Primary+MATH+POL

Primary Math POL

POL Planning document -

** PROGRESSION OF LEARNING PLANNING DOCUMENT ** ** ARITHMETIC ** > ||
 * ** UNDERSTANDING AND WRITING NUMBERS ** ||
 * **Learning** || **Link, Notebook file, etc.** ||
 * # ** Natural numbers less than . . . - 1000, 100 000, 1 000 000 ** || [] ||
 * # Counts or recites counting rhymes involving natural numbers || * []
 * [] ||
 * # Counts forward from a given number || * []
 * []
 * [] ||
 * # Counts forward and backward || * ixl.com - counting forward and backward
 * # Skip counts || [|cycle one skip counting]
 * []
 * []
 * []


 * [] ||
 * # Counts collections (using objects or drawings || * []


 * []

and the conservation of number in various combinations. ||  || objects or drawings || [] [] || (e.g. tokens, nesting cubes, groups of ten objects placed inside a bag and ten of these bags placed inside another container) || [] || (eg. Base ten blocks, number tables) || [] || materials for which groupings are symbolic (eg. Abacus, money) || * [] (e.g. 123=100 + 23 123=100+20+3 123=50+50+20+3 123=2 x 50 + 30 – 7 123= 2 x 60 + 3) || [] || (e.g. 52 = 40 + 12, 25 + 27, 40 + 12, 104 / 2) || [] (Math SMARTBoard Templates and Resources) || [] (Wash Line) || vocabulary (e.g. even numbers, odd numbers, square numbers, triangular numbers, prime numbers, composite numbers) || [] || (e.g. hundreds chart, number strip, number line) || @http://www.abcya.com/interactive_100_number_chart.htm @http://resources.oswego.org/games/SplatSquares/splatsq99.html [] || composite numbers) || [] || to a given value) ||  ||
 * []
 * [] ||
 * # Matches the gesture to the corresponding number word; recognizes the cardinal aspect of a number
 * # Counts from a given number || [] ||
 * # Counts a collection by grouping or regrouping ||  ||
 * # Counts a pre-grouped collection || * []
 * []
 * []
 * [] ||
 * # Reads and writes any natural number || ixl.com writing numbers up to 1000 in words ||
 * # Represents natural numbers in different ways or associates a number with a set of
 * # Emphasis on apparent, accessible groupings using objects, drawings or unstructured materials
 * # Emphasis on exchanging apparent, non-accessible groupings, using structured materials
 * # Emphasis on place value in non-apparent, non-accessible, groupings, using
 * []
 * []
 * [] ( Math SMARTBoard Templates and Resources) ||
 * # Composes and decomposes a natural number in a variety of ways
 * # Identifies equivalent expressions
 * # Compares natural numbers || [] ||
 * # Arranges natural numbers in increasing or decreasing order || []
 * # Describes number patterns, using his/her own words and appropriate mathematical
 * # Locates natural numbers using different visual aids
 * # Identifies properties of natural numbers ||  ||
 * # Classifies natural numbers in various ways, based on their properties (e.g. even numbers,
 * # Approximates a collection, using objects or drawings (e.g. estimate, round up/down,
 * # Represents the power of a natural number ||  ||

