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Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Manitoba Curriculum Frameworks if your intention constitutes fair use.

Plan, assess, and analyze learning aligned to these standards using
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Express Ideas - Use exploratory language to discuss and record a variety of predictions, opinions, and conclusions.

Consider Others' Ideas - Compare own and others' insights and viewpoints.

Experiment with Language and Form - Expand self-expression in oral, written, and visual forms.

Express Preferences - Explore oral, literary, and media texts recommended by peers.

Set Goals - Use appropriate terminology to discuss developing abilities in personal language learning and use.

Develop Understanding - Recognize and articulate the value of connecting prior and new knowledge and experiences to shape and extend understanding.

Explain Opinions - Summarize and represent personal viewpoints in clear and meaningful ways.

Extend Understanding - Ask specific and focused questions for elaboration and clarification; engage in dialogue about experiences and understanding.

Prior Knowledge - Explain connections between previous experiences, prior knowledge, and a variety of texts.

Comprehension Strategies - Use comprehension strategies [including reflecting on and assessing meaning, skimming, scanning, close reading, and identifying and relating in own words the main and supporting ideas] appropriate to the type of text and purpose; use a variety of strategies [such as concept mapping, mental rehearsal...] to remember ideas.

Textual Cues - Use textual cues [such as organizational features of narrative and expository texts, bold print, italics, footnotes...] to construct and confirm meaning and interpret texts.

Cueing Systems - Use syntactic, semantic, and graphophonic cueing systems [including word order; context clues and multiple meanings of words; structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning and interpret texts [including meaning of specialized vocabulary].

Experience Various Texts - Experience texts from a variety of forms and genres [such as journals, nature programs, letters, fantasy...] and cultural traditions; discuss likes and dislikes.

Connect Self, Texts, and Culture - Compare own with others' understanding of people, cultural traditions, and values portrayed in oral, literary, and media texts [including texts about Canada or by Canadian writers].

Appreciate the Artistry of Texts - Identify language and visual images that create mood and evoke emotion in oral, literary, and media texts.

Forms and Genre - Explain preferences for particular forms and genres of oral, literary, and media texts.

Techniques and Elements - Examine techniques of plot development [such as narrative books, conflict, resolution, surprise endings...] and of persuasion [such as testimonials, emotional appeals, bandwagon effects...] in oral, literary, and media texts.

Vocabulary - Recognize uses and abuses of slang, colloquialism, and jargon.

Experiment with Language - Identify surprising and playful uses of language in oral, literary, and media texts; explain ways in which figures of speech convey meaning.

Create Original Texts - Create original texts [such as cartoon sequences, dialogues, short stories, letters, video presentations...] to communicate and demonstrate understanding of forms and techniques.

Use Personal Knowledge - Examine personal knowledge of and experiences related to a topic to determine information needs.

Contribute to Group Inquiry - Contribute ideas, knowledge, and questions to help establish group inquiry or research focuses and purposes.

Create and Follow a Plan - Prepare and use a plan to access information and ideas from a variety of sources [such as teachers, peers, print and non-print materials, electronic sources....].

Access Information - Expand and use a repertoire of skills [including visual and auditory] to access information and ideas from a variety of sources [including formal interviews, surveys, almanacs, documentaries, and broadcasts].

Make Sense of Information - Determine literal and implied meaning of oral, visual, and written texts using a variety of strategies and cues [including headings, subheadings, topic sentences, summaries, camera angle, staging and pacing, and screening out irrelevant information].

Organize Information - Organize information and ideas by selecting or developing categories appropriate to a particular topic and purpose.

Record Information - Make notes using headings and sub-headings or graphic organizers appropriate to a topic; reference sources.

Develop New Understanding - Organize new information and connect it to prior knowledge; reflect on the impact of new information on the inquiry or research process.

Generate Ideas - Consider form and audience when generating ideas and focusing a topic.

Choose Forms - Select and compose using specific forms [such as character sketches, legends, video program, scripts, stories, advertisements, posters...] that serve various audiences and purposes.

Organize Ideas - Identify and use appropriate organizational patterns [such as key idea and supporting details, cause and effect, sequence...] that serve various audiences and purposes.

Appraise Own and Others' Work - Appraise and suggest revisions for own and others' work and presentations using appropriate criteria and a variety of strategies [such as peer editing, checklists, self-reflections...].

Revise Content - Revise to create effective sentences that convey content clearly and generate reader interest.

Enhance Legibility - Determine the appropriateness of handwriting or word processing for a particular task when composing, formatting, and revising; combine print and visuals when desktop publishing.

