#### Innovative lessons for key K-8 math concepts and skills

The goal of the curriculum expectations mandated by Manitoba Education is to clearly communicate high expectations for students in mathematics education. DreamBox Learning Math curriculum uses virtual manipulatives to introduce students to topics and lead students toward fluency through the development of conceptual understanding, procedural thinking, reasoning, and problem-solving skills.

#### Lessons by Standards

RegionStandardDescriptionLevel
ManitobaK.N.1Say the number sequence by 1s, starting anywhere from 1 to 30 and from 10 to 1.Kindergarten
ManitobaK.N.2Subitize and name familiar arrangements of 1 to 6 dots (or objects).Kindergarten
ManitobaK.N.3Relate a numeral, 1 to 10, to its respective quantity.Kindergarten
ManitobaK.N.4Represent and describe numbers 2 to 10 in two parts, concretely and pictorially.Kindergarten
ManitobaK.N.5.1Demonstrate an understanding of counting to 10 by indicating that the last number said identifies how many.Kindergarten
ManitobaK.N.5.2Demonstrate an understanding of counting to 10 by showing that any set has only one count.Kindergarten
ManitobaK.N.6.1Compare quantities, 1 to 10, using one-to-one correspondence.Kindergarten
ManitobaK.N.6.2Compare quantities, 1 to 10, by ordering numbers representing different quantities.Kindergarten
ManitobaK.PR.1Demonstrate an understanding of repeating patterns (two or three elements) by, identifying, reproducing, extending, creating, patterns using manipulatives, sounds, and actions.Kindergarten
ManitobaK.SS.1Use direct comparison to compare two objects based on a single attribute, such as length (height), mass (weight), and volume (capacity).Kindergarten
ManitobaK.SS.2Sort 3-D objects using a single attribute.Kindergarten
ManitobaK.SS.3Build and describe 3-D objects.Kindergarten
Manitoba1.N.1.1Say the number sequence by 1s forward and backward between any two given numbers (0 to 100).Grade 1
Manitoba1.N.1.2Say the number sequence by 2s to 30, forward starting at 0.Grade 1
Manitoba1.N.1.3Say the number sequence by 5s and 10s to 100, forward starting at 0.Grade 1
Manitoba1.N.2Subitize and name familiar arrangements of 1 to 10 dots (or objects).Grade 1
Manitoba1.N.3.1Demonstrate an understanding of counting by using the counting-on strategy.Grade 1
Manitoba1.N.3.2Demonstrate an understanding of counting by using parts or equal groups to count sets.Grade 1
Manitoba1.N.4Represent and describe numbers to 20, concretely, pictorially, and symbolically.Grade 1
Manitoba1.N.5Compare and order sets containing up to 20 elements to solve problems using referents and one-to-one correspondence.Grade 1
Manitoba1.N.6Estimate quantities to 20 by using referents.Grade 1
Manitoba1.N.7Demonstrate, concretely and pictorially, how a number, up to 30, can be represented by a variety of equal groups with and without singles.Grade 1
Manitoba1.N.8Identify the number, up to 20, that is one more, two more, one less, and two less than a given number.Grade 1
Manitoba1.N.9.1Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially, and symbolically, by using familiar and mathematical language to describe additive and subtractive actions from their experience.Grade 1
Manitoba1.N.9.2Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially, and symbolically, by creating and solving problems in context that involve addition and subtraction.Grade 1
Manitoba1.N.9.3Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially, and symbolically, by modelling addition and subtraction using a variety of concrete and visual representations, and recording the process symbolically.Grade 1
Manitoba1.N.10Describe and use mental mathematics strategies including counting on, counting back, using one more, one less, making 10, starting from known doubles, using addition to subtract to determine the basic addition and related subtractions facts to 18.Grade 1
Manitoba1.PR.1Demonstrate an understanding of repeating patterns (two to four elements).Grade 1
Manitoba1.PR.2Translate repeating patterns from one representation to another.Grade 1
Manitoba1.PR.3Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20).Grade 1
Manitoba1.PR.4Record equalities using the equal symbol (0 to 20).Grade 1
Manitoba1.SS.1Demonstrate an understanding of measurement as a process of comparing.Grade 1
Manitoba1.SS.2Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule.Grade 1
Manitoba1.SS.3Replicate composite 2-D shapes and 3-D objects.Grade 1
Manitoba1.SS.4Compare 2-D shapes to parts of 3-D objects in the environment.Grade 1
Manitoba2.N.1.1Say the number sequence from 0 to 100 by 2s, 5s, and 10s, forward and backward, using starting points that are multiples of 2, 5, and 10 respectively.Grade 2
Manitoba2.N.1.2Say the number sequence from 0 to 100 by 10s using starting points from 1 to 9.Grade 2
Manitoba2.N.1.3Say the number sequence from 0 to 100 by 2s starting from 1.Grade 2
Manitoba2.N.2Demonstrate if a number (up to 100) is even or odd.Grade 2
Manitoba2.N.3Describe order or relative position using ordinal numbers.Grade 2