Grouping, digit, number, unit, tens place, hundreds place Natural number, even number, odd number Is equal to, is bigger than(is greater than); is smaller than (is less than) Increasing order, decreasing order Number line 0 to 9, <, >, =, numbers written using digits || * [] Base ten, position, place value, thousand, thousands place, ten thousands Is not equal to; is greater than; is less than Square number, composite number, prime number , numbers written using digits || * Place value [] Hundred thousands, million Exponent, power, squared, cubed Parenthesis , numbers written using digits, exponential notation || [] || [] || and vice versa || [] [] || Fraction, half, one third, one quarter || ixl.comhalves, thirds and fourths [] [] [] || Numerator, denominator Whole, equivalent part, equivalent fraction Fractional notation || [] [] || [] || (e.g. 12 tenths is equivalent to 1 unit and 2 tents; 0.5 is equivalent to 0.50) ||  ||
 * **Vocabulary – Cycle 1**
 * Symbols – Cycle 1**
 * []
 * @http://www.abcya.com/comparing_number_values.htm
 * []
 * [] ||
 * **Vocabulary – Cycle 2**
 * Symbols – Cycle 2**
 * []
 * []
 * []
 * []
 * []
 * [] ||
 * **Vocabulary – Cycle 2**
 * Symbols – Cycle 3**
 * # ** Fractions (using objects or drawings) ** || @http://www.abcya.com/fraction_tiles.htm ||
 * # Identifies fractions related to everyday items (using objects or drawings) ||  ||
 * # Represents a fraction in a variety of ways, based on a whole or a collection of objects || []
 * # Matches a fraction to part of a whole (congruent or equivalent parts) or part of a group of objects,
 * # Identifies the different meanings of fractions (sharing, division, ratio) ||  ||
 * # Distinguishes a numerator from a denominator || [] ||
 * # Reads and writes a fraction || [|http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/3b/3b07589d-3997-41b3-8cbd-41819c1a6a7e/EDTC%204001%20Fraction%20SMART%20Board%20Activity.notebook#] ||
 * # Compares a fraction to 0, ½, or 1 || [] ||
 * # Verifies whether two fractions are equivalent || [[file:EquivalentFractions.notebook]] [[file:st. pat's day equivalent fractions.notebook]] ||
 * # Matches a decimal or percentage to a fraction || @http://www.abcya.com/fractions_to_decimals.htm ||
 * # Orders fractions with the same denominator || [] ||
 * # Orders fractions where one denominator is a multiple of the other(s) || [] ||
 * # Orders fractions with the same numerator || [] ||
 * # Locates fractions on a number line ||  ||
 * **Vocabulary – Cycle 1**
 * **Vocabulary – Cycle 2**
 * Symbols**
 * # ** DECIMALS UP TO . . . ** ||  ||
 * # Represents decimals in a variety of ways (using objects or drawings) || @http://www.abcya.com/decimal_tiles.htm
 * # Identifies equivalent representations (using objects or drawings) || [] ||
 * # Reads and writes numbers written in decimal notation || [] ||
 * # Understands the role of the decimal point ||  ||
 * # Composes and decomposes a decimal written in decimal notation ||  ||
 * # Recognizes equivalent expressions

(e.g. estimates, rounds to a given value, truncates decimal places) ||  || Decimal, tenth, hundredth Decimal notation ||  || Thousandth Decimal notation ||  || (e.g. tokens in two different colours, number line, thermometer, football field, elevator, hot air balloon) || [] || Integer Negative number, positive number Integer notation, +/- calculator key || [] [] ||  ||   ||
 * # Locates decimals on a number line || [] ||
 * # Between two consecutive natural numbers || [] ||
 * # Between two decimals || [] ||
 * # Compares two decimals || [] ||
 * # Approximates
 * # Arranges decimals in increasing or decreasing order ||  ||
 * # Matches ||  ||
 * # A fraction to its decimal || [] ||
 * # A fraction or percentage to its decimal || [] ||
 * **Vocabulary – Cycle 2**
 * Symbols**
 * **Vocabulary – Cycle 3**
 * Symbols**
 * # ** INTEGERS ** ||  ||
 * # Represents integers in a variety of ways (using objects or drawings)
 * # Reads and writes integers ||  ||
 * # Locates integers on a number line or Cartesian plane || [] ||
 * # Compares integers ||  ||
 * # Arranges integers in increasing or decreasing order ||  ||
 * **Vocabulary – Cycle 3**
 * Symbol**

situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction) || [] [] ( Math SMARTBoard Templates and Resources) || describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division) || [] [] [] ( Math SMARTBoard Templates and Resources) || goes into y (using objects and diagrams) || [] || sharing, number of times x goes into y, and comparisons (using objects, diagrams or equations) || [] || [] (Math SMARTBoard Templates and Resources) || [] [] ( Math SMARTBoard Templates and Resources) || and the associative property || [] || the associative property and the distributive property of multiplication over addition or subtraction ||  || Plus, minus, less, more Addition, subtraction, sum, difference +, - || [] [] [] || At least, at most, term, missing term Multiplication, factor, product Division, divisor, dividend, quotient, remainder, sharing Equality, inequality, equation, inverse operation, multiple ×, ÷ || [] [] || describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction) ||  || describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division: rectangular arrays, Cartesian product, area, volume, sharing, number of times x goes into y, and comparisons) ||  || property of addition and the associative property ||  || of addition and multiplication, the associative property and the distributive property of multiplication over addition or subtraction ||  || describes a situation represented by objects, diagrams or equations (use of different meanings of addition, subtraction and multiplication by a natural number) || [] [] ||
 * **MEANING OF OPERATIONS INVOLVING NUMBERS** ||
 * **Learning** || **Link, Notebook file, etc.** ||
 * # **Natural numbers less than . . . - 1000, 100 000, 1 000 000** || * []
 * [] ||
 * # Determines the operation(s) to perform in a given situation || [] ||
 * # Uses objects, diagrams or equations to represent a situation and conversely, describes a
 * # transformation (adding, taking away), uniting, comparing || [] ||
 * # composition of transformations: positive, negative ||  ||
 * # composition of mixed transformations ||  ||
 * # Uses objects, diagrams or equations to represent a situation and conversely,
 * # rectangular arrays, repeated addition, Cartesian product, sharing, and number of times x
 * # rectangular arrays, repeated addition, Cartesian product, area, volume, repeated subtraction,
 * # Establishes equality relations between numerical expressions (e.g. 3 + 2 = 6 – 1) || ixl.com balance equations
 * # Determines numerical equivalencies using relationships between ||  ||
 * # operations (addition and subtraction) and the commutative property of addition || []
 * # operations (the four operations), the commutative property of addition and multiplication
 * # operations (the four operations), the commutative property of addition and multiplication,
 * # Translates a situation using a series of operations in accordance with the order of operations ||  ||
 * **Vocabulary – Cycle 1**
 * Symbols**
 * **Vocabulary – Cycle 2**
 * Symbols**
 * # **DECIMALS UP TO . . .** ||  ||
 * # Uses objects, diagrams or equations to represent a situation and conversely,
 * # transformation (adding, taking away), uniting, comparing ||  ||
 * # composition of transformations: positive, negative ||  ||
 * # composition of mixed transformations ||  ||
 * # Uses objects, diagrams or equations to represent a situation and conversely,
 * # Determines numerical equivalencies using ||  ||
 * # the relationship between operations (addition and subtraction), the commutative
 * # relationships between operations (the four operations), the commutative property
 * # Translates a situation into a series of operations in accordance with the order of operations ||  ||
 * # **FRACTIONS** ||  ||
 * # Uses objects, diagrams or equations to represent a situation and conversely,