Enhance Artistry - Experiment with figures of speech [including similes, metaphors, and personification], selecting appropriate words and sentence patterns during revision to enhance clarity and artistry.

Enhance Presentation - Prepare compositions, reports, and inquiry or research projects using a variety of organizers [such as titles, subtitles, headings, subtopics, graphic organizers...].

Grammar and Usage - Edit for consistent verb tense and to eliminate unnecessary repetition of words and ideas.

Spelling (see Strategies) - Know spelling conventions and apply them to familiar and unfamiliar words [such as technical and scientific terminology, words with foreign derivations...]; use appropriate resources when editing and proofreading.

Punctuation and Capitalization - Know and apply capitalization and punctuation conventions in simple, compound, and complex sentences when editing and proofreading.

Share Ideas and Information - Facilitate small-group activities and short, whole-class sessions to share information on a topic using pre-established active learning strategies [such as role-plays, language games, simulations...].

Effective Oral Communication - Deliver short oral presentations and reports using verbal and non-verbal cues [such as diction, pacing, presence, facial expression, gestures...] to focus audience attention; project emotion appropriate to the subject and point of view.

Attentive Listening and Viewing - Demonstrate critical listening and viewing skills and strategies [such as evaluating content, quality, presentation delivery...] and show respect for presenter(s) through appropriate audience behaviours [such as showing attentiveness, participating in audience activities...].

Compare Responses - Demonstrate growing self-confidence when expressing and sharing thoughts, ideas and feelings.

Relate Texts to Culture - Compare ways in which oral, literary, and media texts from a variety of cultures explore similar ideas.

Appreciate Diversity - Compare the choices and behaviours of individuals presented in oral, literary and media texts with personal choices, values, and behaviours; discuss personal participation in communities in relation to past, present and future.

Celebrate Special Occasions - Select and use the language form and style appropriate for specific audiences to celebrate special events and accomplishments.

Cooperate with Others - Contribute to group efforts to reach consensus or conclusions.

Work in Groups - Present group conclusions or findings to classmates.

Use Language to Show Respect - Respect diverse languages, ideas, texts, and traditions, and recognize contributions of self, peers, and the wider community.

Evaluate Group Process - Evaluate group process and personal contributions according to pre-established criteria; set group and individual goals and record action plan.

Formulate specific questions that lead to investigations. (GLO: A1, C2)

Select and justify a method to be used in finding the answer to a specific question. (GLO: C2)

Select and justify a method to be used in finding a solution to a practical problem. (GLO: C3)

Evaluated the usefulness, currency, and reliability of information using pre-determined criteria. (GLO: C6, C8)

Make notes using headings and subheadings or graphic organizers appropriate to a topic and reference sources. (GLO: C6)

Formulate a prediction/hypothesis that identifies a cause and effect relationship between the dependent and independent variables. (GLO: A2, C2)

Identify with guidance the independent and dependent variables in an experiment. (GLO: A2, C2)

Develop criteria to evaluate a prototype or consumer product. (GLO: C3)

Work cooperatively with group members to carry out a plan, and troubleshoot problems as they arise. (GLO: C7)

Demonstrate work habits that ensure personal safety and the safety of others and consideration for the environment. (GLO: C1)

Identify WHMIS hazard symbols that provide information on the safety of substances. (GLO: C1)

Make observations that are relevant to a specific question. (GLO: A1, A2, C2)

Test a prototype or consumer product with respect to pre-determined criteria. (GLO: C3, C5)

Select and use tools to observe, measure, and construct. (GLO: C2, C3, C5)

Estimate and measure accurately using SI and other standard units. (GLO: C2, C5)

Record, compile and display observations and data using an appropriate format. (GLO: C2, C6)

Construct graphs to display data, and interpret and evaluate these and other graphs. (GLO: C2, C6)

Interpret pattern and trends in data, and infer and explain relationships. (GLO: A1, A2, C2, C5)

Identify strengths and weaknesses of different methods of collecting and displaying data and potential sources of error (GLO: A1, A2, C2, C5)

Identify and make improvements to a prototype and explain the rationale for the changes. (GLO: C3, C4)

Evaluate the strengths and weaknesses of a consumer product based on pre-determined criteria. (GLO: C3, C4)

Identify how the original plan evolved and justify the changes. (GLO: C2, C3)

Draw a conclusion that explains investigation results. (GLO: A1, A2, C2)

Critically evaluate conclusions, basing arguments on fact rather than opinion. (GLO: C2, C4)

Identify a new prediction/hypothesis based on results of investigations. (GLO: A1, C2)