Manitoba2.N.4Represent and describe numbers to 100, concretely, pictorially, and symbolically.Grade 2
Manitoba2.N.5Compare and order numbers up to 100.Grade 2
Manitoba2.N.6Estimate quantities to 100 using referents.Grade 2
Manitoba2.N.7Illustrate, concretely and pictorially, the meaning of place value for numbers to 100.Grade 2
Manitoba2.N.8Demonstrate and explain the effect of adding zero to or subtracting zero from any number.Grade 2
Manitoba2.N.9.1Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by using personal strategies for adding and subtracting with and without the support of manipulatives.Grade 2
Manitoba2.N.9.2Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by creating and solving problems that involve addition and subtraction.Grade 2
Manitoba2.N.9.3Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by explaining that the order in which numbers are added does not affect the sum.Grade 2
Manitoba2.N.9.4Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by explaining that the order in which numbers are subtracted may affect the difference.Grade 2
Manitoba2.N.10Apply mental mathematics strategies, including using doubles, using one more, one less, using two more, two less, building on a known double, using addition for subtraction to develop recall of basic addition facts to 18 and related subtractions facts.Grade 2
Manitoba2.PR.1Predict an element in a repeating pattern using a variety of strategies.Grade 2
Manitoba2.PR.2Demonstrate an understanding of increasing patters by describing, reproducing, extending and creating patterns using manipulatives, diagrams, sounds and actions (numbers to 100).Grade 2
Manitoba2.PR.3Demonstrate and explain the meaning of equality and inequality by using manipulatives and diagrams (0 to 100).Grade 2
Manitoba2.PR.4Record equalities and inequalities symbolically using the equal symbol or the not-equal symbol.Grade 2
Manitoba2.SS.1Relate the number of days to a week and the number of months to a year in a problem-solving context.Grade 2
Manitoba2.SS.2Relate the size of a unit of measure to the number of units (limited to non-standard units) used to measure length and mass (weight).Grade 2
Manitoba2.SS.3Compare and order objects by length, height, distance around, and mass (weight) using non-standard units, and make statements of comparison.Grade 2
Manitoba2.SS.4Measure length to the nearest non-standard unit by using multiple copies of a unit or using a single copy of a unit.Grade 2
Manitoba2.SS.5Demonstrate that changing the orientation of an object does not alter the measurements of its attributes.Grade 2
Manitoba2.SS.6Sort 2-D shapes and 3-D objects using two attributes, and explain the sorting rule.Grade 2
Manitoba2.SS.7Describe, compare, and construct 3-D objects, including cubes, spheres, cones, cylinders, prisms and pyramids.Grade 2
Manitoba2.SS.8Describe, compare, and construct 2-D shapes, including triangles, squares, rectangels and circles.Grade 2
Manitoba2.SS.9Identify 2-D shapes as parts of 3-D objects in the environment.Grade 2
Manitoba2.SP.2Construct and interpret concrete graphs and pictographs to solve problems.Grade 2
Manitoba3.N.1.1Say the number sequence between any two given numbers forward and backward from 0 to 1000 by 10s or 100s, using any starting point.Grade 3
Manitoba3.N.1.2Say the number sequence between any two given numbers forward and backward from 0 to 1000 by 5s, using starting points that are multiples of 5.Grade 3
Manitoba3.N.1.3Say the number sequence between any two given numbers forward and backward from 0 to 1000 by 25s, using starting points that are multiples of 25.Grade 3
Manitoba3.N.1.4Say the number sequence between any two given numbers forward and backward from 0 to 100 by 3s, using starting points that are multiples of 3.Grade 3
Manitoba3.N.1.5Say the number sequence between any two given numbers forward and backward from 0 to 100 by 4s, using starting points that are multiples of 4.Grade 3
Manitoba3.N.2Represent and describe numbers to 1000, concretely, pictorially, and symbolically.Grade 3
Manitoba3.N.3Compare and order numbers to 1000.Grade 3
Manitoba3.N.4Estimate quantities less than 1000 using referents.Grade 3
Manitoba3.N.5Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.Grade 3
Manitoba3.N.6.1Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as adding from left to right.Grade 3
Manitoba3.N.6.2Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as taking one addend to the nearest multiple of ten and then compensating.Grade 3
Manitoba3.N.6.3Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as using doubles.Grade 3
Manitoba3.N.7.1Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as taking the subtrahend to the nearest multiple of ten and then compensating.Grade 3
Manitoba3.N.7.2Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as thinking of addition.Grade 3
Manitoba3.N.7.3Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as using doubles.Grade 3
Manitoba3.N.8Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context.Grade 3
