#### 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

Region | Standard | Description | Level | |
---|---|---|---|---|

Manitoba | K.N.1 | Say the number sequence by 1s, starting anywhere from 1 to 30 and from 10 to 1. | Kindergarten | |

Manitoba | K.N.2 | Subitize and name familiar arrangements of 1 to 6 dots (or objects). | Kindergarten | |

Manitoba | K.N.3 | Relate a numeral, 1 to 10, to its respective quantity. | Kindergarten | |

Manitoba | K.N.4 | Represent and describe numbers 2 to 10 in two parts, concretely and pictorially. | Kindergarten | |

Manitoba | K.N.5.1 | Demonstrate an understanding of counting to 10 by indicating that the last number said identifies how many. | Kindergarten | |

Manitoba | K.N.5.2 | Demonstrate an understanding of counting to 10 by showing that any set has only one count. | Kindergarten | |

Manitoba | K.N.6.1 | Compare quantities, 1 to 10, using one-to-one correspondence. | Kindergarten | |

Manitoba | K.N.6.2 | Compare quantities, 1 to 10, by ordering numbers representing different quantities. | Kindergarten | |

Manitoba | K.PR.1 | Demonstrate an understanding of repeating patterns (two or three elements) by, identifying, reproducing, extending, creating, patterns using manipulatives, sounds, and actions. | Kindergarten | |

Manitoba | K.SS.1 | Use direct comparison to compare two objects based on a single attribute, such as length (height), mass (weight), and volume (capacity). | Kindergarten | |

Manitoba | K.SS.2 | Sort 3-D objects using a single attribute. | Kindergarten | |

Manitoba | K.SS.3 | Build and describe 3-D objects. | Kindergarten | |

Manitoba | 1.N.1.1 | Say the number sequence by 1s forward and backward between any two given numbers (0 to 100). | Grade 1 | |

Manitoba | 1.N.1.2 | Say the number sequence by 2s to 30, forward starting at 0. | Grade 1 | |

Manitoba | 1.N.1.3 | Say the number sequence by 5s and 10s to 100, forward starting at 0. | Grade 1 | |

Manitoba | 1.N.2 | Subitize and name familiar arrangements of 1 to 10 dots (or objects). | Grade 1 | |

Manitoba | 1.N.3.1 | Demonstrate an understanding of counting by using the counting-on strategy. | Grade 1 | |

Manitoba | 1.N.3.2 | Demonstrate an understanding of counting by using parts or equal groups to count sets. | Grade 1 | |

Manitoba | 1.N.4 | Represent and describe numbers to 20, concretely, pictorially, and symbolically. | Grade 1 | |

Manitoba | 1.N.5 | Compare and order sets containing up to 20 elements to solve problems using referents and one-to-one correspondence. | Grade 1 | |

Manitoba | 1.N.6 | Estimate quantities to 20 by using referents. | Grade 1 | |

Manitoba | 1.N.7 | Demonstrate, concretely and pictorially, how a number, up to 30, can be represented by a variety of equal groups with and without singles. | Grade 1 | |

Manitoba | 1.N.8 | Identify the number, up to 20, that is one more, two more, one less, and two less than a given number. | Grade 1 | |

Manitoba | 1.N.9.1 | Demonstrate 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 | |

Manitoba | 1.N.9.2 | Demonstrate 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 | |

Manitoba | 1.N.9.3 | Demonstrate 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 | |

Manitoba | 1.N.10 | Describe 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 | |

Manitoba | 1.PR.1 | Demonstrate an understanding of repeating patterns (two to four elements). | Grade 1 | |

Manitoba | 1.PR.2 | Translate repeating patterns from one representation to another. | Grade 1 | |

Manitoba | 1.PR.3 | Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20). | Grade 1 | |

Manitoba | 1.PR.4 | Record equalities using the equal symbol (0 to 20). | Grade 1 | |

Manitoba | 1.SS.1 | Demonstrate an understanding of measurement as a process of comparing. | Grade 1 | |

Manitoba | 1.SS.2 | Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule. | Grade 1 | |

Manitoba | 1.SS.3 | Replicate composite 2-D shapes and 3-D objects. | Grade 1 | |

Manitoba | 1.SS.4 | Compare 2-D shapes to parts of 3-D objects in the environment. | Grade 1 | |

Manitoba | 2.N.1.1 | Say 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 | |

Manitoba | 2.N.1.2 | Say the number sequence from 0 to 100 by 10s using starting points from 1 to 9. | Grade 2 | |

Manitoba | 2.N.1.3 | Say the number sequence from 0 to 100 by 2s starting from 1. | Grade 2 | |

Manitoba | 2.N.2 | Demonstrate if a number (up to 100) is even or odd. | Grade 2 | |