[] ( Math SMARTBoard Templates and Resources) || [] ( Math SMARTBoard Templates and Resources) || subtraction facts, using objects, drawings, charts or tables || * [] them to the properties of addition || [] [] ( Math SMARTBoard Templates and Resources) || [] ( Math SMARTBoard Templates and Resources) || sum or difference of two natural numbers less than 1000 || [] [] [] ( Math SMARTBoard Templates and Resources) || natural numbers of up to four digits whose result is greater than 0 || [] (Math SMARTBoard Templates and Resources) || a + b = □, a + □ = c, □ + b = c, a – b = □, a – □ = c, □ – b = c || [] || [] || corresponding division facts, using objects, drawings, charts or tables || [] || them to the properties of multiplication || [] || [] [] || determine the product or quotient of a three-digit natural number and a one-digit natural number, expresses the remainder of a division as a fraction, depending on the context || [] || natural number and a two-digit natural number || [] (Math SMARTBoard Templates and Resources) || four-digit natural number and a two-digit natural number, expresses the remainder of a division as a decimal that does not go beyond the second decimal place ||  ||
 * **OPERATIONS INVOLVING NUMBERS** ||
 * **Learning** || **Link, Notebook file, etc.** ||
 * # **Natural numbers (based on the benchmarks for each cycle)** ||  ||
 * # Approximates the result of ||  ||
 * # an addition or subtraction involving natural numbers || []
 * # any of the four operations involving natural numbers || []
 * # Builds a repertoire of memorized addition and subtraction facts1 ||  ||
 * # Builds a memory of addition facts2 (0 + 0 to 10 + 10) and the corresponding
 * [] ||
 * # Develops various strategies that promote mastery of number facts and relates
 * # Masters all addition facts (0 + 0 to 10 + 10) and the corresponding subtraction facts || * []
 * [] ||
 * # Develops processes for mental computation ||  ||
 * # Uses his/her own processes to determine the sum or difference of two natural numbers. || * []
 * [] ||
 * # Uses his/her own processes to determine the product or quotient of two natural numbers || [] ||
 * # Develops processes for written computation (addition and subtraction) || []
 * # Uses his/her own processes as well as objects and drawings to determine the
 * # Uses conventional processes to determine the sum of two natural numbers of up to four digits || [] (Math SMARTBoard Templates and Resources) ||
 * # Uses conventional processes to determine the difference between two
 * # Determines the missing term in an equation (relationships between operations):
 * # Builds a repertoire of memorized multiplication and division facts || []
 * # Builds a memory of multiplication facts (0 × 0 to 10 × 10) and the
 * # Develops various strategies that promote mastery of number facts and relate
 * # Masters all multiplication facts (0 × 0 to 10 × 10) and the corresponding division facts || []
 * # Develops processes for written computation (multiplication and division) ||  ||
 * # Uses his/her own processes as well as materials and drawings to
 * # Uses conventional processes to determine the product of a three-digit
 * # Uses conventional processes to determine the quotient of a

(relationships between operations): a × b = □, a × □ = c, □ × b = c, a ÷ b = □, a ÷ □ = c, □ ÷ b = c || [] || describes ||  || Pattern, series Calculator keys || [] || multiple of the other fraction(s) ||  || Irreducible fraction ||  || $, ¢ ||  || Percentage % || [] || 1 The development of a repertoire of number facts requires more than mere memorization of tables. 2 The basic additions (and the corresponding subtractions) and multiplications (and the corresponding divisions) include operations whose terms and factors are less than 11.
 * # Determines the missing term in an equation
 * # Decomposes a number into prime factors || [] ||
 * # Calculates the power of a number ||  ||
 * # Determines the divisibility of a number by 2, 3, 4, 5, 6, 8, 9, 10 || @http://www.shodor.org/interactivate/activities/ColoringMultiples/ ||
 * # Performs a series of operations in accordance with the order of operations ||  ||
 * # Using his/her own words and mathematical language that is at an appropriate level for the cycle,
 * # non-numerical patterns (e.g. series of colours, shapes, sounds, gestures) || [] ||
 * # numerical patterns (e.g. number rhymes, tables and charts) ||  ||
 * # series of numbers and family of operations ||  ||
 * # Adds new terms to a series when the first three terms or more are given ||  ||
 * # Uses a calculator and || [] ||
 * # becomes familiar with its basic functions (+, –, =, 0 to 9 number keys, all clear, clear) || [] ||
 * # becomes familiar with its × and ÷ functions || [] ||
 * # becomes familiar with memory keys and change of sign keys (+/–) || [] ||
 * **Vocabulary – Cycle 1**
 * Symbols**
 * # **FRACTIONS (USING OBJECTS OR DIAGRAMS)** || [] ||
 * # Generates a set of equivalent fractions || [] ||
 * # Reduces a fraction to its simplest form (lowest terms) || [] ||
 * # Adds and subtracts fractions when the denominator of one fraction is a
 * # Multiples a natural number by a fraction ||  ||
 * **Vocabulary – Cycle 3**
 * # **DECIMALS** ||  ||
 * # Approximates the results of ||  ||
 * # An addition or a subtraction ||  ||
 * # A multiplication or division ||  ||
 * # Develops processes for mental computation || [] ||
 * # Adds and subtracts decimals || [] ||
 * # Performs operations involving decimals (multiplication, division by a natural number) ||  ||
 * # Multiples and divides by 10, 100, 1000 ||  ||
 * # Develops processes for written computation || [] ||
 * # adds and subtracts decimals whose result does not go beyond the second decimal place || [] ||
 * # multiplies decimals whose product does not go beyond the second decimal place ||  ||
 * # divides a decimal by a natural number less than 11 ||  ||
 * **Symbols – Cycle 2**
 * # **USING NUMBERS** ||  ||
 * # Expresses a decimal as a fraction, and vice versa || [] ||
 * # Expresses a decimal as a percentage, and vice versa || [] ||
 * # Expresses a fraction as percentage, and vice versa ||  ||
 * # Chooses an appropriate number form for a given context ||  ||
 * **Vocabulary – Cycle 3**
 * Symbol**

