u0022\u003Esaving\u003C/a\u003E, \u003Ca data-item-id=\u002288145ea1-f206-4351-b5c6-3422a68217d0\u0022 href=\u0022\u0022\u003Eearning\u003C/a\u003E, \u003Ca data-item-id=\u002244f4da7f-83b1-4305-b708-c6a8be79e1b4\u0022 href=\u0022\u0022\u003Einvesting\u003C/a\u003E, and \u003Ca data-item-id=\u00225be9ee3b-5523-4b56-aca7-6064af718070\u0022 href=\u0022\u0022\u003Edonating\u003C/a\u003E, and identify key factors to consider when making basic decisions related to each\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___f1_3___ps1","math___grade_4___f1_3___ps2","math___grade_4___f1_1___pss__copy_"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - 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Grade 4 - F1.3 - PS2","codename":"math___grade_4___f1_3___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-08-07T04:17:22.2006634Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EEvery financial decision involves a trade-off \u2013 giving up something today or in the future to gain something else.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EEach person, family, or community may be facing a different financial situation, and some of these financial situations may be challenging or difficult. Having a safe, respectful, and inclusive environment will ensure that all perspectives and opinions are valued and included when examining the above financial concepts.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___f1_4":{"system":{"id":"791876a2-c441-4ad8-bc5e-c00f54e2976a","name":"Math - Grade 4 - F1.4","codename":"math___grade_4___f1_4","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-04T12:38:00.1849079Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"F1.4"},"title":{"type":"text","name":"Title","value":"Financial Management"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003Eexplain the relationship between spending and saving, and describe how spending and saving behaviours may differ from one person to another\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___f1_4___ps1","math___grade_4___f1_4___ps2","math___grade_4___f1_4___pss"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - 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Grade 4 - F1.4 - PS2","codename":"math___grade_4___f1_4___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-11-04T03:56:00.0689615Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"436718de-d8c6-4445-a6c1-99fcefc96b19":{"codename":"spending___depenser","type":"glossary_term","url_slug":""},"c60ce690-1c03-41f0-a249-aefd7528c0c6":{"codename":"saving___epargner","type":"glossary_term","url_slug":""},"eda83df6-cd79-4ed7-9596-39320a1216de":{"codename":"financial_decision_making___prise_de_decision_fina","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EMoney can be used for \u003Ca data-item-id=\u0022436718de-d8c6-4445-a6c1-99fcefc96b19\u0022 href=\u0022\u0022\u003Espending\u003C/a\u003E, \u003Ca data-item-id=\u0022c60ce690-1c03-41f0-a249-aefd7528c0c6\u0022 href=\u0022\u0022\u003Esaving\u003C/a\u003E, or giving. It can be spent on things that are needed, wanted, or required. Saving and spending behaviours are impacted by a variety of factors, perspectives, and circumstances.\u003C/li\u003E\n  \u003Cli\u003EAn understanding of the relationship between spending and saving, and consideration of the possible trade-offs, may influence \u003Ca data-item-id=\u0022eda83df6-cd79-4ed7-9596-39320a1216de\u0022 href=\u0022\u0022\u003Efinancial decision-making\u003C/a\u003E.\u003C/li\u003E\n  \u003Cli\u003ESaving can be achieved by using less, sharing, reusing, recycling, upcycling, and/or caring for one\u2019s possessions so that they do not need to be replaced.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cem\u003ENote\u003C/em\u003E\u003C/p\u003E\n\u003Cul\u003E\n  \u003Cli\u003EEach person, family, or community may be facing a different financial situation, and some of these financial situations may be challenging or difficult. Having a safe, respectful, and inclusive environment will ensure that all perspectives and opinions are valued and included when examining the relationship between saving and spending.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___f1_4___pss":{"system":{"id":"67b81d04-199f-4e17-95eb-60490514b6e8","name":"Math - Grade 4 - F1.4 - PSS","codename":"math___grade_4___f1_4___pss","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2020-11-04T12:28:53.79741Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___f1_4___ps3","math___grade_4___f1_4___ps3__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___f1_4__copy_":{"system":{"id":"1be86a24-ff1b-4c57-a5ba-54acdc206b27","name":"Math - Grade 4 - F1.5","codename":"math___grade_4___f1_4__copy_","language":"en-CA","type":"l5___specific_expectation","collection":"default","sitemap_locations":[],"last_modified":"2020-11-04T12:42:28.8260449Z","workflow":"default","workflow_step":"published"},"elements":{"title_index":{"type":"text","name":"Title Index","value":"F1.5"},"title":{"type":"text","name":"Title","value":"Consumer and Civic Awareness"},"pre_content_video":{"type":"modular_content","name":"Pre-content video","value":[]},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003Edescribe