Manitoba | 2.N.3 | Describe order or relative position using ordinal numbers. | Grade 2 | |

Manitoba | 2.N.4 | Represent and describe numbers to 100, concretely, pictorially, and symbolically. | Grade 2 | |

Manitoba | 2.N.5 | Compare and order numbers up to 100. | Grade 2 | |

Manitoba | 2.N.6 | Estimate quantities to 100 using referents. | Grade 2 | |

Manitoba | 2.N.7 | Illustrate, concretely and pictorially, the meaning of place value for numbers to 100. | Grade 2 | |

Manitoba | 2.N.8 | Demonstrate and explain the effect of adding zero to or subtracting zero from any number. | Grade 2 | |

Manitoba | 2.N.9.1 | Demonstrate 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 | |

Manitoba | 2.N.9.2 | Demonstrate 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 | |

Manitoba | 2.N.9.3 | Demonstrate 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 | |

Manitoba | 2.N.9.4 | Demonstrate 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 | |

Manitoba | 2.N.10 | Apply 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 | |

Manitoba | 2.PR.1 | Predict an element in a repeating pattern using a variety of strategies. | Grade 2 | |

Manitoba | 2.PR.2 | Demonstrate an understanding of increasing patters by describing, reproducing, extending and creating patterns using manipulatives, diagrams, sounds and actions (numbers to 100). | Grade 2 | |

Manitoba | 2.PR.3 | Demonstrate and explain the meaning of equality and inequality by using manipulatives and diagrams (0 to 100). | Grade 2 | |

Manitoba | 2.PR.4 | Record equalities and inequalities symbolically using the equal symbol or the not-equal symbol. | Grade 2 | |

Manitoba | 2.SS.1 | Relate the number of days to a week and the number of months to a year in a problem-solving context. | Grade 2 | |

Manitoba | 2.SS.2 | Relate 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 | |

Manitoba | 2.SS.3 | Compare and order objects by length, height, distance around, and mass (weight) using non-standard units, and make statements of comparison. | Grade 2 | |

Manitoba | 2.SS.4 | Measure length to the nearest non-standard unit by using multiple copies of a unit or using a single copy of a unit. | Grade 2 | |

Manitoba | 2.SS.5 | Demonstrate that changing the orientation of an object does not alter the measurements of its attributes. | Grade 2 | |

Manitoba | 2.SS.6 | Sort 2-D shapes and 3-D objects using two attributes, and explain the sorting rule. | Grade 2 | |

Manitoba | 2.SS.7 | Describe, compare, and construct 3-D objects, including cubes, spheres, cones, cylinders, prisms and pyramids. | Grade 2 | |

Manitoba | 2.SS.8 | Describe, compare, and construct 2-D shapes, including triangles, squares, rectangels and circles. | Grade 2 | |

Manitoba | 2.SS.9 | Identify 2-D shapes as parts of 3-D objects in the environment. | Grade 2 | |

Manitoba | 2.SP.1 | Gather and record data about self and others to answer questions. | Grade 2 | |

Manitoba | 2.SP.2 | Construct and interpret concrete graphs and pictographs to solve problems. | Grade 2 | |

Manitoba | 3.N.1.1 | Say 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 | |

Manitoba | 3.N.1.2 | Say 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 | |

Manitoba | 3.N.1.3 | Say 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 | |

Manitoba | 3.N.1.4 | Say 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 | |

Manitoba | 3.N.1.5 | Say 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 | |

Manitoba | 3.N.2 | Represent and describe numbers to 1000, concretely, pictorially, and symbolically. | Grade 3 | |

Manitoba | 3.N.3 | Compare and order numbers to 1000. | Grade 3 | |

Manitoba | 3.N.4 | Estimate quantities less than 1000 using referents. | Grade 3 | |

Manitoba | 3.N.5 | Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000. | Grade 3 | |

Manitoba | 3.N.6.1 | Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as adding from left to right. | Grade 3 | |

Manitoba | 3.N.6.2 | Describe 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 | |

Manitoba | 3.N.6.3 | Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as using doubles. | Grade 3 | |

Manitoba | 3.N.7.1 | Describe 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 | |

Manitoba | 3.N.7.2 | Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as thinking of addition. | Grade 3 | |

Manitoba | 3.N.7.3 | Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as using doubles. | Grade 3 | |

Manitoba | 3.N.8 | Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context. | Grade 3 | |

Manitoba | 3.N.9.1 | Demonstrate 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 | |

Manitoba | 3.N.9.2 | Demonstrate 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 | |

Manitoba | 3.N.10 | Apply mental math strategies to determine addition facts and related subtraction facts to 18 (9 + 9). | Grade 3 | |

Manitoba | 3.N.11.1 | Demonstrate an understanding of multiplication to 5 × 5 by representing and explaining multiplication using equal grouping and arrays. | Grade 3 | |