Propose and justify a solution to the initial problem. (GLO: C3)

Reflect on prior knowledge and experiences to construct new understanding and apply this new knowledge in other contexts. (GLO: A2, C4)

Communicate methods, results, conclusions, and new knowledge in a variety of ways. (GLO: C6)

Identify and evaluate potential applications of investigation results. (GLO: C4)

Describe examples of how scientific knowledge has evolved in light of new evidence, and the role of technology in this evolution. (GLO: A2, A5, B1)

Describe examples of how technologies have evolved over time in response to changing needs and scientific advances. (GLO: A5, B1, B2)

Relate personal activities to specific science disciplines. (GLO: A1, B4)

Discuss societal, environmental, and economic impacts of scientific and technological endeavours. (GLO: A1, B1, B3, B5)

Appreciate and respect that science has evolved from different views held by women and men from a variety of societies and cultural backgrounds. (GLO: A4)

Express interest in a broad scope of science and technology-related fields and issues. (GLO: B4)

Demonstrate confidence in their ability to carry out investigations in science and technology. (GLO: C5)

Value skepticism, accuracy, precision, and open-mindedness as scientific and technological habits of mind. (GLO: C5)

Be sensitive and responsible in maintaining a balance between the needs of humans and a sustainable environment. (GLO: B5)

Consider the cause and effects relationships of actions and decisions. (GLO: B5, C4, E3)

Use appropriate vocabulary related to their investigations of interactions within ecosystems. (GLO: C6, D2)

Define ecosystem, and describe various examples that range from the microscopic to the entire biosphere. (GLO: D2, E2)

Identify abiotic and biotic components of ecosystems that allow particular organisms to survive. (GLO: D1, D2, E2)

Describe ecological succession and identify signs of succession in a variety of ecosystems. (GLO: D2, E2, E3)

Identify and describe positive and negative examples of human interventions that have an impact on ecological succession or the makeup of ecosystems. (GLO: B5, D2, E2, E3)

Identify environmental, social, and economic factors that should be considered in the management and preservation of ecosystems. (GLO: B1, B5, D2, E2)

Propose a course of action to protect the habitat of a particular organism within an ecosystem. (GLO: B5, C3, D2, E2)

Compare photosynthesis to cellular respiration, and explain how both are part of the cycling of matter and the transfer of energy in ecosystems. (GLO: A2, C6, D2, E4)

Analyze food webs, using ecological pyramids, to show energy gained or lost at various consumer levels. (GLO: C2, C8, D2, E4)

Analyze, using ecological pyramids, the implications of the loss of producers and consumers to the transfer of energy within an ecosystem. (GLO: C2, C8, D2, E4)

Explain, using ecological pyramids, the potential for bioaccumulation within an ecosystem. (GLO: D2, E2, E4)

Provide examples of scavengers and decomposers, and describe their role in cycling matter in an ecosystem. (GLO: D2, E1, E2, E3)

Demonstrate proper use and care of the microscope to observe micro-organisms. (GLO: C1, C2, C7)

Identify beneficial and harmful roles played by micro-organisms. (GLO: B3, C2, D2)

Research and describe human food production or preservation techniques that apply a knowledge of micro-organisms. (GLO: A5, B2, B3, D1)

Use appropriate vocabulary related to their investigations of the particle theory of matter. (GLO: C6, D3, E4)

Evaluate different types of thermometers using the design process. (GLO: C1, C3)

Demonstrate the effects of heating and cooling on the volume of solids, liquids, and gases, and give examples from daily life. (GLO: A2, C1, D3, E4)

Compare the boiling and melting points of a variety of substances and recognize that boiling and melting points are properties of pure substances. (GLO: C2, D3, E3, E4)

Explain what scientific theories are, and provide some examples. (GLO: A1, A2)

Describe the particle theory of matter and use it to explain changes of state. (GLO: A2, C6, D3, D4)

Differentiate between the concept of temperature and the concept of heat. (GLO: D3, D4, E4)

Demonstrate how heat can be transmitted through solids, liquids, and gases. (GLO: C1, D3, D4, E4)

Recognize that heat energy is the most common by-product of energy transformations, and describe some examples. (GLO: B1, D4, E4)

Identify different forms of energy that can be transformed into heat energy. (GLO: D4, E4)

Differentiate between pure substances and mixtures by using the particle theory of matter. (GLO: A2, D3, E1)

Differentiate between the two types of mixtures, solutions and mechanical mixtures. (GLO: D3, E1)

Classify a variety of substances used in daily life as pure substances, solutions, or mechanical mixtures. (GLO: B1, E1)