some ways of determining whether something is reasonably priced and therefore a good purchase\u003C/p\u003E"},"elaborations":{"type":"modular_content","name":"Elaborations","value":["math___grade_4___f1_5___ps1","math___grade_4___f1_5___ps2","math___grade_4___f1_5___pss"]},"resources":{"type":"modular_content","name":"Resources","value":[]},"footnotes":{"type":"modular_content","name":"Footnotes","value":[]},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"non_curriculum_elaborations":{"type":"modular_content","name":"Non-Curriculum Elaborations","value":[]},"table_group":{"type":"multiple_choice","name":"Table group","value":[{"name":"Group 3","codename":"group_3"}]},"search_terms":{"type":"text","name":"Search Terms","value":""},"abstract":{"type":"text","name":"Abstract","value":""}}},"math___grade_4___f1_5___ps1":{"system":{"id":"65cf83f4-efa9-44dc-b40e-fe788dc2da5d","name":"Math - Grade 4 - F1.5 - PS1","codename":"math___grade_4___f1_5___ps1","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2020-11-04T03:59:03.8867126Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Examples | Exemples","codename":"examples___exemples"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{"867d8c98-cfc0-4d8b-a36e-d313189e3e12":{"codename":"goods_and_services___biens_et_services","type":"glossary_term","url_slug":""}},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003E\u003Cstrong\u003Eways to determine whether something is reasonably priced, within a particular context:\u003C/strong\u003E\n    \u003Cul\u003E\n      \u003Cli\u003Ecomparing the prices and quality of similar products or services\u003C/li\u003E\n      \u003Cli\u003Eidentifying a product or service to meet a need\u003C/li\u003E\n      \u003Cli\u003Eanalysing ratings or consumer reviews of \u003Ca data-item-id=\u0022867d8c98-cfc0-4d8b-a36e-d313189e3e12\u0022 href=\u0022\u0022\u003Egoods and services\u003C/a\u003E\u003C/li\u003E\n      \u003Cli\u003Econsidering the impact of bias in marketing, locational pricing, social inequalities, and so on\u003C/li\u003E\n    \u003C/ul\u003E\n  \u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___f1_5___ps2":{"system":{"id":"593445ec-824c-4696-9942-dbedc0ee7b47","name":"Math - Grade 4 - F1.5 - PS2","codename":"math___grade_4___f1_5___ps2","language":"en-CA","type":"elaborations","collection":"default","sitemap_locations":[],"last_modified":"2021-01-13T02:36:24.8575407Z","workflow":"default","workflow_step":"published"},"elements":{"pedagogical_supports":{"type":"taxonomy","name":"Pedagogical Supports","taxonomy_group":"pedagogical_supports","value":[{"name":"Key Concepts | Concepts cl\u00E9s","codename":"key_concepts___concepts_cles"}]},"elaboration":{"type":"rich_text","name":"Elaboration","images":{},"links":{},"modular_content":[],"value":"\u003Cul\u003E\n  \u003Cli\u003EIn order to become better-informed consumers, it is important for students to critically consider the price of the purchase they are considering, as well as different ratings, reviews, and perspectives, before making the purchase.\u003C/li\u003E\n  \u003Cli\u003EThe habit of thoughtfully considering and examining potential purchases helps to determine the best value for money.\u003C/li\u003E\n\u003C/ul\u003E"}}},"math___grade_4___f1_5___pss":{"system":{"id":"40ad98b9-6641-47d6-a495-2636366b6bf2","name":"Math - Grade 4 - F1.5 - PSS","codename":"math___grade_4___f1_5___pss","language":"en-CA","type":"ui___content_collection","collection":"default","sitemap_locations":[],"last_modified":"2020-11-04T12:41:34.0029037Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Sample tasks"},"url_slug":{"type":"url_slug","name":"Url Slug","value":"sample-tasks"},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"note":{"type":"text","name":"Note","value":""},"sections":{"type":"modular_content","name":"Sections","value":["math___grade_4___f1_5___ps3","math___grade_4___f1_5___ps3__copy_"]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[]},"abstract":{"type":"text","name":"Abstract","value":""},"search_terms":{"type":"text","name":"Search Terms","value":""},"ui___seo_meta_tags__description":{"type":"text","name":"description","value":""},"ui___seo_meta_tags__keywords":{"type":"text","name":"keywords","value":""},"ui___seo_meta_tags__robots":{"type":"text","name":"robots","value":""},"ui___seo_meta_tags__og_title":{"type":"text","name":"og:title","value":""},"ui___seo_meta_tags__og_description":{"type":"text","name":"og:description","value":""}}},"math___grade_4___sel_note_above_strand___table":{"system":{"id":"7fea721a-93de-4146-8566-3572b8f494fa","name":"Math - Grade 4 - SEL Note above Strand - Table","codename":"math___grade_4___sel_note_above_strand___table","language":"en-CA","type":"custom_html","collection":"default","sitemap_locations":[],"last_modified":"2021-01-13T21:12:24.2719664Z","workflow":"default","workflow_step":"published"},"elements":{"content":{"type":"custom","name":"Content","value":"\u003Ctable style=\u0022width: 100%;\u0022 border=\u00221\u0022\u003E\n\u003Ctbody\u003E\n\u003Ctr\u003E\n\u003Ctd style=\u0022width: 100%; background-color: #e1f5fa; border-color: #000000; border-style: solid; vertical-align: top;\u0022\u003E\u003Cstrong\u003E\u003Cem\u003E\u003Cspan style=\u0022color: #000000;\u0022\u003EStrand A\u003C/span\u003E\u003Cbr /\u003E\u003C/em\u003E\u003C/strong\u003ELearning related to Strand A: Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes occurs in the context of learning related to the other strands. As educators develop lessons and plan learning activities, they should consider:\n\u003Cul\u003E\n\u003Cli\u003Ewhere there are opportunities to teach and reinforce \u003Ca href=\u0022/en/curriculum/elementary-mathematics/grades/g4-math/strand-a/social-emotional-learning-sel-skills-and-the-mathematical-processes\u0022 target=\u0022_blank\u0022 rel=\u0022noopener\u0022\u003Esocial-emotional learning skills\u003C/a\u003E in order to help every student develop confidence, cope with challenges, think critically, and develop a positive identity as a math learner\u003C/li\u003E\n\u003Cli\u003Ehow the \u003Ca href=\u0022/en/link/2PWAJB3O2yFLB9gYKEV2TJMQA10gXrfY6GjXjNV3fkZzlZvYEKuyzvK2vvKyi6Ykl9MWq4T1Z7P79Z0Vt97BRKRDoKIMLOyD8Glzi844NL4nQjswG\u0022 target=\u0022_blank\u0022 rel=\u0022noopener\u0022 data-new-window=\u0022true\u0022\u003Emathematical processes\u003C/a\u003E\u003Cstrong\u003E \u003C/strong\u003Ecan be highlighted so that students are actively engaged in applying these processes throughout the program\u003C/li\u003E\n\u003Cli\u003Ehow instruction and the learning environment are designed to be \u003Ca href=\u0022/en/link/KNQkEx0mzguQXG6o8rDyhgGVWvnBoqIAWn4j4v6BiYDyEDP2Rkux6VkzVVkxf0Djl2vQgOIJkDXDRkrWh1p6GlG9BlfQ9WG9Y7pkS3K467k6KkFRnqZL8Wo9Tv0nkWAA6kSv1WkDoGl8iGQ1xBWg0mUDVzE3p4v1fQkG6VyE9o\u0022 target=\u0022_blank\u0022 rel=\u0022noopener\u0022 data-new-window=\u0022true\u0022\u003Eculturally responsive and relevant\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cspan data-contrast=\u0022auto\u0022\u003E\u003Cem\u003E\u003Cstrong\u003E\u003Cspan style=\u0022color: #000000;\u0022\u003EExamples\u003C/span\u003E\u003Cbr /\u003E\u003C/strong\u003E\u003C/em\u003E\u003C/span\u003EThe examples laid out in the curriculum are intended to guide teachers in thinking about how the learning for each expectation might be positioned and demonstrated. In planning students\u0026rsquo; learning experiences, it is important for teachers to ensure that learning experiences are \u003Ca href=\u0022/en/program-planning/considerations-for-program-planning/human-rights-equity-and-inclusive-education\u0022 target=\u0022_blank\u0022 rel=\u0022noopener\u0022\u003Eculturally reflective\u003C/a\u003E of students\u0026rsquo; lived realities in the community and in the world around them. It is also important to acknowledge and affirm the multiple ways of knowing and doing that students may bring to the classroom.\u003C/p\u003E\n\u003Cp\u003E\u003Cem\u003E\u003Cstrong\u003E\u003Cspan style=\u0022color: #000000;\u0022\u003ESample Tasks\u003C/span\u003E\u003Cbr /\u003E\u003C/strong\u003E\u003C/em\u003E\u003Cspan data-ccp-props=\u0022{\u0026quot;201341983\u0026quot;:0,\u0026quot;335559739\u0026quot;:0,\u0026quot;335559740\u0026quot;:240}\u0022\u003EThe\u0026nbsp;sample tasks\u0026nbsp;laid out\u0026nbsp;in the curriculum\u0026nbsp;are intended to be illustrations only, and should be replaced or supplemented with\u0026nbsp;\u003Ca href=\u0022/en/program-planning/considerations-for-program-planning/instructional-approaches\u0022 target=\u0022_blank\u0022 rel=\u0022noopener\u0022\u003Etasks and learning contexts\u003C/a\u003E that are affirming of, relevant to, and reflective of students\u0026rsquo; lives and backgrounds, and that provide students with the opportunity to learn about diverse cultures and communities in a respectful and informed way. Such opportunities may include the examination of social and economic justice concerns (e.g., racism, classism, sexism), health issues, environmental aspects, and so on, as appropriate.\u003C/span\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003C/tbody\u003E\n\u003C/table\u003E"}}},"math___primary___a1___critical_and_creative_thinki":{"system":{"id":"18ba3a43-5465-44c9-be3f-7f864f6de11b","name":"Math - Junior - A1 - Critical and Creative Thinking","codename":"math___primary___a1___critical_and_creative_thinki","language":"en-CA","type":"ui___generic_content","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T22:53:51.2437693Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Critical and Creative Thinking"},"url_slug":{"type":"url_slug","name":"URL slug","value":""},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Ch4\u003EGrade 4\u003C/h4\u003E\n\u003Cp\u003EAs students read, represent, compare, and order decimal numbers in a variety of contexts, they may \u003Cem\u003Eselect different tools and strategies \u003C/em\u003Eto approach each problem, such as drawing images or using models that show the numbers, estimating the final result, and comparing numbers to look for patterns. For example: \u201CWhen I use decimal strips, it helps me figure out what order the numbers go in.\u201D It is also important for educators to promote risk-taking in a safe environment. When students are supported as they learn that deeper thinking results from trying and failing, they are more likely to try again.