Manitoba | 3.N.11.2 | Demonstrate an understanding of multiplication to 5 × 5 by creating and solving problems in context that involve multiplication. | Grade 3 | |

Manitoba | 3.N.11.3 | Demonstrate an understanding of multiplication to 5 × 5 by modelling multiplication using concrete and visual representations, and recording the process symbolically. | Grade 3 | |

Manitoba | 3.N.11.4 | Demonstrate an understanding of multiplication to 5 × 5 by relating multiplication to repeated addition. | Grade 3 | |

Manitoba | 3.N.11.5 | Demonstrate an understanding of multiplication to 5 × 5 by relating multiplication to division. | Grade 3 | |

Manitoba | 3.N.12.1 | Demonstrate 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 | |

Manitoba | 3.N.12.2 | Demonstrate 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 | |

Manitoba | 3.N.12.3 | Demonstrate 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 | |

Manitoba | 3.N.12.4 | Demonstrate an understanding of division by relating division to repeated subtraction limited to division related to multiplication facts up to 5 × 5. | Grade 3 | |

Manitoba | 3.N.12.5 | Demonstrate an understanding of division by relating division to multiplication limited to division related to multiplication facts up to 5 × 5. | Grade 3 | |

Manitoba | 3.N.13.1 | Demonstrate an understanding of fractions by explaining that a fraction represents a portion of a whole divided into equal parts. | Grade 3 | |

Manitoba | 3.N.13.2 | Demonstrate an understanding of fractions by describing situations in which fractions are used. | Grade 3 | |

Manitoba | 3.N.13.3 | Demonstrate an understanding of fractions by comparing fractions of the same whole with like denominators. | Grade 3 | |

Manitoba | 3.PR.1 | Demonstrate an understanding of increasing patterns by describing, extending, comparing, and creating patterns using manipulatives, diagrams, and numbers to 1000. | Grade 3 | |

Manitoba | 3.PR.2 | Demonstrate an understanding of decreasing patterns by describing, extending, comparing, and creating patterns using manipulatives, diagrams, and numbers starting from 1000 or less. | Grade 3 | |

Manitoba | 3.PR.3 | Solve one-step addition and subtraction equations involving symbols representing an unknown number. | Grade 3 | |

Manitoba | 3.SS.1 | Relate the passage of time to common activities using non- standard and standard units (minutes, hours, days, weeks, months, years). | Grade 3 | |

Manitoba | 3.SS.2 | Relate 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 | |

Manitoba | 3.SS.3.1 | Demonstrate an understanding of measuring length (cm, m) by selecting and justifying referents for the units cm and m. | Grade 3 | |

Manitoba | 3.SS.3.2 | Demonstrate an understanding of measuring length (cm, m) by modelling and describing the relationship between the units cm and m. | Grade 3 | |

Manitoba | 3.SS.3.3 | Demonstrate an understanding of measuring length (cm, m) by estimating length using referents. | Grade 3 | |

Manitoba | 3.SS.3.4 | Demonstrate an understanding of measuring length (cm, m) by measuring and recording length, width, and height. | Grade 3 | |

Manitoba | 3.SS.4.1 | Demonstrate an understanding of measuring mass (g, kg) by selecting and justifying referents for the units g and kg. | Grade 3 | |

Manitoba | 3.SS.4.2 | Demonstrate an understanding of measuring mass (g, kg) by modelling and describing the relationship between the units g and kg. | Grade 3 | |

Manitoba | 3.SS.4.3 | Demonstrate an understanding of measuring mass (g, kg) by estimating mass using referents. | Grade 3 | |

Manitoba | 3.SS.4.4 | Demonstrate an understanding of measuring mass (g, kg) by measuring and recording mass. | Grade 3 | |

Manitoba | 3.SS.5.1 | Demonstrate an understanding of perimeter of regular and irregular shapes by estimating perimeter using referents for centimetre or metre. | Grade 3 | |

Manitoba | 3.SS.5.2 | Demonstrate an understanding of perimeter of regular and irregular shapes by measuring and recording perimeter (cm, m). | Grade 3 | |

Manitoba | 3.SS.5.3 | Demonstrate an understanding of perimeter of regular and irregular shapes by constructing different shapes for a given perimeter (cm | Grade 3 | |

Manitoba | 3.SS.6 | Describe 3-D objects according to the shape of the faces, and the number of edges and vertices. | Grade 3 | |

Manitoba | 3.SS.7 | Sort regular and irregular polygons, including triangles, quadrilaterals, pentagons, hexagons, and octagons according to the number of sides. | Grade 3 | |

Manitoba | 3.SP.1 | Collect first-hand data and organize it using tally marks, line plots, charts, and lists to answer questions. | Grade 3 | |