Identify solutes and solvents in common solid, liquid, and gaseous solutions. (GLO: D3)

Describe solutions by using the particle theory of matter. (GLO: A1, D3, E1)

Demonstrate different methods of separating the components of both solutions and mechanical mixtures. (GLO: C1, C2)

Identify a separation technique used in industry, and explain why it is appropriate. (GLO: B1, C4)

Experiment to determine factors that affect solubility. (GLO: C2, D3)

Describe the concentration of a solution in qualitative and quantitative terms, and give examples from daily life when the concentration of a solution influences its usefulness. (GLO: C6, D3)

Demonstrate the difference between saturated and unsaturated solutions. (GLO: C2, C6, D3)

Discuss the potential harmful effects of some substances on the environment, and identify methods to ensure their safe use and disposal. (GLO: B1, B3, B5, C1)

Use appropriate vocabulary related to their investigations of forces and structures. (GLO: C6, D4)

Classify natural and human-built structures found locally and around the world. (GLO: E1)

Identify the centre of gravity in a model structure, and demonstrate that changes in the location of a structure's centre of gravity affect its stability. (GLO: C1, D4)

Identify internal forces acting on a structure, and describe them using diagrams (GLO: D4, E4)

Identify external forces acting of a structure, and describe them using diagrams. (GLO: C6, D4, E4)

Recognize that internal and external forces apply stress to structures, and describe examples in which this stress has led to structural fatigue or structural failure. (GLO: D4, E3)

Investigate to determine that the effect of a force on a structure depends on its magnitude, direction, and point and plane of application. (GLO: D4)

Describe, using diagrams, how common structural shapes and components can increase the strength and stability of a structure. (GLO: C6, D3, D4)

Describe and demonstrate methods to increase the strength of materials. (GLO: C2, C3, D3, E3)

Determine the efficiency of a structure by comparing its mass with the mass of the load it supports. (GLO: C1, C5)

Use the design process to construct a structure that will withstand the application of an external force. (GLO: C3, D3, D4)

Use appropriate vocabulary related to their investigations of the Earth's crust. (GLO: C6, D5)

Describe the geological processes involved in rock and mineral formation, and classify rocks and minerals by their method of formation. (GLO: D3, D5, E3)

Investigate and describe the processes of weathering and erosion, and recognize that they cause changes in the landscape over time. (GLO: D3, D5, E3)

Explain how rocks on the Earth constantly undergo a slow process of change through the rock cycle. (GLO: D5, E3)

Identify geologic resources that are used by humans as sources of energy, and describe their method of formation. (GLO: D4, D5, E3)

Identify geologic resources that are present in Manitoba and Canada, and describe the processes involved in their location, extraction, processing, and recycling. (GLO: A5, B5, D3, D5)

Identify environmental impacts of geological resource extraction, and describe techniques used to address these. (GLO: B1, B5, C1, C3)

Recognize that soil is a natural resource, and explain how the characteristics of soil determine its use. (GLO: D5, E1)

Describe methods used to control soil erosion, and recognize the importance of soil conservation. (GLO: A5, B2, B5, E3)

Identify environmental, social, and economic factors that should be considered in making informed decisions about land use. (GLO: B1, B5, D5)

Describe evidence used to support the continental drift theory and explain why this theory was not generally accepted by scientists. (GLO: A1, A2, A4, D5)

Describe evidence used to support the theory of plate tectonics, the role technology has played in the development of this theory, and reasons why it is generally accepted by scientists. (GLO: A1, A2, A5, D5)

Explain geological processes and events using the theory of plate tectonics. (GLO: A1, A2, D5, E3)

Identify specialized careers involving the study of the Earth's crust or the utilization of geological resources, and give examples of technologies used in each. (GLO: A5, B4)

Economic and Resources: Students will explore the distribution of resources and wealth in relation to individuals, communities, nations, and the natural environment.

Students will explore the global interdependence of people, communities, societies, nations, and environments.

Recognize both the power and limitations of science as a way of answering questions about the world and explaining natural phenomena

Recognize that scientific knowledge is based on evidence, models and explanations, and evolves as new evidence appears and new conceptualizations develop

Distinguish critically between science and technology in terms of their respective contexts, goals, methods, products, and values

Identify and appreciate contributions made by women and men from many societies and cultural backgrounds towards increasing our understanding of the world and in bringing about technological innovations

Recognize that science and technology interact with and advance one another

Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies and the environment, both locally and globally.