\u003C/p\u003E\n\u003Ch4\u003EGrade 5\u003C/h4\u003E\n\u003Cp\u003EAs students work in groups to create and execute code for various mathematical situations, they can use \u003Cem\u003Ereasoning and proving\u003C/em\u003E to recognize that there are different ways of solving the same problem. For example: \u201CLooking at how we did it and how other groups did it, I can see that there are many ways to get to the same result. I can then reflect back on my own work and think about my next steps.\u201D\u003C/p\u003E\n\u003Ch4\u003EGrade 6\u003C/h4\u003E\n\u003Cp\u003EAs students solve multi-step problems that involve whole numbers, decimal numbers, and fractions, they may use a variety of \u003Cem\u003Eproblem-solving strategies\u003C/em\u003E to deepen their understanding\u003Cem\u003E. \u003C/em\u003EThey may first determine what information they already know and then identify what is unknown. They may capture their thinking by making lists and diagrams, breaking down a problem into smaller parts, and checking their calculations. Educators should be prepared to contextualize multi-step problems so that students can make connections to prior learning.\u003C/p\u003E"},"abstract":{"type":"text","name":"Abstract","value":""},"credit":{"type":"rich_text","name":"Credit","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"parent":{"type":"modular_content","name":"Parent","value":[]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[{"name":"Accordion","codename":"accordion"}]},"alert_type":{"type":"multiple_choice","name":"Alert type","value":[]},"dismissible":{"type":"multiple_choice","name":"Dismissible","value":[]},"search_terms":{"type":"text","name":"Search Terms","value":""},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"container_type":{"type":"multiple_choice","name":"Container type","value":[]},"callout_colour_override":{"type":"multiple_choice","name":"Callout background colour override","value":[]}}},"math___primary___a1___healthy_relationship_skills_":{"system":{"id":"e9babed9-a896-4ebd-af53-afe84280490b","name":"Math - Junior - A1 - Healthy Relationship Skills","codename":"math___primary___a1___healthy_relationship_skills_","language":"en-CA","type":"ui___generic_content","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T22:40:23.3842126Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Healthy Relationship Skills"},"url_slug":{"type":"url_slug","name":"URL slug","value":""},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Ch4\u003EGrade 4\u003C/h4\u003E\n\u003Cp\u003EAs students identify key factors and personal realities and values to consider when making basic decisions related to earning, spending, saving, investing, and donating, they may \u003Cem\u003Ereflect\u003C/em\u003E on their own lives and their relationships with others in the community and realize that everything is interconnected. They may consider how the ability to contribute more or less in one area affects other areas and that, similarly, in relationships, one action can affect other actions. For example: \u201CIf I save more, I have more money to invest, to donate, or use to help others. One action has an effect on another. In relationships people\u0027s actions always have effects, positive or negative, on those around them.\u201D Because of social and financial inequalities that may be beyond students\u2019 control, it is important for educators to recognize and be sensitive to the range of experiences and financial resources of students and their families. Educators should be prepared to have culturally inclusive conversations and resources available to support students, because financial topics could trigger issues related to food security, housing, and safety.\u003C/p\u003E\n\u003Ch4\u003EGrade 5\u003C/h4\u003E\n\u003Cp\u003EAs students play a math game involving fractions, decimals, and whole numbers, they can \u003Cem\u003Ecommunicate\u003C/em\u003E positively and show patience with one another so that any players who may take longer than the others to figure out the answers feel respected. They can also build understanding of differences in how games can be approached and played. Educators can include basic words from different languages spoken by students to encourage respectful communicative practices among students when they are working together.\u003C/p\u003E\n\u003Ch4\u003EGrade 6\u003C/h4\u003E\n\u003Cp\u003EAs students examine elements in shrinking and growing patterns and in patterns with missing elements, they may \u003Cem\u003Emake connections\u003C/em\u003E to their relationships with others and consider the importance of consistent and regular practices of communication. For example: \u201CWhen my friend and I message back and forth, if I miss a message, then my friend might make assumptions and our communication could go off track.