Manitoba | 3.SP.2 | Construct, label, and interpret bar graphs to solve problems. | Grade 3 | |

Manitoba | 4.N.1 | Represent and describe whole numbers to 10,000 pictorally and symbolically. | Grade 4 | |

Manitoba | 4.N.2 | Compare and order numbers to 10,000 | Grade 4 | |

Manitoba | 4.N.3.1 | Demonstrate 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 | |

Manitoba | 4.N.3.2 | Demonstrate 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 | |

Manitoba | 4.N.3.3 | Demonstrate 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 | |

Manitoba | 4.N.3.4 | Demonstrate 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 | |

Manitoba | 4.N.4 | Explain the properties of 0 and 1 for multiplication and the property of 1 for division. | Grade 4 | |

Manitoba | 4.N.5.1 | Describe 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 | |

Manitoba | 4.N.5.2 | Describe 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 | |

Manitoba | 4.N.5.3 | Describe 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 | |

Manitoba | 4.N.5.4 | Describe 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 | |

Manitoba | 4.N.5.5 | Describe 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 | |

Manitoba | 4.N.6.1 | Demonstrate 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 | |

Manitoba | 4.N.6.2 | Demonstrate an understanding of multiplication (2- or 3-digit numerals by 1-digit numerals) to solve problems by using arrays to represent multiplication. | Grade 4 | |

Manitoba | 4.N.6.3 | Demonstrate 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 | |

Manitoba | 4.N.6.4 | Demonstrate an understanding of multiplication (2- or 3-digit numerals by 1-digit numerals) to solve problems by estimating products. | Grade 4 | |

Manitoba | 4.N.7.1 | Demonstrate 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 | |

Manitoba | 4.N.7.2 | Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by estimating quotients. | Grade 4 | |

Manitoba | 4.N.7.3 | Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by relating division to multiplication. | Grade 4 | |

Manitoba | 4.N.8.1 | Demonstrate 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 | |

Manitoba | 4.N.8.2 | Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to compare and order fractions. | Grade 4 | |

Manitoba | 4.N.8.3 | Demonstrate 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 | |

Manitoba | 4.N.8.4 | Demonstrate 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 | |

Manitoba | 4.N.9 | Describe and represent decimals (tenths and hundredths), concretely, pictorially, and symbolically. | Grade 4 | |

Manitoba | 4.N.10 | Relate decimals to fractions (to hundredths). | Grade 4 | |

Manitoba | 4.N.11.1 | Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by using compatible numbers. | Grade 4 | |

Manitoba | 4.N.11.2 | Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by estimating sums and differences. | Grade 4 | |

Manitoba | 4.N.11.3 | Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by using mental math strategies to solve problems. | Grade 4 | |

Manitoba | 4.PR.1 | Identify and describe patterns found in tables and charts, including a multiplication chart. | Grade 4 | |

Manitoba | 4.PR.2 | Reproduce a pattern shown in a table or chart using concrete materials. | Grade 4 | |

Manitoba | 4.PR.3 | Represent and describe patterns and relationships using charts and tables to solve problems. | Grade 4 | |

Manitoba | 4.PR.4 | Identify and explain mathematical relationships using charts and diagrams to solve problems. | Grade 4 | |

Manitoba | 4.PR.5 | Express a problem as an equation in which a symbol is used to represent an unknown number. | Grade 4 | |

Manitoba | 4.PR.6 | Solve one-step equations involving a symbol to represent an unknown number. | Grade 4 | |

Manitoba | 4.SS.1 | Read and record time using digital and analog clocks, including 24-hour clocks. | Grade 4 | |

Manitoba | 4.SS.2 | Read and record calendar dates in a variety of formats. | Grade 4 | |

Manitoba | 4.SS.3.1 | Demonstrate an understanding of area of regular and irregular 2-D shapes by recognizing that area is measured in square units. | Grade 4 | |

Manitoba | 4.SS.3.2 | Demonstrate an understanding of area of regular and irregular 2-D shapes by selecting and justifying referents for the units cm2 or m2. | Grade 4 | |

Manitoba | 4.SS.3.3 | Demonstrate an understanding of area of regular and irregular 2-D shapes by estimating area by using referents for cm2 or m2. | Grade 4 | |

Manitoba | 4.SS.3.4 | Demonstrate an understanding of area of regular and irregular 2-D shapes by determining and recording area (cm2 or m2). | Grade 4 | |

Manitoba | 4.SS.3.5 | Demonstrate 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 | |

Manitoba | 4.SS.4 | Solve problems involving 2-D shapes and 3-D objects. | Grade 4 | |

Manitoba | 4.SS.5 | Describe and construct rectangular and triangular prisms. | Grade 4 | |