Recognize that scientific and technological endeavors have been and continue to be influenced by human needs and the societal context of the time

Identify the factors that affect health and explain the relationships among personal habits, lifestyle choices, and human health, both individual and social

Demonstrate a knowledge of, and personal consideration for, a range of possible science- and technology-related interests, hobbies, and careers

Identify and demonstrate actions that promote a sustainable environment, society and economy, both locally and globally

Recognize safety symbols and practices related to scientific and technological activities and to their daily lives, and apply this knowledge in appropriate situations

Demonstrate appropriate scientific inquiry skills when seeking answers to questions

Demonstrate appropriate problem-solving skills while seeking solutions to technological challenges

Demonstrate appropriate critical thinking and decision-making skills when choosing a course of action based on scientific and technological information

Demonstrate curiosity, scepticism, creativity, open-mindedness, accuracy, precision, honesty, and persistence, and appreciate their importance as scientific and technological habits of mind

Employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data

Work cooperatively and value the ideas and contributions of others while carrying out scientific and technological activities

Evaluate, from a scientific perspective, information and ideas encountered during investigations and in daily life

Understand essential life structures and processes pertaining to a wide variety of organisms, including humans

Understand various biotic and abiotic components of ecosystems, as well as their interaction and interdependence within ecosystems and within the biosphere as a whole

Understand the properties and structures of matter as well as various common manifestations and applications of the actions and interactions of matter

Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed contexts

Understand the composition of the Earth's atmosphere, hydrosphere, and lithosphere, as well as the processes involved within and between them

Understand the composition of the universe, the interactions within it, and the impacts of humankind's continued attempts to understand and explore it

Describe and appreciate the similarity and diversity of forms, functions, and patterns within the natural and constructed world

Describe and appreciate how the natural and constructed world is made up of systems and how interactions take place within and among these systems

Recognize that characteristics of materials and systems can remain constant or change over time, and describe the conditions and processes involved

Recognize that energy, whether transmitted or transformed, is the driving force of both movement and change, and is inherent within materials and in the interactions among them

Describe the impact of various factors on citizenship rights in Canada and elsewhere in the world.

Describe the impact of various factors on quality of life in Canada and elsewhere in the world.

Give examples of ways in which quality of life may be enhanced within a democracy.

Describe ways in which their personal actions may affect quality of life for people elsewhere in the world.

Recognize Remembrance Day as a commemoration of Canadian participation in world conflicts.

Give examples of the uneven distribution of wealth and resources in the world and describe the impact on individuals, communities, and nations.

Identify major economic activities in a society of Asia, Africa, or Australasia.

Describe the impact of urbanization and industrialization on indigenous peoples in a society of Asia, Africa, or Australasia.

Give examples of the impact of changing technologies on ways of life in a society of Asia, Africa, or Australasia.

Identify issues related to work and trade in a society of Asia, Africa, or Australasia.

Identify major economic activities in a society of Europe or the Americas.

Describe sustainable development issues in a society of Europe or the Americas.

Give examples of the environmental and social impact of consumerism in the local community and in a society of Europe or the Americas.

Identify on a world map the more and less developed nations and explain why a nation is considered to be more or less developed.

Give examples of events and achievements that enhance understanding among peoples and nations.

Give examples of global cooperation to solve conflicts or disasters.

Identify various international organizations and describe their role in protecting or enhancing global quality of life.

Identify historical events that continue to affect a society of Asia, Africa, or Australasia.

Identify historical events that continue to affect a society of Europe or the Americas.

Identify diverse cultural and social perspectives regarding quality of life.

Describe the impact of discriminatory attitudes and practices on quality of life. Include: racism, prejudice, stereotyping.

Give examples of cultural factors that shape ways of life in a society of Asia, Africa, or Australasia.

Give examples of the artistic expression of culture in a society of Asia, Africa, or Australasia.

Describe the influence of westernization in a society of Asia, Africa, or Australasia.

Describe factors that affect health in a society of Asia, Africa, or Australasia.

Describe characteristics of indigenous ways of life in a society of Asia, Africa, or Australasia.

Explain the purpose of latitude, longitude, parallels, and meridians.

Locate on a world map the continents, major landforms, and major bodies of water.

Locate on a world map and describe the major climatic and vegetation zones.

Locate on a world map the major population clusters and explain the relationship between population distribution and the natural environment.

Identify factors that influence the movement of people around the world.

Locate the time zones on a world map and explain their purpose.

Explain standards related to time zones. Include: International Date Line, Universal Time, local time.

Identify on a map the major cities, landforms, and bodies of water of a society of Asia, Africa, or Australasia.