** GEOMETRY ** Reference system, plane, Cartesian plane, ordered pair Writing ordered pairs (//a//, //b//) || [] || (e.g. spheres, cones, cubes, cylinders, prisms, pyramids) ||  || (e.g. spheres, cones, cubes, cylinders, prisms, pyramids) || []
 * **GEOMETRY** ||
 * **Learning** || **Link, Notebook file, etc.** ||
 * # **SPACE** ||  ||
 * # Gets his/her bearings and locates objects in space (spatial relationships) || [] ||
 * # Locates objects in a plane ||  ||
 * # Locates objects on an axis (based on the types of numbers studied) ||  ||
 * # Locates points in a Cartesian plane ||  ||
 * # In the first quadrant ||  ||
 * # In all four quadrants ||  ||
 * **Vocabulary – Cycle 1 & 2**
 * Symbols - All**
 * # **SOLIDS** ||  ||
 * # Compares objects or parts of objects in the environment with solids
 * # Compares and constructs solids

www.ixl.com Geometry: Compare sides, vertices, edges, and faces
|| Solid, base of a solid, face, flat surface, curved surface Sphere, cone, cube, cylinder, prism, pyramid || [] [] || Vertex, edge, net of a solid || [] [] || Polyhedron, convex polyhedron || [] || Straight line, closed straight line, curved line Plane figure, side Square, circle, rectangle, triangle, rhombus || [] [] || [] || right angles, acute angles, obtuse angles) || [] || Quadrilateral, parallelogram, trapezoid, polygon Convex polygon, nonconvex polygon, segment //Is parallel to . .// ; //is perpendicular to . . .// //, ⊥ || * [] [] (triangle sort) || [] (triangle sort) || Equilateral triangles, isosceles triangle, right triangle, scalene triangle Circle, central angle, diameter, radius, circumference || [] [] || [] [] || Frieze pattern, tesselation Reflection, line of reflection, symmetric figure || [] [] [] || Translation, translation arrow || [] [] || ** MEASUREMENT ** [] [] || [] || [] @http://www.abcya.com/measuring.htm [] || Width, length, height, depth Unit of measure, centimetre, decimetre, metre m, dm, cm || [] [] [] [] || Perimeter, millimetre mm || [] || Kilometre 17 km || [] || Surface, area || [] || Square centimetre, square decimetre, square metre m2, dm2, cm2 || [] || [] || Volume || [] || Cubic centimetre, cubic decimetre, cubic metre m3, dm3, cm3 || [] || Angle, right angle, acute angle, obtuse angle || [] [] || Degree, protractor ∠, ° || [] || (e.g. : 1 L = 1000 mL, ½ L = 500 mL) || [] || Capacity, litre, millilitre L, mL || [] || [] || [] (Alien Weigh In) || (e.g. : 1 kg = 1000 g, ½ kg = 500 g) || [] || Mass, gram, kilogram g, kg || [] [] [] (Alien Weigh In) || [] || [] (Math SMARTBoard Templates and Resources)
 * # Identifies the main solids (e.g. spheres, cones, cubes, cylinders, prisms, pyramids) || [] ||
 * **Vocabulary**
 * # Identifies and represents the different faces of a prism or pyramid || [] ||
 * # Describes prisms and pyramids in terms of faces, vertices and edges || [] ||
 * # Classifies prisms and pyramids ||  ||
 * # Constructs a net of a prism or pyramid ||  ||
 * # Matches the net of ||  ||
 * # a prism to the corresponding prism and vice versa || [] ||
 * # a pyramid to the corresponding pyramid and vice versa ||  ||
 * # a convex polyhedron to the corresponding convex polyhedron ||  ||
 * **Vocabulary – Cycle 2**
 * # Tests Euler’s theorem on convex polyhedrons ||  ||