Manitoba | 4.SS.6.1 | Demonstrate an understanding of line symmetry by identifying symmetrical 2-D shapes. | Grade 4 | |

Manitoba | 4.SS.6.2 | Demonstrate an understanding of line symmetry by creating symmetrical 2-D shapes. | Grade 4 | |

Manitoba | 4.SS.6.3 | Demonstrate an understanding of line symmetry by drawing one or more lines of symmetry in a 2-D shape. | Grade 4 | |

Manitoba | 4.SP.1 | Demonstrate an understanding of many-to-one correspondence. | Grade 4 | |

Manitoba | 4.SP.2 | Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions. | Grade 4 | |

Manitoba | 5.N.1 | Represent and describe whole numbers to 1 000 000. | Grade 5 | |

Manitoba | 5.N.2 | Apply estimation strategies, including front-end rounding, compensation, compatible numbers, and in problem-solving contexts. | Grade 5 | |

Manitoba | 5.N.3 | Apply mental math strategies to determine multiplication and related division facts to 81 (9 × 9). | Grade 5 | |

Manitoba | 5.N.4.1 | Apply mental mathematics strategies for multiplication, such as annexing then adding zeros. | Grade 5 | |

Manitoba | 5.N.4.2 | Apply mental mathematics strategies for multiplication, such as halving and doubling. | Grade 5 | |

Manitoba | 5.N.4.3 | Apply mental mathematics strategies for multiplication, such as using the distributive property. | Grade 5 | |

Manitoba | 5.N.5.1 | Demonstrate 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 | |

Manitoba | 5.N.5.2 | Demonstrate 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 | |

Manitoba | 5.N.5.3 | Demonstrate 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 | |

Manitoba | 5.N.6.1 | Demonstrate 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 | |

Manitoba | 5.N.6.2 | Demonstrate 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 | |

Manitoba | 5.N.6.3 | Demonstrate 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 | |

Manitoba | 5.N.7.1 | Demonstrate an understanding of fractions by using concrete and pictorial representations to create sets of equivalent fractions. | Grade 5 | |

Manitoba | 5.N.7.2 | Demonstrate an understanding of fractions by using concrete and pictorial representations to compare fractions with like and unlike denominators. | Grade 5 | |

Manitoba | 5.N.8 | Describe and represent decimals (tenths, hundredths, thousandths) concretely, pictorially, and symbolically. | Grade 5 | |

Manitoba | 5.N.9 | Relate decimals to fractions (tenths, hundredths, thousandths). | Grade 5 | |

Manitoba | 5.N.10 | Compare and order decimals (tenths, hundredths, thousandths) by using benchmarks, place value, and equivalent decimals. | Grade 5 | |

Manitoba | 5.N.11 | Demonstrate 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 | |

Manitoba | 5.PR.1 | Determine the pattern rule to make predictions about subsequent elements. | Grade 5 | |

Manitoba | 5.PR.2 | Solve problems involving single-variable (expressed as symbols or letters), one-step equations with whole-number coefficients, and whole-number solutions. | Grade 5 | |

Manitoba | 5.SS.1 | Design and construct different rectangles given either perimeter or area or both (whole numbers), and draw conclusions. | Grade 5 | |

Manitoba | 5.SS.2 | Demonstrate 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 | |

Manitoba | 5.SS.3.1 | Demonstrate an understanding of volume by selecting and justifying referents for cm3 or m3 units. | Grade 5 | |

Manitoba | 5.SS.3.2 | Demonstrate an understanding of volume by estimating volume by using referents for cm3 or m3. | Grade 5 | |

Manitoba | 5.SS.3.3 | Demonstrate an understanding of volume by measuring and recording volume (cm3 or m3). | Grade 5 | |

Manitoba | 5.SS.3.4 | Demonstrate an understanding of volume by constructing rectangular prisms for a given volume. | Grade 5 | |

Manitoba | 5.SS.4.1 | Demonstrate an understanding of capacity by describing the relationship between mL and L. | Grade 5 | |

Manitoba | 5.SS.4.2 | Demonstrate an understanding of capacity by selecting and justifying referents for mL or L units. | Grade 5 | |

Manitoba | 5.SS.4.3 | Demonstrate an understanding of capacity by estimating capacity by using referents for mL or L. | Grade 5 | |

Manitoba | 5.SS.4.4 | Demonstrate an understanding of capacity by measuring and recording capacity (mL or L). | Grade 5 | |

Manitoba | 5.SS.5 | Describe 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 | |

Manitoba | 5.SS.6 | Identify and sort quadrilaterals, including rectangles, squares, trapezoids, parallelograms, and rhombuses according to their attributes. | Grade 5 | |

