Jump Math

Content

number concepts to 10 000

Number Concepts to 10,000:

• Counting – Part 1 Lessons: NS4-1 to 6, 9, 10
• Multiples – Part 1 Lessons: NS4-1, 2
• Flexible counting strategies and whole number benchmarks – Part 1 Lessons: NS4-1, 2
• Numbers to 10,000 can be arranged and recognized – Part 1 Lessons: NS4-3, 7 to 10
• Comparing and ordering numbers – Part 1 Lessons: NS4-7 to 10
• Estimating large quantities – Part 1 unit 1 Lesson: NS4 – 7 to 10
• Place value – Part 1 unit 1 lesson:  NS4-3 to 6
• 1000s, 100s, 10s, and 1s – Part 1 unit 1 lesson:  NS4-3 to 6
• Understanding the relationship between digital places and their value, to 10,000 – Part 1 unit 1 lesson:  NS4-3 to 6

Whole number benchmarks are not specifically covered

decimals to hundredths

Decimals to hundredths:

• Fractions and decimals are numbers that represent an amount or quantity – Part 2 unit 9 lesson: lessons to Unit Nine lessons and NS for 40 4 – 45, 49. Unit 10 lessons: NS4-23503, 59-60, 62
• Fractions and decimals can represent parts of a region, set, or linear model – Part 2 unit 9 lesson: lessons to Unit 9lessons and NS for 40 4 – 45, 49. Unit 10 lessons: NS4-23503, 59-60, 62
• Fractional parts and decimals are equal shares or equal sized portions of a whole or unit – part 2 unit 9 lesson: lessons to Unit 9lessons and 4 – 45 49.   Part 2 Unit 10 lesson: NS4- 52 – 53, 59-60
• Understanding the relationship between fractions and decimals –  Part 2 Unit 10 lesson: NS4-45-46

ordering and comparing fractions

Ordering and comparing fractions:

• Comparing and ordering of fractions with common denominators – Part 2 unit 10 Lessons: NS4-46
• Estimating fractions with benchmarks (e.g.,  0, 1/2, whole) – Part 2 unit 10 Lessons: NS4-45-46
• Using concrete and visual models Part 2 unit 10 Lessons: NS4-45-46, 49

addition and subtraction to 10 000

• Estimating decimal sums and differences – Part 1 unit 2 lessons:  NS 4 – 11 – 19
• Using visual models, such as base ten blocks, place value mats, grid paper, and number lines – Part 1 unit 2 lessons:  NS 4 – 20
• Using addition and subtraction in real life contacts and problem-based situations – Part 1 unit 2 lessons:  NS 4 – 13, 19- 20

multiplication and division of two- or three-digit numbers by one-digit numbers

Multiplication and division of two or three digit numbers by 1 digit numbers:

• Understanding the relationships between multiplication and division, multiplication and addition, division and subtraction – Part 1 unit 5 lessons:  PA4 – 1 – 2. part 1 unit 6 lessons:  NS4 – 22 – 23. part 1 unit 7 lessons: NS4-31-32, 34-36, 41
• Using flexible computation strategies (e.g., decomposing, distributive principle,  commutative principal. repeated addition, and repeated subtraction) – Part 1 unit 5 lessons:  PA4 – 1 – 3. part 1 unit 6 lessons:  NS4 – 23 – 27, 29. part 1 unit 7 lessons: NS4-33-34, 39-41
• Using multiplication and division in real life context and problem-based situations – Part 1 unit 5 lessons:  PA4 – 2 – 3. part 1 unit 6 lessons:  NS4 – 22, 30. part 1 unit 7 lessons: NS4-35-37, 40-41, 44

addition and subtraction of decimals to hundredths

Addition and subtraction of decimals to hundredths:

• Estimating decimal sums and differences – Part 2 Unit 10 lessons:  NS4 – 57
• Using visual models, such as base ten blocks, place value math, grade paper, and number lines – Part 2 Unit 10 lessons:  NS4 – 56, 60-61
• Using addition and subtraction in real life context and Problem-based situations – Part 2 Unit 10 lessons:  NS4 – 57, 61, 63

addition and subtraction facts to 20 (developing computational fluency)

Addition and subtraction facts to 20 (developing computational fluency):

• Provide opportunities for authentic practice, building on previous grade level addition and subtraction facts –  part 1 unit 2 lessons: NS4 – 12 – 13, 17
• Flexible use of mental math strategies –  part 1 unit 2 lessons: NS4 – 14, 18

multiplication and division facts to 100 (introductory computational strategies)

Multiplication and division of facts to 100 (Introductory computational strategies):