\u201D\u003C/p\u003E"},"abstract":{"type":"text","name":"Abstract","value":""},"credit":{"type":"rich_text","name":"Credit","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"parent":{"type":"modular_content","name":"Parent","value":[]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[{"name":"Accordion","codename":"accordion"}]},"alert_type":{"type":"multiple_choice","name":"Alert type","value":[]},"dismissible":{"type":"multiple_choice","name":"Dismissible","value":[]},"search_terms":{"type":"text","name":"Search Terms","value":""},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"container_type":{"type":"multiple_choice","name":"Container type","value":[]},"callout_colour_override":{"type":"multiple_choice","name":"Callout background colour override","value":[]}}},"math___primary___a1___identification_management_em":{"system":{"id":"db1d3458-87a1-4c1e-93bb-779d44d75911","name":"Math - Junior - A1 - Identification Management Emotions","codename":"math___primary___a1___identification_management_em","language":"en-CA","type":"ui___generic_content","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T22:22:58.0613034Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Identification and Management of Emotions "},"url_slug":{"type":"url_slug","name":"URL slug","value":""},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Ch4\u003EGrade 4\u003C/h4\u003E\n\u003Cp\u003EAs students analyse different sets of data, they may \u003Cem\u003Emake connections\u003C/em\u003E to the content by considering what emotions the various representations evoke. In their analysis, they may consider how the data has been presented to inspire hope or shame or to prompt reflection and questioning. They may reflect on how different design elements (e.g., fonts, colours, images) or different types of graphs are used to evoke different feelings. To promote deeper levels of connection to the content, educators can encourage students to explore data sets that are about topics relevant to their lives, including data on attendance at local events in celebration of National Indigenous Peoples Day or the Lunar New Year, or data on attendance at school sporting events.\u003C/p\u003E\n\u003Ch4\u003E\u003Cstrong\u003EGrade 5\u003C/strong\u003E\u003C/h4\u003E\n\u003Cp\u003EAs students learn about the concept of credit and debt and describe their effects on financial decisions, they may \u003Cem\u003Ereflect\u003C/em\u003E on the emotions that different circumstances invoke in them. Money can be an emotional topic because it is often connected to social and financial inequalities that are beyond students\u2019 control. Individual circumstances may emerge that may evoke strong emotions, such as shame, jealousy, or feelings of exclusion. If students can learn ways to name and understand their feelings about money, they may be able to better articulate injustice as they observe or experience it and make more informed financial decisions that are under their control. It is critical for educators to remember that the concepts of credit and debt may need a contextual and cultural focus that is respectful and that not all transactions involve money, since the cultures of a family, community, and country may have varying viewpoints on these practices.\u003C/p\u003E\n\u003Ch4\u003EGrade 6\u003C/h4\u003E\n\u003Cp\u003EAs students use appropriate metric units to solve problems that involve conversion, they may identify and \u003Cem\u003Ecommunicate\u003C/em\u003E emotions they feel. For example: \u201CI was surprised that the number in metres was so small after I converted the measurement from millimetres to centimetres, and then to metres. It\u2019s amazing to see how much the number changes\u0026nbsp;\u2013 millimetres are a lot smaller than metres.\u201D Educators should also be prepared to address heightened emotions due to some students\u2019 direct experiences with systemic inequalities that may arise when working with related math problems (e.g., when practising conversions using food as an example, be aware of the impact on and sensitivity of students who may be experiencing food insecurity).\u003C/p\u003E"},"abstract":{"type":"text","name":"Abstract","value":""},"credit":{"type":"rich_text","name":"Credit","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"parent":{"type":"modular_content","name":"Parent","value":[]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[{"name":"Accordion","codename":"accordion"}]},"alert_type":{"type":"multiple_choice","name":"Alert type","value":[]},"dismissible":{"type":"multiple_choice","name":"Dismissible","value":[]},"search_terms":{"type":"text","name":"Search Terms","value":""},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"container_type":{"type":"multiple_choice","name":"Container type","value":[]},"callout_colour_override":{"type":"multiple_choice","name":"Callout background colour override","value":[]}}},"math___primary___a1___positive_motivation_and_pers":{"system":{"id":"9974499e-f5fa-458a-aafb-2a90c3be5d40","name":"Math - Junior - A1 - Positive Motivation and Perseverance","codename":"math___primary___a1___positive_motivation_and_pers","language":"en-CA","type":"ui___generic_content","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T22:34:35.5823916Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Positive Motivation and Perseverance"},"url_slug":{"type":"url_slug","name":"URL slug","value":""},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Ch4\u003EGrade 