Manitoba | 5.SS.7 | Perform a single transformation (translation, rotation, or reflection) of a 2-D shape, and draw and describe the image. | Grade 5 | |

Manitoba | 5.SS.8 | Identify a single transformation (translation, rotation, or reflection) of 2-D shapes. | Grade 5 | |

Manitoba | 5.SP.1 | Differentiate between first-hand and second-hand data. | Grade 5 | |

Manitoba | 5.SP.2 | Construct and interpret double bar graphs to draw conclusions. | Grade 5 | |

Manitoba | 5.SP.3 | Describe the likelihood of a single outcome occurring, using words such as impossible, possible, and certain. | Grade 5 | |

Manitoba | 5.SP.4 | Compare the likelihood of two possible outcomes occurring, using words such as less likely, equally likely, and more likely. | Grade 5 | |

Manitoba | 6.N.1 | Demonstrate an understanding of place value for numbers greater than one million and numbers less than one-thousandth. | Grade 6 | |

Manitoba | 6.N.2 | Solve problems involving large numbers, using technology. | Grade 6 | |

Manitoba | 6.N.3.1 | Demonstrate an understanding of factors and multiples by determining multiples and factors of numbers less than 100. | Grade 6 | |

Manitoba | 6.N.3.2 | Demonstrate an understanding of factors and multiples by identifying prime and composite numbers. | Grade 6 | |

Manitoba | 6.N.3.3 | Demonstrate an understanding of factors and multiples by solving problems involving factors or multiples. | Grade 6 | |

Manitoba | 6.N.4 | Relate improper fractions to mixed numbers. | Grade 6 | |

Manitoba | 6.N.5 | Demonstrate an understanding of ratio, concretely, pictorially, and symbolically. | Grade 6 | |

Manitoba | 6.N.6 | Demonstrate an understanding of percent (limited to whole numbers), concretely, pictorially, and symbolically. | Grade 6 | |

Manitoba | 6.N.7 | Demonstrate an understanding of integers, concretely, pictorially, and symbolically. | Grade 6 | |

Manitoba | 6.N.8.1 | Demonstrate 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 | |

Manitoba | 6.N.8.2 | Demonstrate 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 | |

Manitoba | 6.N.8.3 | Demonstrate 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 | |

Manitoba | 6.N.8.4 | Demonstrate 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 | |

Manitoba | 6.N.9 | Explain and apply the order of operations, excluding exponents (limited to whole numbers). | Grade 6 | |

Manitoba | 6.PR.1 | Demonstrate an understanding of the relationships within tables of values to solve problems. | Grade 6 | |

Manitoba | 6.PR.2 | Represent and describe patterns and relationships using graphs and tables. | Grade 6 | |

Manitoba | 6.PR.3 | Represent generalizations arising from number relationships using equations with letter variables. | Grade 6 | |

Manitoba | 6.PR.4 | Demonstrate and explain the meaning of preservation of equality, concretely, pictorially, and symbolically. | Grade 6 | |

Manitoba | 6.SS.1.1 | Demonstrate an understanding of angles by identifying examples of angles in the environment. | Grade 6 | |

Manitoba | 6.SS.1.2 | Demonstrate an understanding of angles by classifying angles according to their measure. | Grade 6 | |

Manitoba | 6.SS.1.3 | Demonstrate an understanding of angles by estimating the measure of angles using 45¬∞, 90¬∞, and 180¬∞ as reference angles. | Grade 6 | |

Manitoba | 6.SS.1.4 | Demonstrate an understanding of angles by determining angle measures in degrees. | Grade 6 | |

Manitoba | 6.SS.1.5 | Demonstrate an understanding of angles by drawing and labelling angles when the measure is specified. | Grade 6 | |

Manitoba | 6.SS.2 | Demonstrate that the sum of interior angles is 180¬∞ in a triangle and 360¬∞ in a quadrilateral. | Grade 6 | |

Manitoba | 6.SS.3 | Develop and apply a formula for determining the perimeter of polygons, area of rectangles, and volume of right rectangular prisms. | Grade 6 | |

Manitoba | 6.SS.4 | Construct and compare triangles, including scalene, isosceles, equilateral, right, obtuse, and acute in different orientations. | Grade 6 | |

Manitoba | 6.SS.5 | Describe and compare the sides and angles of regular and irregular polygons. | Grade 6 | |

Manitoba | 6.SS.6 | Perform a combination of transformations (translations, rotations, or reflections) on a single 2-D shape, and draw and describe the image. | Grade 6 | |

Manitoba | 6.SS.7 | Perform a combination of successive transformations of 2-D shapes to create a design, and identify and describe the transformations. | Grade 6 | |

Manitoba | 6.SS.8 | Identify and plot points in the first quadrant of a Cartesian plane using whole-number ordered pairs. | Grade 6 | |

