Math K-7 IRP Number (Number Concepts)

Students use numbers to describe quantities. They represent numbers in multiple ways.


Prescribed Learning Outcomes Illustrated Examples
It is expected that students will:
  • estimate and then count the number of objects in a set (0 to 1000), and compare the estimate with the actual number
    		• -> Estimate the number of raisins in a 14 g snack box. Check by counting, and find the difference between your estimate and the count. Use this information to predict the number of raisins in a 42 g snack box. Check.

    Suppose you counted the number of raisins in a 450 g box. About how many raisins would you expect to find? Explain your reasoning.

  • use skip counting (both forward and backward) to support their understanding of pattern in multiplication and division
    		• -> Examine Roxie's method of solving problems.


    Use Roxie's method to solve these problems:

    65 — 7 =____
    6 x 8 =____
  • compare and order numbers up to 10 000
    		• -> Use digit cards from 0 to 9. Pick any four cards. Make the smallest possible four-digit number. Make the largest possible four-digit number. Make three more four-digit numbers, and order them from smallest to largest.
  • read and write number words to 1000
    		• -> Use words to write the number that is:

    150 less than 500
    275 greater than 450
    895 rounded to the nearest ten
    895 rounded to the nearest hundred
  • round numbers to nearest 10, 100, and 1000
    		• -> The coastline of B.C. is 7020 km long. Round to the nearest thousand kilometres.
  • represent and describe numbers to 10 000 in a variety of ways
    		• -> 450 can be represented as 150 x 3. Represent 450 two more ways.
  • demonstrate concretely, pictorially, and symbolically place-value concepts to give meaning to numbers up to 10 000
    		• -> Dale's teacher asked him to build a model of the number two thousand one hundred thirty-four. Dale has these base-ten blocks on his desk: two large cubes, two flats, twenty-five small cubes. Can Dale build the model? Use diagrams and numbers to explain your answer.
  • sort numbers into categories using one or more attributes
    		• -> Write the numbers from 0 to 10 on separate pieces of paper. Place the numbered pieces of paper in the Venn diagrams according to the rules shown. When your work is complete, write each number on the diagram.

  • demonstrate an understanding of hundredths as part of a region or set

  • connect proper fractions to decimal fractions (tenths and hundredths) using manipulatives, diagrams, and symbols
    		• -> Let the base-ten flat represent one whole square. Use centimetre cubes to build a one-layer shape that is less than one whole square. Record your shape on centimetre grid paper. Write a fraction and a decimal to tell how much of the square is covered by your shape and how much of the square is not covered by your shape.
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    Maintained by: Mathematics Coordinator

    Revised: October 20, 1997

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