Give examples of the influence of the natural environment on ways of life in a society of Asia, Africa, or Australasia.

Identify on a map the major cities, landforms, and bodies of water of a society of Europe or the Americas.

Give reasons for increased urbanization in a society of Europe or the Americas.

Describe social, environmental, and economic consequences of climate change.

Describe diverse approaches to land and natural resource use in a society of Europe or the Americas.

Give examples of the impact of human activity on the natural environment in a society of Europe or the Americas.

Compare the accuracy of various map projections and describe their influence on perceptions of the size and importance of the continents.

Give examples of government decisions that affect quality of life.

Explain the relationship between power and access to wealth and resources.

Give examples of the impact of government and the justice system on ways of life in a society of Asia, Africa, or Australasia.

Identify ways in which government decisions may affect human impact on the natural environment.

Students will explore the processes and structures of power and authority, and their implications for individuals, relationships, communities, and nations.

Use a variety of strategies to resolve conflicts peacefully and fairly.

Make decisions that reflect fairness and equality in their interactions with others.

Make decisions that reflect the principles of sustainable development.

Treat places and objects of historical significance with respect.

Select information from a variety of oral, visual, material, print, or electronic sources.

Organize and record information in a variety of formats and reference sources appropriately.

Interpret primary and secondary information sources for research.

Select and use appropriate tools and technologies to accomplish tasks.

Create maps using a variety of information sources, tools, and technologies.

Construct maps that include a title, legend, compass rose, scale, and latitude and longitude.

Select and interpret various types of maps for specific purposes.

Use latitude and longitude to locate and describe places on maps and globes.

Orient themselves by observing the landscape, using traditional knowledge, or using a compass or other tools and technologies.

Evaluate personal assumptions based on new information and ideas.

Compare diverse perspectives in the media and other information sources.

Recognize that interpretations of history are subject to change as new information is uncovered or acknowledged.

Analyze prejudice, racism, stereotyping, or other forms of bias in the media and other information sources.

Present information and ideas orally, visually, concretely, or electronically.

Acknowledge that the rights of citizenship involve limitations on personal freedom for the sake of collective quality of life.

Be willing to take action to support quality of life for people around the world.

Appreciate that quality of life is not solely determined by access to wealth, resources, and technologies.

Be willing to consider the consequences of their consumer choices.

Value the contributions of international agencies and humanitarians to quality of life.

Demonstrate interest in ways of life of other societies in the world.

Appreciate history as an important way to understand contemporary life.

Be willing to broaden personal perspectives and experiences beyond the familiar.

Appreciate the importance of cultural and linguistic diversity in the world.

Be willing to take actions to help sustain the natural environment in Canada and the world.

Demonstrate concern for people who are affected by discrimination, injustice, or abuse of power.

Appreciate the positive contributions of various individuals to world affairs.

Determine and explain why a number is divisible by 2, 3, 4, 5, 6, 8, 9, or 10, and why a number cannot be divided by 0. [C, R]

Determine if a number is divisible by 2, 3, 4, 5, 6, 8, 9, or 10, and explain why.

Sort a set of numbers based upon their divisibility using organizers, such as Venn or Carroll diagrams.

Demonstrate an understanding of the addition, subtraction, multiplication, and division of decimals to solve problems (for more than 1-digit divisors or 2-digit multipliers, technology could be used). [ME, PS, T]

Solve a problem involving the addition of two or more decimal numbers.

Solve a problem involving the multiplication or division of decimal numbers (for more than 1-digit divisors or 2-digit multipliers, technology could be used).

Place the decimal in a sum or difference using front-end estimation (e.g., for 4.5 + 0.73 + 256.458, think 4 + 256, so the sum is greater than 260).

Place the decimal in a product using front-end estimation (e.g., for $12.33 X 2.4, think $12 X 2, so the product is greater than $24).

Place the decimal in a quotient using front-end estimation (e.g., for 51.50 m / 2.1, think 50 m / 2, so the quotient is approximately 25 m).

Solve a problem that involves operations on decimals (limited to thousandths), taking into consideration the order of operations.

Solve problems involving percents from 1% to 100%. [C, CN, ME, PS, R, T]

Determine the answer to a percent problem where the answer requires rounding, and explain why an approximate answer is needed (e.g., total cost including taxes).

Demonstrate an understanding of the relationship between repeating decimals and fractions, and terminating decimals and fractions. [C, CN, R, T]

Predict the decimal representation of a fraction using patterns (e.g., 1/11 = 0.09 repeating, 2/11 = 0.18 repeating, 3/11 = ?...)