Manitoba | 6.SS.9 | Perform and describe single transformations of a 2-D shape in the first quadrant of a Cartesian plane (limited to whole-number vertices). | Grade 6 | |

Manitoba | 6.SP.1 | Create, label, and interpret line graphs to draw conclusions. | Grade 6 | |

Manitoba | 6.SP.2 | Select, justify, and use appropriate methods of collecting data, including questionnaires, experiments, databases, and electronic media. | Grade 6 | |

Manitoba | 6.SP.3 | Graph collected data and analyze the graph to solve problems. | Grade 6 | |

Manitoba | 6.SP.4.1 | Demonstrate an understanding of probability by identifying all possible outcomes of a probability experiment. | Grade 6 | |

Manitoba | 6.SP.4.2 | Demonstrate an understanding of probability by differentiating between experimental and theoretical probability. | Grade 6 | |

Manitoba | 6.SP.4.3 | Demonstrate an understanding of probability by determining the theoretical probability of outcomes in a probability experiment. | Grade 6 | |

Manitoba | 6.SP.4.4 | Demonstrate an understanding of probability by determining the experimental probability of outcomes in a probability experiment. | Grade 6 | |

Manitoba | 6.SP.4.5 | Demonstrate an understanding of probability by comparing experimental results with the theoretical probability for an experiment. | Grade 6 | |

Manitoba | 7.N.1 | 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. | Grade 7 | |

Manitoba | 7.N.2 | 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). | Grade 7 | |

Manitoba | 7.N.3 | Solve problems involving percents from 1% to 100%. | Grade 7 | |

Manitoba | 7.N.4 | Demonstrate an understanding of the relationship between repeating decimals and fractions, and terminating decimals and fractions. | Grade 7 | |

Manitoba | 7.N.5 | 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). | Grade 7 | |

Manitoba | 7.N.6 | Demonstrate an understanding of addition and subtraction of integers, concretely, pictorially, and symbolically. | Grade 7 | |

Manitoba | 7.N.7 | Compare and order fractions, decimals (to thousandths), and integers by using benchmarks, place value and equivalent fractions and/or decimals. | Grade 7 | |

Manitoba | 7.PR.1 | Demonstrate an understanding of oral and written patterns and their corresponding relations. | Grade 7 | |

Manitoba | 7.PR.2 | Construct a table of values from a relation, graph the table of values, and analyze the graph to draw conclusions and solve problems. | Grade 7 | |

Manitoba | 7.PR.3 | Demonstrate 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 | |

Manitoba | 7.PR.4 | Explain the difference between an expression and an equation. | Grade 7 | |

Manitoba | 7.PR.5 | Evaluate an expression given the value of the variable(s). | Grade 7 | |

Manitoba | 7.PR.6 | 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. | Grade 7 | |

Manitoba | 7.PR.7 | Model 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 | |

Manitoba | 7.SS.1.1 | Demonstrate an understanding of circles by describing the relationships among radius, diameter, and circumference of circles. | Grade 7 | |

Manitoba | 7.SS.1.2 | Demonstrate an understanding of circles by relating circumference to pi. | Grade 7 | |

Manitoba | 7.SS.1.3 | Demonstrate an understanding of circles by determining the sum of the central angles. | Grade 7 | |

Manitoba | 7.SS.1.4 | Demonstrate an understanding of circles by constructing circles with a given radius or diameter. | Grade 7 | |

Manitoba | 7.SS.1.5 | Demonstrate an understanding of circles by solving problems involving the radii, diameters, and circumferences of circles. | Grade 7 | |

Manitoba | 7.SS.2.1 | Develop and apply a formula for determining the area of triangles. | Grade 7 | |

Manitoba | 7.SS.2.2 | Develop and apply a formula for determining the area of parallelograms. | Grade 7 | |

Manitoba | 7.SS.2.3 | Develop and apply a formula for determining the area of circles. | Grade 7 | |

Manitoba | 7.SS.3 | Perform geometric constructions, including perpendicular line segments, parallel line segments, perpendicular bisectors and angle bisectors. | Grade 7 | |

Manitoba | 7.SS.4 | Identify and plot points in the four quadrants of a Cartesian plane using ordered pairs. | Grade 7 | |

Manitoba | 7.SS.5 | Identify the sample space (where the combined sample space has 36 or fewer elements) for a probability experiment involving two independent events. | Grade 7 | |

Manitoba | 7.SP.1.1 | Demonstrate an understanding of central tendency and range by determining the measures of central tendency (mean, median, mode) and range. | Grade 7 | |

Manitoba | 7.SP.1.2 | Demonstrate an understanding of central tendency and range by determining the most appropriate measures of central tendency to report findings. | Grade 7 | |