Manitoba3.N.9.1Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2-, and 3-digit numerals) by using personal strategies for adding and subtracting with and without the support of maniplulatives.Grade 3
Manitoba3.N.9.2Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2-, and 3-digit numerals) by creating and solving problems in contexts that involve addition and subtraction of numbers concretely, pictorially, and symbolically.Grade 3
Manitoba3.N.10Apply mental math strategies to determine addition facts and related subtraction facts to 18 (9 + 9).Grade 3
Manitoba3.N.11.1Demonstrate an understanding of multiplication to 5 × 5 by representing and explaining multiplication using equal grouping and arrays.Grade 3
Manitoba3.N.11.2Demonstrate an understanding of multiplication to 5 × 5 by creating and solving problems in context that involve multiplication.Grade 3
Manitoba3.N.11.3Demonstrate an understanding of multiplication to 5 × 5 by modelling multiplication using concrete and visual representations, and recording the process symbolically.Grade 3
Manitoba3.N.11.4Demonstrate an understanding of multiplication to 5 × 5 by relating multiplication to repeated addition.Grade 3
Manitoba3.N.11.5Demonstrate an understanding of multiplication to 5 × 5 by relating multiplication to division.Grade 3
Manitoba3.N.12.1Demonstrate an understanding of division by representing and explaining division using equal sharing and equal grouping limited to division related to multiplication facts up to 5 × 5.Grade 3
Manitoba3.N.12.2Demonstrate an understanding of division by creating and solving problems in context that involve equal sharing and equal grouping limited to division related to multiplication facts up to 5 × 5.Grade 3
Manitoba3.N.12.3Demonstrate an understanding of division by modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically limited to division related to multiplication facts up to 5 × 5.Grade 3
Manitoba3.N.12.4Demonstrate an understanding of division by relating division to repeated subtraction limited to division related to multiplication facts up to 5 × 5.Grade 3
Manitoba3.N.12.5Demonstrate an understanding of division by relating division to multiplication limited to division related to multiplication facts up to 5 × 5.Grade 3
Manitoba3.N.13.1Demonstrate an understanding of fractions by explaining that a fraction represents a portion of a whole divided into equal parts.Grade 3
Manitoba3.N.13.2Demonstrate an understanding of fractions by describing situations in which fractions are used.Grade 3
Manitoba3.N.13.3Demonstrate an understanding of fractions by comparing fractions of the same whole with like denominators.Grade 3
Manitoba3.PR.1Demonstrate an understanding of increasing patterns by describing, extending, comparing, and creating patterns using manipulatives, diagrams, and numbers to 1000.Grade 3
Manitoba3.PR.2Demonstrate an understanding of decreasing patterns by describing, extending, comparing, and creating patterns using manipulatives, diagrams, and numbers starting from 1000 or less.Grade 3
Manitoba3.PR.3Solve one-step addition and subtraction equations involving symbols representing an unknown number.Grade 3
Manitoba3.SS.1Relate the passage of time to common activities using non- standard and standard units (minutes, hours, days, weeks, months, years).Grade 3
Manitoba3.SS.2Relate the number of seconds to a minute, the number of minutes to an hour, and the number of days to a month in a problem-solving context.Grade 3
Manitoba3.SS.3.1Demonstrate an understanding of measuring length (cm, m) by selecting and justifying referents for the units cm and m.Grade 3
Manitoba3.SS.3.2Demonstrate an understanding of measuring length (cm, m) by modelling and describing the relationship between the units cm and m.Grade 3
Manitoba3.SS.3.3Demonstrate an understanding of measuring length (cm, m) by estimating length using referents.Grade 3
Manitoba3.SS.3.4Demonstrate an understanding of measuring length (cm, m) by measuring and recording length, width, and height.Grade 3
Manitoba3.SS.4.1Demonstrate an understanding of measuring mass (g, kg) by selecting and justifying referents for the units g and kg.Grade 3
Manitoba3.SS.4.2Demonstrate an understanding of measuring mass (g, kg) by modelling and describing the relationship between the units g and kg.Grade 3
Manitoba3.SS.4.3Demonstrate an understanding of measuring mass (g, kg) by estimating mass using referents.Grade 3
Manitoba3.SS.4.4Demonstrate an understanding of measuring mass (g, kg) by measuring and recording mass.Grade 3
Manitoba3.SS.5.1Demonstrate an understanding of perimeter of regular and irregular shapes by estimating perimeter using referents for centimetre or metre.Grade 3
Manitoba3.SS.5.2Demonstrate an understanding of perimeter of regular and irregular shapes by measuring and recording perimeter (cm, m).Grade 3
Manitoba3.SS.5.3Demonstrate an understanding of perimeter of regular and irregular shapes by constructing different shapes for a given perimeter (cmGrade 3
Manitoba3.SS.6Describe 3-D objects according to the shape of the faces, and the number of edges and vertices.Grade 3