4\u003C/h4\u003E\n\u003Cp\u003EAs students use the row-and-column structure of an array to determine the area of a rectangle, they may \u003Cem\u003Emake connections \u003C/em\u003Eto other learning, such as laying out paper squares to cover a shape to determine whether the area of the shape can be found by multiplying the side lengths. For example: \u201CI kept laying out paper squares to cover the area, trying to keep them straight and organized in rows and columns. As I was doing this, I realized that I could use multiplication instead of laying out every square individually. I built a row, saw how many rows could fit, and used this information to figure out how many squares it would take. That made it way quicker and easier for me to figure out the area. I wrote my strategy as a formula and shared it with the class.\u201D\u003C/p\u003E\n\u003Ch4\u003EGrade 5\u003C/h4\u003E\n\u003Cp\u003EAs students learn to analyse a variety of data sets by asking questions, identifying any biases, making convincing arguments, challenging preconceived notions, and drawing conclusions, they can \u003Cem\u003Ereason and prove\u003C/em\u003E that by continuing to ask questions, dig deeper, and probe further, they will get better information and be empowered to make more informed decisions. Working with meaningful data can contribute to motivation. For example, educators can offer alternative perspectives to students using carefully cultivated resources and creating opportunities to amplify multiple voices (e.g., analysing data on income levels and health care services in urban centres and in First Nations, M\u00E9tis, and/or Inuit communities). Students should be encouraged to think critically about the results, why they are important, and how they might respond.\u003C/p\u003E\n\u003Ch4\u003EGrade 6\u003C/h4\u003E\n\u003Cp\u003EAs students identify some of the factors that may help or interfere with reaching financial goals, they may \u003Cem\u003Ereflect\u003C/em\u003E on and explore the concept of needs and wants, considering the barriers that they and others may experience as well as potential ways in which positive motivation and perseverance can be used to address these barriers. Because of social and financial inequalities that are beyond students\u2019 control, sensitivity is needed to recognize the range of experiences and access to money among students in the class. Educators should use hypothetical situations and sample budgets to raise awareness in all students of systemic issues that may present large barriers to reaching financial goals (e.g., food security, affordable housing).\u003C/p\u003E"},"abstract":{"type":"text","name":"Abstract","value":""},"credit":{"type":"rich_text","name":"Credit","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"parent":{"type":"modular_content","name":"Parent","value":[]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[{"name":"Accordion","codename":"accordion"}]},"alert_type":{"type":"multiple_choice","name":"Alert type","value":[]},"dismissible":{"type":"multiple_choice","name":"Dismissible","value":[]},"search_terms":{"type":"text","name":"Search Terms","value":""},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"container_type":{"type":"multiple_choice","name":"Container type","value":[]},"callout_colour_override":{"type":"multiple_choice","name":"Callout background colour override","value":[]}}},"math___primary___a1___self_awareness_and_sense_of_":{"system":{"id":"faa2fc4f-97a0-4d17-87c0-ddaa20e8cf6f","name":"Math - Junior - A1 - Self-Awareness and Sense of Identity","codename":"math___primary___a1___self_awareness_and_sense_of_","language":"en-CA","type":"ui___generic_content","collection":"default","sitemap_locations":[],"last_modified":"2020-11-17T17:55:28.300321Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Self-Awareness and Sense of Identity"},"url_slug":{"type":"url_slug","name":"URL slug","value":""},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Ch4\u003EGrade 4\u003C/h4\u003E\n\u003Cp\u003EAs students learn to analyse and classify patterns as repeating, growing, or other, they can \u003Cem\u003Emake connections\u003C/em\u003E to their own patterns of behaviour\u0026nbsp;\u2013 for example, to their pattern of being physically active regularly for health and personal fitness. Students may track the distance they travel (e.g., run, wheel, or bike) each day or the length of time they can hold a strong plank position. As they track these measurements over the course of two weeks, they can \u003Cem\u003Ereflect\u003C/em\u003E on whether their numbers show repeating, growing, or other types of patterns and make connections to what this may mean in terms of their health and personal fitness. For example, being able to run, wheel, or bike for longer or hold a strong plank position for longer could contribute to students\u2019 goals of improving their personal health and fitness. Educators can adopt a holistic approach to real-life scenarios and have students consider the effects of being regularly physically active at a physical, emotional, intellectual, and spiritual (meaning consciousness) level.