Demonstrate an understanding of adding and subtracting positive fractions and mixed numbers, with like and unlike denominators, concretely, pictorially, and symbolically (limited to positive sums and differences). [C, CN, ME, PS, R, V]

Model addition and subtraction of positive fractions or mixed numbers using concrete representations, and record symbolically.

Determine the sum of two positive fractions or mixed numbers with like denominators.

Determine the difference of two positive fractions or mixed numbers with like denominators.

Determine a common denominator for a set of positive fractions or mixed numbers.

Determine the sum of two positive fractions or mixed numbers with unlike denominators.

Determine the difference of two positive fractions or mixed numbers with unlike denominators.

Simplify a positive fraction or mixed number by identifying the common factor between the numerator and denominator.

Simplify the solution to a problem involving the sum or difference of two positive fractions or mixed numbers.

Solve a problem involving the addition or subtraction of positive fractions or mixed numbers, and determine if the solution is reasonable.

Demonstrate an understanding of addition and subtraction of integers, concretely, pictorially, and symbolically. [C, CN, PS, R, V]

Explain, using concrete materials such as integer tiles and diagrams, that the sum of opposite integers is equal to zero.

Illustrate, using a horizontal or vertical number line, the results of adding or subtracting negative and positive integers (e.g., a move in one direction followed by an equivalent move in the opposite direction results in no net change in position).

Add two integers using concrete materials or pictorial representations, and record the process symbolically.

Subtract two integers using concrete materials or pictorial representations, and record the process symbolically.

Solve a problem involving the addition and subtraction of integers.

Compare and order fractions, decimals (to thousandths), and integers by using: benchmarks; place value; equivalent fractions and/or decimals [CN, R, V]

Order the numbers of a set that includes fractions, decimals, or integers in ascending or descending order, and verify the result using a variety of strategies.

Identify a number that would be between two numbers in an ordered sequence or on a horizontal or vertical number line.

Identify incorrectly placed numbers in an ordered sequence or on a horizontal or vertical number line.

Position fractions with like and unlike denominators from a set on a horizontal or vertical number line, and explain strategies used to determine order.

Order the numbers of a set by placing them on a horizontal or vertical number line that contains benchmarks, such as 0 and 1 or 0 and 5.

Position a set of fractions, including mixed numbers and improper fractions, on a horizontal or vertical number line, and explain strategies used to determine position.

Demonstrate an understanding of oral and written patterns and their corresponding relations. [C, CN, R]

Formulate a relation to represent the relationship in an oral or written pattern.

Construct a table of values from a relation, graph the table of values, and analyze the graph to draw conclusions and solve problems. [C, CN, R, V]

Create a table of values for a relation by substituting values for the variable.

Create a table of values using a relation, and graph the table of values (limited to discrete elements).

Sketch the graph from a table of values created for a relation, and describe the patterns found in the graph to draw conclusions (e.g., graph the relationship between n and 2n + 3).

Describe the relationship shown on a graph using everyday language in spoken or written form to solve problems.

Demonstrate an understanding of preservation of equality by: modelling preservation of equality, concretely, pictorially, and symbolically; applying preservation of equality to solve equations [C, CN, PS, R, V]

Explain the difference between an expression and an equation. [C, CN]

Identify and provide an example of a constant term, a numerical coefficient, and a variable in an expression and an equation.

Explain what a variable is and how it is used in an expression.

Provide an example of an expression and an equation, and explain how they are similar and different.

Evaluate an expression given the value of the variable(s). [CN, R]

Substitute a value for each unknown in an expression and evaluate the expression.

Model and solve problems that can be represented by one-step linear equations of the form x + a = b, concretely, pictorially, and symbolically, where a and b are integers. [CN, PS, R, V]

Represent a problem with a linear equation and solve the equation using concrete models.

Draw a visual representation of the steps required to solve a linear equation.

Verify the solution to a linear equation using concrete materials or diagrams.

Substitute a possible solution for the variable in a linear equation to verify the equality.

Model and solve problems that can be represented by linear equations of the form: ax + b = c; ax = b; x/a = b, a does not equal 0, concretely, pictorially, and symbolically, where a, b, and c, are whole numbers. [CN, PS, R, V]

Solve a problem using a linear equation and record the process.

Verify the solution to a linear equation using concrete materials or diagrams.

Substitute a possible solution for the variable in a linear equation to verify the equality.

Demonstrate an understanding of central tendency and range by: determining the measures of central tendency (mean, median, mode) and range; determining the most appropriate measures of central tendency to report findings [C, PS, R, T]

Determine mean, median, and mode for a set of data, and explain why these values may be the same or different.