Manitoba3.SS.7Sort regular and irregular polygons, including triangles, quadrilaterals, pentagons, hexagons, and octagons according to the number of sides.Grade 3
Manitoba3.SP.1Collect first-hand data and organize it using tally marks, line plots, charts, and lists to answer questions.Grade 3
Manitoba3.SP.2Construct, label, and interpret bar graphs to solve problems.Grade 3
Manitoba4.N.1Represent and describe whole numbers to 10,000 pictorally and symbolically.Grade 4
Manitoba4.N.2Compare and order numbers to 10,000Grade 4
Manitoba4.N.3.1Demonstrate and understanding of addition of numbers with answers to 10,000 and their corresponding subtractions (limited to 3 and 4 digit numbers), concretly, pictorially, and cymbolically, by using personal strategies.Grade 4
Manitoba4.N.3.2Demonstrate and understanding of addition of numbers with answers to 10,000 and their corresponding subtractions (limited to 3 and 4 digit numbers), concretly, pictorially, and cymbolically, by using the standard algorithms.Grade 4
Manitoba4.N.3.3Demonstrate and understanding of addition of numbers with answers to 10,000 and their corresponding subtractions (limited to 3 and 4 digit numbers), concretly, pictorially, and cymbolically, by estimating sums and differences.Grade 4
Manitoba4.N.3.4Demonstrate and understanding of addition of numbers with answers to 10,000 and their corresponding subtractions (limited to 3 and 4 digit numbers), concretly, pictorially, and cymbolically, by solving problems.Grade 4
Manitoba4.N.4Explain the properties of 0 and 1 for multiplication and the property of 1 for division.Grade 4
Manitoba4.N.5.1Describe and apply mental mathematics strategies, such as skip-counting from a known fact to develop an understanding of basic multiplication facts to 9 × 9 and related division facts.Grade 4
Manitoba4.N.5.2Describe and apply mental mathematics strategies, such as using halving/doubling to develop an understanding of basic multiplication facts to 9 × 9 and related division facts.Grade 4
Manitoba4.N.5.3Describe and apply mental mathematics strategies, such as using doubling and adding one more group to develop an understanding of basic multiplication facts to 9 × 9 and related division facts.Grade 4
Manitoba4.N.5.4Describe and apply mental mathematics strategies, such as using patterns in the 9s facts to develop an understanding of basic multiplication facts to 9 × 9 and related division facts.Grade 4
Manitoba4.N.5.5Describe and apply mental mathematics strategies, such as using repeated doubling to develop an understanding of basic multiplication facts to 9 × 9 and related division facts.Grade 4
Manitoba4.N.6.1Demonstrate an understanding of multiplication (2- or 3-digit numerals by 1-digit numerals) to solve problems by using personal strategies for multiplication with and without concrete materials.Grade 4
Manitoba4.N.6.2Demonstrate an understanding of multiplication (2- or 3-digit numerals by 1-digit numerals) to solve problems by using arrays to represent multiplication.Grade 4
Manitoba4.N.6.3Demonstrate an understanding of multiplication (2- or 3-digit numerals by 1-digit numerals) to solve problems by connecting concrete representations to symbolic representations.Grade 4
Manitoba4.N.6.4Demonstrate an understanding of multiplication (2- or 3-digit numerals by 1-digit numerals) to solve problems by estimating products.Grade 4
Manitoba4.N.7.1Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by using personal strategies for dividing with and without concrete materials.Grade 4
Manitoba4.N.7.2Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by estimating quotients.Grade 4
Manitoba4.N.7.3Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by relating division to multiplication.Grade 4
Manitoba4.N.8.1Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to name and record fractions for parts of a whole or a set.Grade 4
Manitoba4.N.8.2Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to compare and order fractions.Grade 4
Manitoba4.N.8.3Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to model and explain that for different wholes, two identical fractions may not represent the same quantity.Grade 4
Manitoba4.N.8.4Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to provide examples of where fractions are used.Grade 4
Manitoba4.N.9Describe and represent decimals (tenths and hundredths), concretely, pictorially, and symbolically.Grade 4
Manitoba4.N.10Relate decimals to fractions (to hundredths).Grade 4
Manitoba4.N.11.1Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by using compatible numbers.Grade 4
Manitoba4.N.11.2Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by estimating sums and differences.Grade 4
Manitoba4.N.11.3Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by using mental math strategies to solve problems.Grade 4
Manitoba4.PR.1Identify and describe patterns found in tables and charts, including a multiplication chart.Grade 4
Manitoba4.PR.2Reproduce a pattern shown in a table or chart using concrete materials.Grade 4
Manitoba4.PR.3Represent and describe patterns and relationships using charts and tables to solve problems.Grade 4