\u003C/p\u003E\n\u003Ch4\u003EGrade 5\u003C/h4\u003E\n\u003Cp\u003EAs students share mental math strategies that can be used to estimate sums and differences of decimal numbers, they may \u003Cem\u003Ereflect\u003C/em\u003E and acknowledge that different people use different mental math strategies and that some ways of thinking are unique to each individual, and that\u2019s okay. They may consider which mental math strategies might work particularly well in a particular situation for them when doing calculations. Educators can respectfully challenge students to think about the validity of the strategies from other perspectives. Educators can also use this opportunity to explore a range of strategies that different students may be familiar with and connect them to a range of cultural experiences. For example, the Oksapmin of Papua New Guinea have a counting system that uses body parts to express numbers from 1 to 27. Students may also be familiar with the \u201Cstick\u201D method of doing multiplication, which is a method taught in some parts of the world.\u003C/p\u003E\n\u003Ch4\u003EGrade 6\u003C/h4\u003E\n\u003Cp\u003EAs students track different aspects of their physical and mental health and use a variety of graphs and data visualization tools to show what they have learned, they may \u003Cem\u003Ereflect\u003C/em\u003E on this information in a holistic way. For example: \u201CI am using a table to track my screen time in class and a step-counter app to track the number of steps I take at school each day. I am displaying all of this data as a broken-line graph to show the change over time. I am also keeping track of how screen time and physical activity make me feel. Looking at all of this information together, I can see a connection between my screen time, my physical activity, and my feelings.\u201D For some students, reflection may include drawing on cultural connections and specific teachings from their community (e.g., family members, community leaders, community cultural workers, Elders, M\u00E9tis Senators, knowledge keepers, and knowledge holders).\u003C/p\u003E"},"abstract":{"type":"text","name":"Abstract","value":""},"credit":{"type":"rich_text","name":"Credit","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"parent":{"type":"modular_content","name":"Parent","value":[]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[{"name":"Accordion","codename":"accordion"}]},"alert_type":{"type":"multiple_choice","name":"Alert type","value":[]},"dismissible":{"type":"multiple_choice","name":"Dismissible","value":[]},"search_terms":{"type":"text","name":"Search Terms","value":""},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"container_type":{"type":"multiple_choice","name":"Container type","value":[]},"callout_colour_override":{"type":"multiple_choice","name":"Callout background colour override","value":[]}}},"math___primary___a1___stress_management_and_coping":{"system":{"id":"0944bd1d-33bf-43d5-b984-906488c7b9c4","name":"Math - Junior - A1 - Stress Management and Coping","codename":"math___primary___a1___stress_management_and_coping","language":"en-CA","type":"ui___generic_content","collection":"default","sitemap_locations":[],"last_modified":"2020-11-10T22:32:31.8515837Z","workflow":"default","workflow_step":"published"},"elements":{"site___persona":{"type":"taxonomy","name":"Site - Persona","taxonomy_group":"site___persona","value":[]},"image":{"type":"asset","name":"Image","value":[]},"title":{"type":"text","name":"Title","value":"Stress Management and Coping"},"url_slug":{"type":"url_slug","name":"URL slug","value":""},"content":{"type":"rich_text","name":"Content","images":{},"links":{},"modular_content":[],"value":"\u003Ch4\u003EGrade 4\u003C/h4\u003E\n\u003Cp\u003EAs students create an infographic of a data set, they may \u003Cem\u003Eproblem solve\u003C/em\u003E and apply a range of strategies to avoid getting \u201Cstuck\u201D or to get themselves \u201Cunstuck\u201D. They can pause to regroup before continuing or they can adjust their learning environment. For example: \u201CI love trying to figure out really challenging problems, but if I get stuck and feel myself getting frustrated, it helps if I put away the problem, go outside for a break, and then come back to it later. If I need to get it done right away, I can ask my teacher for a hint or for help in selecting a graph, or I can review anchor charts in the classroom that might help jog my thinking. One of my friends likes to switch to a different problem or work on the parts of the problem they know how to complete. Another friend likes to work in a very quiet space, whole another one finds it helpful to listen to music while they work.\u201D Educators can also offer students focused and responsive stress management techniques that promote holistic ways of looking at problems. They can ask students to think about the problem and how it affects them physically, emotionally, intellectually, and spiritually and to make connections between these different states of being. Educators can also encourage students to support and affirm the work of their peers using symbols and languages that are specific to them.