• Provide opportunities for concrete and pictorial representations of multiplication –  part 1 unit 5 lesson PA4-2. Part 1 unit 6 Lesson: NS4 – 22. part 1 unit 7 lessons: NS4 – 31, 34 – 35, 39
• Building computational fluency – part 1 unit 5 lesson PA4-3. Part 1  unit 6 Lesson: NS4 – 28. part 1 unit 7 lessons: NS4 – 33-34, 40,42
• Use games to provide opportunities for authentic practice of multiplication computations –  part 1 unit 7 lessons: NS4 – 31
• Looking for patterns in numbers, such as in a hundred chart, to further develop an understanding of multiplication computation – Part 1 unit 5  lessons: pa4- 4 – 6
• Connect multiplication to skip counting – Part 1 unit 5 lessons:  PA4-3. part 1 unit 6 lessons: NS4 – 21. part 1 unit 7 lessons: NS4 – 33 – 34, 36
• Connecting multiplication to division and repeated addition –  part 1 unit 5 lesson: lessons PA4-1. part 1 unit 6 lessons: NS4 – 21. TENS unit 7 lessons: NS4 – 33 – 34, 36
• Students will become more fluent with these facts –  part 1 unit 6 lessons: NS4-27. part 1 unit 7 lessons: NS4-34
• Using mental math strategies,  such as doubling or having – art 1 unit 6 lessons: NS4- 21, 24

Memorization of facts is not intended for this level, students will become more fluent with these facts

increasing and decreasing patterns, using tables and charts

Increasing and decreasing patterns, using tables and charts:

• Change in patterns can be represented in charts, graphs, and tables –  part 1 unit 5 lessons: PA4- 4, 9-10
• Using words and numbers to describe increasing and decreasing patterns –  part 1 unit 5 lessons: PA4- 5 – 7, 11
• Fish stocks in Lakes, life expectancies –  Part 1 unit 5 lessons: PA4-11

algebraic relationships among quantities

Algebraic relationships among quantities:

• Representing and explaining one step equations with an unknown number –  part 2 unit 11 lessons: PA4- 12 – 18
• Describing pattern rules, using words and numbers from concrete and pictorial representations –  part 1 unit 5 lessons: PA4-8-10
• Planning a camping or hiking trip;  planning for quantities and materials needed per individual and group overtime –  part 1 unit 5 lessons: PA4-11. part 1 unit 7 lessons: NS4-37

one-step equations with an unknown number, using all operations

One step equations with an unknown number using all operations:

• One step equations for all operations involving an unknown number (e.g., __+ 4 = 15, 15 – __ = 11) – Part 2 unit 11 lessons: PA4-  12 – 18
• Start unknown (e.g., n + 15 = 20; 20 – 15 = __) – Part 2 unit 11 lessons: PA4-12, 14-16
• Change unknown (e.g., 12 + n = 20) – Part 2 unit 11 lessons: PA4-12, 14-16
• Result unknown (e.g., 6 + 13 = __) – Part 2 unit 11 lessons: PA4-12, 14-16

how to tell time with analog and digital clocks, using 12- and 24-hour clocks

How to tell time with analog and digital clocks using 12 and 24 hour clocks:

• Understanding how to tell time with analog and digital clocks, using 12-hour and 24-hour clocks – Part 2 Unit 13 lessons: ME4-21,  23
• Understanding the concept of a.m. and p.m. – part 2 13 lessons: ME4-22
• Understanding the number of minutes in an hour – Part 2 Unit 13 lessons: ME4-21, 23-24
• Standing concepts of using a circle and of using fractions in telling time ( e.g.,  half past, quarter to) – Part 2 Unit 13 lessons: ME4-23
• Telling time in 5-minute intervals – Part 2 Unit 13 lessons: ME4-24
• Time to the nearest Minute – Part 2 Unit 13 lessons: ME4-25
• First Peoples use of numbers in time and Seasons, represented by seasonal cycles and moon cycles (e.g.,  how the position of sun, moon, and stars is used to determine times for traditional activities, and navigation) – Part 2 Unit 13 lessons: ME4-25

regular and irregular polygons

Regular and irregular polygons:

• Describing and sorting regular and irregular polygons based on multiple attributes –  part 1 Unit 4 lessons: G4- 1-2, 4-7
• Investigating polygons (polygons are closed shapes with similar attributes) – Part 1 unit 4 lessons: G4- 4-7
• Yup’ik border patterns – Part 1 unit 4 lessons: G4- 4-5

perimeter of regular and irregular shapes

Perimeter of regular and irregular shapes:

• Using geoboards and grids to create, represent, measure, and calculate perimeters – Unit 12 lessons: ME4- 9 – 10

line symmetry

Line symmetry:

• Using concrete materials such as pattern blocks, to create designs that have a mirror Image within them –  part 1 Unit 4 lessons: G4- 9
• First Peoples art, borders,  birchbark biting, canoe building –  part 1 Unit 4 lessons: G4-9
• This is a structure designed by first peoples in a local community and have student examines the cemetery, balance, and patterns within the structure. Then replicate symbol models of architecture focusing on the patterns they noticed in the original.

one-to-one correspondence and many-to-one correspondence, using bar graphs and pictographs

One-to-one correspondence and mini to 1 correspondence, using bar graphs and pictographs:

• Many to one correspondence:  one symbol represents a group or value (e.g.,  on a bar graph, one square may represent 5 cookies) –  part 2 Unit 8 lessons: PDM4- 2 – 5

probability experiments

Probability experiment:

• Predicting single outcomes ( e.g.,  when you spend using one spinner and it lands on a single colour) –  part 2 unit 15 lessons: PDM4- 10 – 11, 13
• Using Spinners, rolling dice, pulling objects out of a bag – part 2 unit 15 lessons: PDM4-  10 – 11, 13
• Recording results using tallies – part 2 unit 15 lessons: PDM4- 11, 13
• Dene/Kaska Hand games, Lahal  stick games – part 2 unit 15 lessons: PDM4-  10 – 11

Predicting single outcomes (e.g.,  when you spin using one spinner and it lands on a single color) – Part 2 Lessons: 16-23

• Using Spinners, rolling dice, pulling objects out of a bag – Part 2 Lessons: 16-23

financial literacy — monetary calculations, including making change with amounts to 100 dollars and making simple financial decisions

Financial literacy – monetary calculations, including making change with amount to \$100 and making simple financial decisions:

• Making monetary calculations, Including decimal notation in real life contacts and problem-based situations – Part 2 Unit 10 lessons: NS4-63
• Applying a variety of strategies, such as counting up, counting back, and decomposing, to calculate totals and make change – Part 2 Unit 10 lessons: NS4-63
• Making simple financial decisions involving  earning, spending, saving, and giving – Part 2 Unit 10 lessons: NS4-63
• Equitable trade rules – Part 2 Unit 10 lessons: NS4-63

Curricular Competencies

Reasoning/Analyzing

Use reasoning to explore and make connections

part 1 unit 5 lessons: PA4-11

part 2 Unit 10 lessons: NS4-53

Estimate reasonably

part 1 Unit 1 lessons: NS4-2

part 2 Unit 9 lessons: NS4-46

Develop mental math strategies and abilities to make sense of quantities

part 1 Unit 1 lessons: NS4-10

part 2 Unit 9 lessons: NS4-46

Use technology to explore mathematics

part 1 unit 5 lessons: PA4-5

part 2 Unit 9 lessons: NS4-46

Model mathematics in contextualized experiences

part 1 unit 7 lessons: NS4-32

part 2 Unit 13 lessons: G4-22

Understanding/Solving

Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving

part 1 unit 5 lessons: PA4-11

part 2 Unit 12 lessons: ME-9

Visualize to explore mathematical concepts

part 1 unit 5 lessons: PA4-2

part 2 Unit 11 lessons: PA4-17

Develop and use multiple strategies to engage in problem solving

part 1 unit 7 lessons: NS4-37

part 2 unit 10 lessons: NS4-60

Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures

part 1 Unit 4 lessons: G4-9

part 2 unit 8 lessons: PDM4-2

Communicating/Representing

Communicate mathematical thinking in many ways

part 1 Unit 4 lessons: G4-7

part 2 unit 12 lessons: ME4-10

Use mathematical vocabulary and language to contribute to mathematical discussions

part 1 Unit 6 lessons: NS4-30

part 2 Unit 11 lessons: PA4-12

Explain and justify mathematical ideas and decisions

part 1 unit 7 lessons: NS4-42

part 2 unit 8 lessons: PDM4-3

Represent mathematical ideas in concrete, pictorial, and symbolic forms

part 1 Unit 1 lessons: NS4-7

part 2 Unit 11 lessons: PA4-15

Connecting/Reflecting

Reflect on mathematical thinking

part 1 unit 7 lessons: NS4-42

part 2 unit 10 lessons: NS4-58

Connect mathematical concepts to each other and to other areas and personal interests

part 1 unit 5 lessons: PA4-11

part 2 Unit 8 lessons: PMD4-4