Provide a context in which the mean, median, or mode is the most appropriate measure of central tendency to use when reporting findings.

Determine the effect on the mean, median, and mode when an outlier is included in a data set. [C, CN, PS, R]

Identify outliers in a set of data and justify whether or not they are to be included in the reporting of the measures of central tendency.

Construct, label, and interpret circle graphs to solve problems. [C, CN, PS, R, T, V]

The data is reported as a percent of the total and the sum of the percents is equal to 100%

Create and label a circle graph, with or without technology, to display a set of data.

Translate percentages displayed in a circle graph into quantities to solve a problem.

Express probabilities as ratios, fractions, and percents. [C, CN, R, T, V]

Determine the probability of an outcome occurring for a probability experiment, and express it as a ratio, fraction, or percent.

Provide an example of an event with a probability of 0 or 0% (impossible) and an event with a probability of 1 or 100% (certain).

Identify the sample space (where the combined sample space has 36 or fewer elements) for a probability experiment involving two independent events. [C, ME, PS]

Spinning a four-section spinner and an eight-sided die and explain why they are independent.

Tossing a coin and rolling a twelve-sided die and explain why they are independent.

Identify the sample space (all possible outcomes) for an experiment involving two independent events using a tree diagram, table, or another graphic organizer.

Conduct a probability experiment to compare the theoretical probability (determined using a tree diagram, table, or another graphic organizer) and experimental probability of two independent events. [C, PS, R, T]

Determine the theoretical probability of an outcome for an experiment involving two independent events.

Conduct a probability experiment for an outcome involving two independent events, with or without technology, to compare the experimental probability to the theoretical probability.

Demonstrate an understanding of circles by: describing the relationships among radius, diameter, and circumference of circles; relating circumference to pi (p); determining the sum of the central angles; constructing circles with a given radius or diameter; solving problems involving the radii, diameters, and circumferences of circles [C, CN, R, V]

Illustrate and explain that the diameter is twice the radius in a circle.

Illustrate and explain that the circumference is approximately three times the diameter in a circle.

Explain that, for all circles, pi (p) is the ratio of the circumference to the diameter (c/d), and its value is approximately 3.14.

Explain, using an illustration, that the sum of the central angles of a circle is 360 degrees.

Draw a circle with a given radius or diameter with or without a compass.

Develop and apply a formula for determining the area of: triangles; parallelograms; circles [CN, PS, R, V]

Illustrate and explain how the area of a rectangle can be used to determine the area of a triangle.

Generalize a rule to create a formula for determining the area of triangles.

Illustrate and explain how the area of a rectangle can be used to determine the area of a parallelogram.

Generalize a rule to create a formula for determining the area of parallelograms.

Illustrate and explain how to estimate the area of a circle without the use of a formula.

Solve a problem involving the area of triangles, parallelograms, or circles.

Perform geometric constructions, including: perpendicular line segments; parallel line segments; perpendicular bisectors; angle bisectors [CN, R, V]

Describe examples of parallel line segments, perpendicular line segments, perpendicular bisectors, and angle bisectors in the environment.

Identify line segments on a diagram that are parallel or perpendicular.

Draw a line segment perpendicular to another line segment, and explain why they are perpendicular.

Draw the bisector of an angle using more than one method, and verify that the resulting angles are equal.

Draw the perpendicular bisector of a line segment using more than one method, and verify the construction.

Identify and plot points in the four quadrants of a Cartesian plane using ordered pairs. [C, CN, V]

Identify the location of a point in any quadrant of a Cartesian plane using an ordered pair.

Plot the point corresponding to a ordered pair on a Cartesian plane with units of 1, 2, 5, or 10 on its axes.

Draw shapes and designs, using ordered pairs, in a Cartesian plane.

Create shapes and designs in a Cartesian plane and identify the points used.

Perform and describe transformations of a 2-D shape in all four quadrants of a Cartesian plane (limited to integral vertices). [C, CN, PS, T, V]

Identify the coordinates of the vertices of a 2-D shape on a Cartesian plane.

Describe the horizontal and vertical movement required to move from a given point to another point on a Cartesian plane.

Describe the positional change of the vertices of a 2-D shape to the corresponding vertices of its image as a result of a transformation or successive transformations on a Cartesian plane.

Perform a transformation or consecutive transformations on a 2-D shape, and identify coordinates of the vertices of the image.

Describe the image resulting from the transformation of a 2-D shape on a Cartesian plane by comparing the coordinates of the vertices of the image.

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