Manitoba | 7.SP.2 | Determine the effect on the mean, median, and mode when an outlier is included in a data set. | Grade 7 | |

Manitoba | 7.SP.3 | Construct, label, and interpret circle graphs to solve problems. | Grade 7 | |

Manitoba | 7.SP.4 | Express probabilities as ratios, fractions, and percents. | Grade 7 | |

Manitoba | 7.SP.5 | Identify the sample space (where the combined sample space has 36 or fewer elements) for a probability experiment involving two independent events. | Grade 7 | |

Manitoba | 7.SP.6 | 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. | Grade 7 | |

Manitoba | 8.N.1 | Demonstrate an understanding of perfect squares and square roots, concretely, pictorially, and symbolically (limited to whole numbers). | Grade 8 | |

Manitoba | 8.N.2 | Determine the approximate square root of numbers that are not perfect squares (limited to whole numbers). | Grade 8 | |

Manitoba | 8.N.3 | Demonstrate an understanding of percents greater than or equalto 0%. | Grade 8 | |

Manitoba | 8.N.4 | Demonstrate an understanding of ratio and rate. | Grade 8 | |

Manitoba | 8.N.5 | Solve problems that involve rates, ratios, and proportionalreasoning. | Grade 8 | |

Manitoba | 8.N.6 | Demonstrate an understanding of multiplying and dividingpositive fractions and mixed numbers, concretely, pictorially,and symbolically. | Grade 8 | |

Manitoba | 8.N.7 | Demonstrate an understanding of multiplication and division ofintegers, concretely, pictorially, and symbolically. | Grade 8 | |

Manitoba | 8.N.8 | Solve problems involving positive rational numbers. | Grade 8 | |

Manitoba | 8.PR.1 | Graph and analyze two-variable linear relations. | Grade 8 | |

Manitoba | 8.PR.2 | Model and solve problems using linear equations concretely, pictorially, and symbolically, where a, b, and c, are integers | Grade 8 | |

Manitoba | 8.SS.1 | Develop and apply the Pythagorean theorem to solve problems. | Grade 8 | |

Manitoba | 8.SS.2 | Draw and construct nets for 3-D objects. | Grade 8 | |

Manitoba | 8.SS.3.1 | Determine the surface area of right rectangular prisms to solve problems. | Grade 8 | |

Manitoba | 8.SS.3.2 | Determine the surface area of right triangular prisms to solve problems. | Grade 8 | |

Manitoba | 8.SS.3.3 | Determine the surface area of right cylinders to solve problems. | Grade 8 | |

Manitoba | 8.SS.4 | Develop and apply formulas for determining the volume of right prisms and right cylinders. | Grade 8 | |

Manitoba | 8.SS.5 | Draw and interpret top, front, and side views of 3-D objects composed of right rectangular prisms. | Grade 8 | |

Manitoba | 8.SS.6.1 | Demonstrate an understanding of tessellation by explaining the properties of shapes that make tessellating possible. | Grade 8 | |

Manitoba | 8.SS.6.2 | Demonstrate an understanding of tessellation by creating tessellations. | Grade 8 | |

Manitoba | 8.SS.6.3 | Demonstrate an understanding of tessellation by identifying tessellations in the environment. | Grade 8 | |

Manitoba | 8.SP.1 | Critique ways in which data are presented. | Grade 8 | |

Manitoba | 8.SP.2 | Solve problems involving the probability of independent events. | Grade 8 | |

Manitoba | 10I.A.3 | Demonstrate an understanding of powers with integral and rational exponents. | Algebra | |

Manitoba | 9.PR.2 | Graph linear relations, analyze the graph, and interpolate or extrapolate to solve problems. | Algebra | |

Manitoba | 9.PR.4 | Explain and illustrate strategies to solve single variable linear inequalities with rational coefficients within a problem-solving context. | Algebra | |

Manitoba | 9.PR.5 | Demonstrate an understanding of polynomials (limited to polynomials of degree less than or equal to 2). | Algebra | |

Manitoba | 9.PR.6 | Model, 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 | |

Manitoba | 10I.R.2 | Demonstrate an understanding of relations and functions. | Algebra | |

Manitoba | 10I.R.4.4 | Describe and represent linear relations, using graphs. | Algebra | |

Manitoba | 10I.R.8 | Represent a linear function, using function notation. | Algebra | |

Manitoba | 10I.R.7.5 | Determine the equation of a linear relation, given a scatterplot | Algebra | |

Manitoba | 11P.R.4.5 | Analyze quadratic functions of the form y = ax2 + bx + c to identify characteristics of the corresponding graph, including x- and y-intercepts. | Algebra | |

Manitoba | 9.SS.4 | Draw and interpret scale diagrams of 2-D shapes. | Algebra |