 * **Vocabulary – Cycle 3**
 * # **PLANE FIGURES** ||  ||
 * # Compares and constructs figures made with closed curved lines or closed straight lines || [] ||
 * # Identifies plane figures (square, rectangle, triangle, rhombus and circle) || [] ||
 * # Describes plane figures (square, rectangle, triangle and rhombus) || [] ||
 * **Vocabulary – Cycle 1**
 * # Describes convex and nonconvex polygons || []
 * # Identifies and constructs parallel lines and perpendicular lines || * []
 * [] ||
 * # Describes quadrilaterals (e.g. parallel segments, perpendicular segments,
 * # Classifies quadrilaterals || * []
 * []
 * [] ||
 * **Vocabulary – Cycle 2**
 * Symbols**
 * []
 * []
 * [] ||
 * # Describes triangles: scalene triangles, right triangles, isosceles triangles, equilateral triangles || []
 * # Classifies triangles || []
 * # Describes circles ||  ||
 * **Vocabulary – Cycle 3**
 * # **FRIEZE PATTERNS AND TESSELLATIONS** ||  ||
 * # Identifies congruent figures || [] ||
 * # Observes and produces patterns using geometric figures || []
 * # Observes and produces frieze patterns and tessellations || [] ||
 * # Using reflections || [] ||
 * # Using translations || [] ||
 * **Vocabulary – Cycle 2**
 * **Vocabulary – Cycle 3**
 * **MEASUREMENT** ||
 * **Learning** || **Link, Notebook file, etc.** ||
 * # **LENGTHS** || []
 * # Compares lengths || []
 * # Constructs rulers ||  ||
 * # Estimates and measures the dimensions of an object using unconventional units || * []
 * []
 * []
 * []
 * []
 * [] ||
 * # Estimates and measures the dimensions of an object using conventional units || []
 * # Metre, decimetre and centimetre || [] ||
 * # Metre, decimetre, centimetre and millimetre || [] ||
 * # Metre, decimetre, centimetre, millimetre and kilometer || [] ||
 * # Calculates the perimeter of plane figures || [] ||
 * **Vocabulary – Cycle 1**
 * Symbols**
 * **Vocabulary – Cycle 2**
 * Symbol**
 * **Vocabulary – Cycle 3**
 * Symbol**
 * # **SURFACE AREA** || [] ||
 * # Estimates and measures surface area || [] ||
 * # Using unconventional units ||  ||
 * # Using conventional units ||  ||
 * **Vocabulary – Cycle 2**
 * **Vocabulary – Cycle 3**
 * Symbol**s
 * # **VOLUME** || []
 * # Estimates and measures volume ||  ||
 * # Using unconventional units ||  ||
 * # Using conventional units || [] ||
 * **Vocabulary – Cycle 2**
 * **Vocabulary – Cycle 3**
 * Symbols**
 * # **ANGLES** ||  ||
 * # Compares angles || [] ||
 * **Vocabulary – Cycle 2**
 * # Estimates and determines the degree measurement of angles || @http://www.mathplayground.com/alienangles.html ||
 * **Vocabulary – Cycle 3**
 * Symbols**
 * # **CAPACITY** || [] ||
 * # Estimates and measures capacity using unconventional units ||  ||
 * # Estimates and measures capacity using conventional units || [] ||
 * # Establishes relationships between units of measure
 * **Vocabulary – Cycles 2 & 3**
 * Symbols**
 * # **MASS** || []
 * # Estimates and measures mass using unconventional units ||  ||
 * # Estimates and measures mass using conventional units || []
 * # Establishes relationships between units of measure
 * **Vocabulary – Cycle 3**
 * Symbols**
 * # **TIME** || []
 * # Estimates and measures time using conventional units || []