Manitoba4.PR.4Identify and explain mathematical relationships using charts and diagrams to solve problems.Grade 4
Manitoba4.PR.5Express a problem as an equation in which a symbol is used to represent an unknown number.Grade 4
Manitoba4.PR.6Solve one-step equations involving a symbol to represent an unknown number.Grade 4
Manitoba4.SS.1Read and record time using digital and analog clocks, including 24-hour clocks.Grade 4
Manitoba4.SS.3.1Demonstrate an understanding of area of regular and irregular 2-D shapes by recognizing that area is measured in square units.Grade 4
Manitoba4.SS.3.2Demonstrate an understanding of area of regular and irregular 2-D shapes by selecting and justifying referents for the units cm2 or m2.Grade 4
Manitoba4.SS.3.3Demonstrate an understanding of area of regular and irregular 2-D shapes by estimating area by using referents for cm2 or m2.Grade 4
Manitoba4.SS.3.4Demonstrate an understanding of area of regular and irregular 2-D shapes by determining and recording area (cm2 or m2).Grade 4
Manitoba4.SS.3.5Demonstrate an understanding of area of regular and irregular 2-D shapes by constructing different rectangles for a given area (cm2 or m2) in order to demonstrate that many different rectangles may have the same area.Grade 4
Manitoba4.SS.4Solve problems involving 2-D shapes and 3-D objects.Grade 4
Manitoba4.SS.5Describe and construct rectangular and triangular prisms.Grade 4
Manitoba4.SS.6.1Demonstrate an understanding of line symmetry by identifying symmetrical 2-D shapes.Grade 4
Manitoba4.SS.6.2Demonstrate an understanding of line symmetry by creating symmetrical 2-D shapes.Grade 4
Manitoba4.SS.6.3Demonstrate an understanding of line symmetry by drawing one or more lines of symmetry in a 2-D shape.Grade 4
Manitoba4.SP.1Demonstrate an understanding of many-to-one correspondence.Grade 4
Manitoba4.SP.2Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions.Grade 4
Manitoba5.N.1Represent and describe whole numbers to 1 000 000.Grade 5
Manitoba5.N.2Apply estimation strategies, including front-end rounding, compensation, compatible numbers, and in problem-solving contexts.Grade 5
Manitoba5.N.3Apply mental math strategies to determine multiplication and related division facts to 81 (9 × 9).Grade 5
Manitoba5.N.4.1Apply mental mathematics strategies for multiplication, such as annexing then adding zeros.Grade 5
Manitoba5.N.4.2Apply mental mathematics strategies for multiplication, such as halving and doubling.Grade 5
Manitoba5.N.4.3Apply mental mathematics strategies for multiplication, such as using the distributive property.Grade 5
Manitoba5.N.5.1Demonstrate an understanding of multiplication (1- and 2-digit multipliers and up to 4-digit multiplicands), concretely, pictorially, and symbolically, by using personal strategies to solve problems.Grade 5
Manitoba5.N.5.2Demonstrate an understanding of multiplication (1- and 2-digit multipliers and up to 4-digit multiplicands), concretely, pictorially, and symbolically, by using the standard algorithm to solve problems.Grade 5
Manitoba5.N.5.3Demonstrate an understanding of multiplication (1- and 2-digit multipliers and up to 4-digit multiplicands), concretely, pictorially, and symbolically, by estimating products to solve problems.Grade 5
Manitoba5.N.6.1Demonstrate an understanding of division (1- and 2-digit divisors and up to 4-digit dividends), concretely, pictorially, and symbolically, and interpret remainders by using personal strategies to solve problems.Grade 5
Manitoba5.N.6.2Demonstrate an understanding of division (1- and 2-digit divisors and up to 4-digit dividends), concretely, pictorially, and symbolically, and interpret remainders by using the standard algorithm to solve problems.Grade 5
Manitoba5.N.6.3Demonstrate an understanding of division (1- and 2-digit divisors and up to 4-digit dividends), concretely, pictorially, and symbolically, and interpret remainders by estimating quotients to solve problems.Grade 5
Manitoba5.N.7.1Demonstrate an understanding of fractions by using concrete and pictorial representations to create sets of equivalent fractions.Grade 5
Manitoba5.N.7.2Demonstrate an understanding of fractions by using concrete and pictorial representations to compare fractions with like and unlike denominators.Grade 5
Manitoba5.N.8Describe and represent decimals (tenths, hundredths, thousandths) concretely, pictorially, and symbolically.Grade 5
Manitoba5.N.9Relate decimals to fractions (tenths, hundredths, thousandths).Grade 5
Manitoba5.N.10Compare and order decimals (tenths, hundredths, thousandths) by using benchmarks, place value, and equivalent decimals.Grade 5
Manitoba5.N.11Demonstrate an understanding of addition and subtraction of decimals (to thousandths), concretely, pictorially, and symbolically, by using personal strategies, using the standard algorithms, using estimation, and solving problems.Grade 5
Manitoba5.PR.2Solve problems involving single-variable (expressed as symbols or letters), one-step equations with whole-number coefficients, and whole-number solutions.Grade 5