\u003C/p\u003E\n\u003Ch4\u003EGrade 5\u003C/h4\u003E\n\u003Cp\u003EAs students perform different types of transformations, moving objects in particular ways and seeing how they look from different angles, they may \u003Cem\u003Ereflect\u003C/em\u003E on the benefit of looking at a situation in their own lives in a different way, to help make it easier to cope with. For example: \u201CI didn\u2019t think it was possible, but now that I\u2019ve taken a step back and looked at my situation from another angle, I see there is a way of making it work and I am feeling less stressed about this.\u201D In another situation, students might also make observations like this: \u201CThis situation is a result of unfair rules or practices that limit my ability to succeed. If we can fix some of the rules, then maybe more people will have a chance to be successful.\u201D Educators can also encourage students to think about situations from the perspective of a family member, a community member, or a friend. What would they say? What advice would they give?\u003C/p\u003E\n\u003Ch4\u003EGrade 6\u003C/h4\u003E\n\u003Cp\u003EAs students do probability experiments that they may find challenging, they can find it helpful to \u003Cem\u003Erepresent\u003C/em\u003E the possible outcomes in concrete or pictorial ways. For example: \u201CI find it stressful when things are unclear. When I can write my thinking down, I can start to figure out what I think I don\u2019t know and then work towards making my thinking clearer. This makes me feel more confident about solving the problem.\u201D It is also important for students to know that symbolic and graphic representations that are culturally affirming are welcome.\u003C/p\u003E"},"abstract":{"type":"text","name":"Abstract","value":""},"credit":{"type":"rich_text","name":"Credit","images":{},"links":{},"modular_content":[],"value":"\u003Cp\u003E\u003Cbr\u003E\u003C/p\u003E"},"parent":{"type":"modular_content","name":"Parent","value":[]},"ui_types":{"type":"taxonomy","name":"UI Types","taxonomy_group":"ui_types","value":[{"name":"Accordion","codename":"accordion"}]},"alert_type":{"type":"multiple_choice","name":"Alert type","value":[]},"dismissible":{"type":"multiple_choice","name":"Dismissible","value":[]},"search_terms":{"type":"text","name":"Search Terms","value":""},"site___transferable_skills":{"type":"taxonomy","name":"Site - Transferable Skills","taxonomy_group":"site___transferable_skills","value":[]},"container_type":{"type":"multiple_choice","name":"Container type","value":[]},"callout_colour_override":{"type":"multiple_choice","name":"Callout background colour override","value":[]}}},"math___sel_assessment_note_table":{"system":{"id":"c3569fd1-1ba4-43bd-af13-18bd34a6c01a","name":"Math - SEL Assessment Note Table","codename":"math___sel_assessment_note_table","language":"en-CA","type":"custom_html","collection":"default","sitemap_locations":[],"last_modified":"2021-10-05T12:46:06.2059783Z","workflow":"default","workflow_step":"published"},"elements":{"content":{"type":"custom","name":"Content","value":"\u003Ctable style=\u0022border-collapse: collapse; width: 100%;\u0022 border=\u00221\u0022\u003E\n\u003Ctbody\u003E\n\u003Ctr\u003E\n\u003Ctd style=\u0022width: 98.32%; background-color: #e1f5fa; border-style: solid; border-color: #ffffff;\u0022\u003E\u003Cspan style=\u0022color: #000000;\u0022\u003E\u003Cem\u003ENote:\u003C/em\u003E Beginning in the 2021\u0026ndash;22 school year, schools are asked not to assess, evaluate or report on the overall expectations related to social-emotional learning skills in\u0026nbsp;\u003Cem\u003EThe Ontario Curriculum, Grades 1\u0026ndash;8, Mathematics (2020)\u0026nbsp;\u003C/em\u003Eand\u0026nbsp;\u003Cem\u003EThe Ontario Curriculum, Grades 1\u0026ndash;8, Health and Physical Education (2019)\u003C/em\u003E. It is the ministry\u0026rsquo;s expectation that instruction of the social-emotional learning skills will continue while educators engage in ongoing professional learning.\u003C/span\u003E\u003C/td\u003E\n\u003C/tr\u003E\n\u003C/tbody\u003E\n\u003C/table\u003E"}}},"n4fcb704a_5671_012b_1d96_e9e09179fcea":{"system":{"id":"4fcb704a-5671-012b-1d96-e9e09179fcea","name":"4fcb704a-5671-012b-1d96-e9e09179fcea","codename":"n4fcb704a_5671_012b_1d96_e9e09179fcea","language":"en-CA","type":"custom_html","collection":"default","sitemap_locations":[],"last_modified":"2024-01-30T13:34:36.5680801Z"},"elements":{"content":{"type":"custom","name":"Content","value":"\u003Cul\u003E\n\u003Cli\u003E14.9 \u002B 24.6\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp style=\u0022padding-left: 40px;\u0022\u003E= 15.0 \u002B 24.5 = 39.5\u0026nbsp; (add one tenth to 14.9 to make it easier to work with and take one tenth away from 24.6 to compensate)\u003C/p\u003E\n\u003Cp style=\u0022padding-left: 40px;\u0022\u003E\u0026nbsp;\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003E35.7 \u0026ndash; 17.9:\n\u003Cul\u003E\n\u003Cli\u003E35.9 \u0026ndash; 17.9 = 18.0 (add two tenths to 35.7 to make it easier to work with)\u003C/li\u003E\n\u003Cli\u003E18.0 \u0026ndash; 0.2 = 17.8 (take away the two tenths that was added on)\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003C/ul\u003E"}}}}}