[] [] || Day, hour, minute, second h, min, s, representation of time: 3 h, 3 h 25 min, 03:25, 3:25 a.m. || * [] Daily cycle, weekly cycle, yearly cycle || [] [] [] (Math SMARTBoard Templates and Resources) || Degree Celsius °C || [] || ** STATISTICS ** Data and graphs ixl.com || Survey, table Bar graph, pictograph || [] [] [|http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/c5/c54e8662-c394-4749-83e9-08f756c5c5de/EDTC4001-JonesMe.notebook#] || Broken-line graph || [] [] || Circle graph, arithmetic mean || [] [] [] ||
 * # Establishes relationships between units of measure || [] ||
 * **Vocabulary – Cycle 1**
 * Symbols**
 * []
 * []
 * [] ||
 * **Vocabulary – Cycle 2**
 * # **TEMPERATURE** || [] ||
 * # Estimates and measures temperature using conventional units || [] ||
 * **Vocabulary – Cycle 1**
 * Symbol**
 * **STATISTICS** ||
 * **Learning** || **Link, Notebook file, etc.** ||
 * # Formulates questions for a survey (based on age-appropriate topics, students’ language level, etc.) || [] ||
 * # Collects, describes and organizes data (classifies or categorizes) using tables || [] ||
 * # Interprets data using || []
 * # a table, a bar graph and a pictograph || * []
 * []
 * [] ||
 * # a table, a bar graph, a pictograph and a broken-line graph || [] ||
 * # a table, a bar graph, a pictograph, a broken-line graph and a circle graph || [] ||
 * # Displays data using || [] ||
 * # a table, a bar graph and a pictograph || [] ||
 * # a table, a bar graph, a pictograph and a broken-line graph || [] ||
 * # Understands and calculates the arithmetic mean || [|http://www.mathsisfun.com/data/index.html#stats] ||
 * **Vocabulary – Cycle 1**
 * **Vocabulary – Cycle 2**
 * **Vocabulary – Cycle 3**

Students are not expected to construct circle graphs, but rather to interpret them using the concepts of fraction and percentage.

** PROBABILITY **

[] || [] || (e.g. spinners, rectangular prisms, glasses, marbles, thumb tacks, 6-, 8- or 12-sided dice) || * [] [] || [] || Chance, random experiment, enumeration, tree diagram Certain outcome, possible outcome, impossible outcome Event, likely, just as likely, more likely, less likely, event probability || * []
 * **PROBABILITY** ||
 * **Learning** || **Link, Notebook file, etc.** ||
 * # When applicable, recognizes variability in possible outcomes (uncertainty) || []
 * # When applicable, recognizes equiprobability (e.g. quantity, symmetry of an object [cube]) || []
 * # When applicable, becomes aware of the independence of events in an experiment || [] ||
 * # Experiments with activities involving chance, using various objects
 * []
 * [] ||
 * # Predicts qualitatively an outcome or several events using a probability line, among other things || [] ||
 * # Certain, possible or impossible outcome ||  ||
 * # More likely, just as likely, less likely outcome ||  ||
 * # Distinguishes between prediction and outcome ||  ||
 * # Uses tables or diagrams to collect and display the outcomes of an experiment || [] ||
 * # Enumerates possible outcomes of ||  ||
 * # A simple random experiment || []
 * # A random experiment, using a table, a tree diagram || []
 * # Compares qualitatively the theoretical or experimental probability of events ||  ||
 * # Recognizes that a probability is always between 0 and 1 ||  ||
 * # Uses fractions, decimals or percentages to quantify a probability ||  ||
 * # Compares the outcomes of a random experiment with known theoretical probabilities ||  ||
 * # Simulates random experiments with or without the use of technology || [] ||
 * **Vocabulary – Cycle 1 & 2**
 * []
 * [] ||