Manitoba5.SS.1Design and construct different rectangles given either perimeter or area or both (whole numbers), and draw conclusions.Grade 5
Manitoba5.SS.2Demonstrate an understanding of measuring length (mm) by selecting and justifying referents for the unit mm and by modelling and describing the relationship between mm and cm units, and between mm and m units.Grade 5
Manitoba5.SS.3.1Demonstrate an understanding of volume by selecting and justifying referents for cm3 or m3 units.Grade 5
Manitoba5.SS.3.2Demonstrate an understanding of volume by estimating volume by using referents for cm3 or m3.Grade 5
Manitoba5.SS.3.3Demonstrate an understanding of volume by measuring and recording volume (cm3 or m3).Grade 5
Manitoba5.SS.3.4Demonstrate an understanding of volume by constructing rectangular prisms for a given volume.Grade 5
Manitoba5.SS.4.1Demonstrate an understanding of capacity by describing the relationship between mL and L.Grade 5
Manitoba5.SS.4.2Demonstrate an understanding of capacity by selecting and justifying referents for mL or L units.Grade 5
Manitoba5.SS.4.3Demonstrate an understanding of capacity by estimating capacity by using referents for mL or L.Grade 5
Manitoba5.SS.4.4Demonstrate an understanding of capacity by measuring and recording capacity (mL or L).Grade 5
Manitoba5.SS.5Describe and provide examples of edges and faces of 3-D objects, and sides of 2-D shapes, that are parallel, intersecting, perpendicular, vertical, and horizontal.Grade 5
Manitoba5.SS.6Identify and sort quadrilaterals, including rectangles, squares, trapezoids, parallelograms, and rhombuses according to their attributes.Grade 5
Manitoba5.SS.7Perform a single transformation (translation, rotation, or reflection) of a 2-D shape, and draw and describe the image.Grade 5
Manitoba5.SS.8Identify a single transformation (translation, rotation, or reflection) of 2-D shapes.Grade 5
Manitoba5.SP.1Differentiate between first-hand and second-hand data.Grade 5
Manitoba5.SP.2Construct and interpret double bar graphs to draw conclusions.Grade 5
Manitoba5.SP.3Describe the likelihood of a single outcome occurring, using words such as impossible, possible, and certain.Grade 5
Manitoba5.SP.4Compare the likelihood of two possible outcomes occurring, using words such as less likely, equally likely, and more likely.Grade 5
Manitoba6.N.1Demonstrate an understanding of place value for numbers greater than one million and numbers less than one-thousandth.Grade 6
Manitoba6.N.2Solve problems involving large numbers, using technology.Grade 6
Manitoba6.N.3.1Demonstrate an understanding of factors and multiples by determining multiples and factors of numbers less than 100.Grade 6
Manitoba6.N.3.2Demonstrate an understanding of factors and multiples by identifying prime and composite numbers.Grade 6
Manitoba6.N.3.3Demonstrate an understanding of factors and multiples by solving problems involving factors or multiples.Grade 6
Manitoba6.N.4Relate improper fractions to mixed numbers.Grade 6
Manitoba6.N.5Demonstrate an understanding of ratio, concretely, pictorially, and symbolically.Grade 6
Manitoba6.N.6Demonstrate an understanding of percent (limited to whole numbers), concretely, pictorially, and symbolically.Grade 6
Manitoba6.N.7Demonstrate an understanding of integers, concretely, pictorially, and symbolically.Grade 6
Manitoba6.N.8.1Demonstrate an understanding of multiplication and division of decimals (involving 1-digit whole-number multipliers, 1-digit natural number divisors, and multipliers and divisors that are multiples of 10), concretely, pictorially, and symbolically, by using personal strategies.Grade 6
Manitoba6.N.8.2Demonstrate an understanding of multiplication and division of decimals (involving 1-digit whole-number multipliers, 1-digit natural number divisors, and multipliers and divisors that are multiples of 10), concretely, pictorially, and symbolically, by using the standard algorithms.Grade 6
Manitoba6.N.8.3Demonstrate an understanding of multiplication and division of decimals (involving 1-digit whole-number multipliers, 1-digit natural number divisors, and multipliers and divisors that are multiples of 10), concretely, pictorially, and symbolically, by using estimation.Grade 6
Manitoba6.N.8.4Demonstrate an understanding of multiplication and division of decimals (involving 1-digit whole-number multipliers, 1-digit natural number divisors, and multipliers and divisors that are multiples of 10), concretely, pictorially, and symbolically, by solving problems.Grade 6
Manitoba6.N.9Explain and apply the order of operations, excluding exponents (limited to whole numbers).Grade 6
Manitoba6.PR.1Demonstrate an understanding of the relationships within tables of values to solve problems.Grade 6
Manitoba6.PR.2Represent and describe patterns and relationships using graphs and tables.Grade 6
Manitoba6.PR.3Represent generalizations arising from number relationships using equations with letter variables.Grade 6
Manitoba6.PR.4Demonstrate and explain the meaning of preservation of equality, concretely, pictorially, and symbolically.Grade 6
Manitoba6.SS.1.1Demonstrate an understanding of angles by identifying examples of angles in the environment.Grade 6
Manitoba6.SS.1.2Demonstrate an understanding of angles by classifying angles according to their measure.Grade 6
Manitoba6.SS.1.3Demonstrate an understanding of angles by estimating the measure of angles using 45°, 90°, and 180° as reference angles.Grade 6
Manitoba6.SS.1.4Demonstrate an understanding of angles by determining angle measures in degrees.Grade 6
Manitoba6.SS.1.5Demonstrate an understanding of angles by drawing and labelling angles when the measure is specified.Grade 6
Manitoba6.SS.2Demonstrate that the sum of interior angles is 180° in a triangle and 360° in a quadrilateral.Grade 6
Manitoba6.SS.3Develop and apply a formula for determining the perimeter of polygons, area of rectangles, and volume of right rectangular prisms.Grade 6
Manitoba6.SS.4Construct and compare triangles, including scalene, isosceles, equilateral, right, obtuse, and acute in different orientations.Grade 6
Manitoba6.SS.5Describe and compare the sides and angles of regular and irregular polygons.Grade 6
Manitoba6.SS.6Perform a combination of transformations (translations, rotations, or reflections) on a single 2-D shape, and draw and describe the image.Grade 6
Manitoba6.SS.7Perform a combination of successive transformations of 2-D shapes to create a design, and identify and describe the transformations.Grade 6
Manitoba6.SS.8Identify and plot points in the first quadrant of a Cartesian plane using whole-number ordered pairs.Grade 6
Manitoba6.SS.9Perform and describe single transformations of a 2-D shape in the first quadrant of a Cartesian plane (limited to whole-number vertices).Grade 6
Manitoba6.SP.1Create, label, and interpret line graphs to draw conclusions.Grade 6
Manitoba6.SP.2Select, justify, and use appropriate methods of collecting data, including questionnaires, experiments, databases, and electronic media.Grade 6
Manitoba6.SP.3Graph collected data and analyze the graph to solve problems.Grade 6
Manitoba6.SP.4.1Demonstrate an understanding of probability by identifying all possible outcomes of a probability experiment.Grade 6
Manitoba6.SP.4.2Demonstrate an understanding of probability by differentiating between experimental and theoretical probability.Grade 6
Manitoba6.SP.4.3Demonstrate an understanding of probability by determining the theoretical probability of outcomes in a probability experiment.Grade 6
Manitoba6.SP.4.4Demonstrate an understanding of probability by determining the experimental probability of outcomes in a probability experiment.Grade 6
Manitoba6.SP.4.5Demonstrate an understanding of probability by comparing experimental results with the theoretical probability for an experiment.Grade 6
Manitoba7.N.1Determine 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.Grade 7
Manitoba7.N.2Demonstrate 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).Grade 7
Manitoba7.N.3Solve problems involving percents from 1% to 100%.Grade 7
Manitoba7.N.4Demonstrate an understanding of the relationship between repeating decimals and fractions, and terminating decimals and fractions.Grade 7
Manitoba7.N.5Demonstrate 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).Grade 7
Manitoba7.N.6Demonstrate an understanding of addition and subtraction of integers, concretely, pictorially, and symbolically.Grade 7
Manitoba7.N.7Compare and order fractions, decimals (to thousandths), and integers by using benchmarks, place value and equivalent fractions and/or decimals.Grade 7
Manitoba7.PR.1Demonstrate an understanding of oral and written patterns and their corresponding relations.Grade 7
Manitoba7.PR.2Construct a table of values from a relation, graph the table of values, and analyze the graph to draw conclusions and solve problems.Grade 7
Manitoba7.PR.3Demonstrate an understanding of preservation of equality by modelling preservation of equality, concretely, pictorially, and symbolically and applying preservation of equality to solve equations.Grade 7
Manitoba7.PR.4Explain the difference between an expression and an equation.Grade 7
Manitoba7.PR.5Evaluate an expression given the value of the variable(s).Grade 7
Manitoba7.PR.6Model 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.Grade 7
Manitoba7.PR.7Model and solve problems that can be represented by linear equations of the form: ax + b = c, ax = b, concretely, pictorially, and symbolically, where a, b, and c, are whole numbers.Grade 7
Manitoba7.SS.1.1Demonstrate an understanding of circles by describing the relationships among radius, diameter, and circumference of circles.Grade 7
Manitoba7.SS.1.2Demonstrate an understanding of circles by relating circumference to pi.Grade 7
Manitoba7.SS.1.3Demonstrate an understanding of circles by determining the sum of the central angles.Grade 7
Manitoba7.SS.1.4Demonstrate an understanding of circles by constructing circles with a given radius or diameter.Grade 7
Manitoba7.SS.1.5Demonstrate an understanding of circles by solving problems involving the radii, diameters, and circumferences of circles.Grade 7
Manitoba7.SS.2.1Develop and apply a formula for determining the area of triangles.Grade 7
Manitoba7.SS.2.2Develop and apply a formula for determining the area of parallelograms.Grade 7
Manitoba7.SS.2.3Develop and apply a formula for determining the area of circles.Grade 7
Manitoba7.SS.3Perform geometric constructions, including perpendicular line segments, parallel line segments, perpendicular bisectors and angle bisectors.Grade 7
Manitoba7.SS.4Identify and plot points in the four quadrants of a Cartesian plane using ordered pairs.Grade 7
Manitoba7.SS.5Identify the sample space (where the combined sample space has 36 or fewer elements) for a probability experiment involving two independent events.Grade 7
Manitoba7.SP.1.1Demonstrate an understanding of central tendency and range by determining the measures of central tendency (mean, median, mode) and range.Grade 7
Manitoba7.SP.1.2Demonstrate an understanding of central tendency and range by determining the most appropriate measures of central tendency to report findings.Grade 7
Manitoba7.SP.2Determine the effect on the mean, median, and mode when an outlier is included in a data set.Grade 7
Manitoba7.SP.3Construct, label, and interpret circle graphs to solve problems.Grade 7
Manitoba7.SP.4Express probabilities as ratios, fractions, and percents.Grade 7
Manitoba7.SP.5Identify the sample space (where the combined sample space has 36 or fewer elements) for a probability experiment involving two independent events.Grade 7
Manitoba7.SP.6Conduct 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.Grade 7
Manitoba8.N.1Demonstrate an understanding of perfect squares and square roots, concretely, pictorially, and symbolically (limited to whole numbers).Grade 8
Manitoba8.N.2Determine the approximate square root of numbers that are not perfect squares (limited to whole numbers).Grade 8
Manitoba8.N.3Demonstrate an understanding of percents greater than or equalto 0%.Grade 8
Manitoba8.N.4Demonstrate an understanding of ratio and rate.Grade 8
Manitoba8.N.5Solve problems that involve rates, ratios, and proportionalreasoning.Grade 8
Manitoba8.N.6Demonstrate an understanding of multiplying and dividingpositive fractions and mixed numbers, concretely, pictorially,and symbolically.Grade 8
Manitoba8.N.7Demonstrate an understanding of multiplication and division ofintegers, concretely, pictorially, and symbolically.Grade 8
Manitoba8.N.8Solve problems involving positive rational numbers.Grade 8
Manitoba8.PR.1Graph and analyze two-variable linear relations.Grade 8
Manitoba8.PR.2Model and solve problems using linear equations concretely, pictorially, and symbolically, where a, b, and c, are integersGrade 8
Manitoba8.SS.1Develop and apply the Pythagorean theorem to solve problems.Grade 8
Manitoba8.SS.2Draw and construct nets for 3-D objects.Grade 8
Manitoba8.SS.3.1Determine the surface area of right rectangular prisms to solve problems.Grade 8
Manitoba8.SS.3.2Determine the surface area of right triangular prisms to solve problems.Grade 8
Manitoba8.SS.3.3Determine the surface area of right cylinders to solve problems.Grade 8
Manitoba8.SS.4Develop and apply formulas for determining the volume of right prisms and right cylinders.Grade 8
Manitoba8.SS.5Draw and interpret top, front, and side views of 3-D objects composed of right rectangular prisms.Grade 8
Manitoba8.SS.6.1Demonstrate an understanding of tessellation by explaining the properties of shapes that make tessellating possible.Grade 8
Manitoba8.SS.6.2Demonstrate an understanding of tessellation by creating tessellations.Grade 8
Manitoba8.SS.6.3Demonstrate an understanding of tessellation by identifying tessellations in the environment.Grade 8
Manitoba8.SP.1Critique ways in which data are presented.Grade 8
Manitoba8.SP.2Solve problems involving the probability of independent events.Grade 8
Manitoba10I.A.3Demonstrate an understanding of powers with integral and rational exponents.Algebra
Manitoba9.PR.2Graph linear relations, analyze the graph, and interpolate or extrapolate to solve problems.Algebra
Manitoba9.PR.4Explain and illustrate strategies to solve single variable linear inequalities with rational coefficients within a problem-solving context.Algebra
Manitoba9.PR.5Demonstrate an understanding of polynomials (limited to polynomials of degree less than or equal to 2).Algebra
Manitoba9.PR.6Model, record, and explain the operations of addition and subtraction of polynomial expressions, concretely, pictorially, and symbolically (limited to polynomials of degree less than or equal to 2).Algebra
Manitoba10I.R.2Demonstrate an understanding of relations and functions.Algebra
Manitoba10I.R.4.4Describe and represent linear relations, using graphs.Algebra
Manitoba10I.R.8Represent a linear function, using function notation.Algebra
Manitoba10I.R.7.5Determine the equation of a linear relation, given a scatterplotAlgebra
Manitoba11P.R.4.5Analyze quadratic functions of the form y = ax2 + bx + c to identify characteristics of the corresponding graph, including x- and y-intercepts.Algebra
Manitoba9.SS.4Draw and interpret scale diagrams of 2-D shapes.Algebra