Each post is tagged with a shortened form of at least one of the Curricular Competencies, according to the BC Ministry of Education requirements for Foundations of Mathematics and Pre-Calculus 10.
Reasoning and Modelling Tags
| Tags | Curricular Competency |
| ReasMod01 | Develop thinking strategies to solve puzzles and play games – using reason to determine winning strategies |
| ReasMod02 | Develop thinking strategies to solve puzzles and play games – generalizing and extending |
| ReasMod03 | Explore, analyze, and apply mathematical ideas using reason, technology, and other tools – examine the structure of and connections between mathematical ideas |
| ReasMod04 | Explore, analyze, and apply mathematical ideas using reason, technology, and other tools – inductive reasoning |
| ReasMod05 | Explore, analyze, and apply mathematical ideas using reason, technology, and other tools – deductive reasoning |
| ReasMod06 | Explore, analyze, and apply mathematical ideas using reason, technology, and other tools – predictions, generalizations, conclusions drawn from experiences (e.g., with puzzles, games, and coding) |
| ReasMod07 | Explore, analyze, and apply mathematical ideas using reason, technology, and other tools – graphing technology |
| ReasMod08 | Explore, analyze, and apply mathematical ideas using reason, technology, and other tools – dynamic geometry |
| ReasMod09 | Explore, analyze, and apply mathematical ideas using reason, technology, and other tools – calculators |
| ReasMod10 | Explore, analyze, and apply mathematical ideas using reason, technology, and other tools – virtual manipulatives |
| ReasMod11 | Explore, analyze, and apply mathematical ideas using reason, technology, and other tools – concept-based apps |
| ReasMod12 | Explore, analyze, and apply mathematical ideas using reason, technology, and other tools – manipulatives such as algebra tiles and other concrete materials |
| ReasMod13 | Explore, analyze, and apply mathematical ideas using reason, technology, and other tools – various purposes including exploring and demonstrating mathematical relationships, organizing and displaying data, generating and testing inductive conjectures & mathematical modelling |
| ReasMod14 | Estimate reasonably and demonstrate fluent, flexible, and strategic thinking about number – be able to defend the reasonableness of an estimated value or a solution to a problem or equation |
| ReasMod15 | Estimate reasonably and demonstrate fluent, flexible, and strategic thinking about number – using known facts and benchmarks, partitioning, applying whole number strategies to rational numbers and algebraic expressions |
| ReasMod16 | Estimate reasonably and demonstrate fluent, flexible, and strategic thinking about number – choosing from different ways to think of a number or operation |
| ReasMod17 | Model with mathematics in situational context – use mathematical concepts and tools to solve problems and make decisions |
| ReasMod18 | Model with mathematics in situational context – take a complex, essentially non-mathematical scenario and figure out what mathematical concepts and tools are needed to make sense of it |
| ReasMod19 | Model with mathematics in situational context – including real-life scenarios and open-ended challenges that connect mathematics with everyday life |
| ReasMod20 | Think creatively and with curiosity and wonder when exploring problems – by being open to trying different strategies |
| ReasMod21 | Think creatively and with curiosity and wonder when exploring problems – refers to creative and innovative mathematical thinking rather than to representing math in a creative ways, such as through art or music |
| ReasMod22 | Think creatively and with curiosity and wonder when exploring problems – asking questions to further understanding or to open other avenues of investigation |
Understanding and Solving Tags
| Tags | Curricular Competency |
| USolve01 | Develop, demonstrate, and apply mathematical understanding through play, story, inquiry, and problem solving – includes structured, guided, and open inquiry |
| USolve02 | Develop, demonstrate, and apply mathematical understanding through play, story, inquiry, and problem solving – noticing and wondering |
| USolve03 | Develop, demonstrate, and apply mathematical understanding through play, story, inquiry, and problem solving – determining what is needed to make sense of and solve problems |
| USolve04 | Visualize to explore and illustrate mathematical concepts and relationships – create and use mental images to support understanding |
| USolve05 | Visualize to explore and illustrate mathematical concepts and relationships – visualization can by supported by using dynamic materials (e.g., graphical relationships and simulations), concrete materials, drawings and diagrams |
| USolve06 | Apply flexible and strategic approaches to solve problems – deciding which mathematical tools to use to solve a problem |
| USolve07 | Apply flexible and strategic approaches to solve problems – choosing an appropriate strategy to solve a problem (e.g., guess and check, model, solve a simpler problem, use a chart, use diagrams, role-play) |
| USolve08 | Apply flexible and strategic approaches to solve problems – interpret a situation to identify a problem |
| USolve09 | Apply flexible and strategic approaches to solve problems – apply mathematics to solve the problem |
| USolve10 | Apply flexible and strategic approaches to solve problems – analyze and evaluate the solution in terms of the initial context |
| USolve11 | Apply flexible and strategic approaches to solve problems – repeat this cycle until a solution makes sense |
| USolve12 | Solve problems with persistence and a positive disposition – not giving up when facing a challenge |
| USolve13 | Solve problems with persistence and a positive disposition – problem solving with vigour and determination |
| USolve14 | Engage in problem-solving experiences connected with place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures – through daily activities, local and traditional practices, popular media and news events, cross-curricular integration |
| USolve15 | Engage in problem-solving experiences connected with place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures – by posing and solving problems or asking questions about place, stories, and cultural practices |
Communicating and Representing Tags
| Tags | Curricular Competency |
| ComRep01 | Explain and justify mathematical ideas and decisions in many ways – use mathematical arguments to convince |
| ComRep02 | Explain and justify mathematical ideas and decisions in many ways – includes anticipating consequences |
| ComRep03 | Explain and justify mathematical ideas and decisions in many ways – have students explore which of two scenarios they would choose and then defend their choice |
| ComRep04 | Explain and justify mathematical ideas and decisions in many ways – including oral, written, visual, use of technology |
| ComRep05 | Explain and justify mathematical ideas and decisions in many ways – communicating effectively according to what is being communicated and to whom |
| ComRep06 | Represent mathematical ideas in concrete, pictorial, and symbolic forms – using models, tables, graphs, words, numbers, symbols |
| ComRep07 | Represent mathematical ideas in concrete, pictorial, and symbolic forms – connecting meanings among various representations |
| ComRep08 | Represent mathematical ideas in concrete, pictorial, and symbolic forms – using concrete materials and dynamic interactive technology |
| ComRep09 | Use mathematical vocabulary and language to contribute to discussions in the classroom – partner talks, small-group discussions, teacher-student conferences |
| ComRep10 | Take risks when offering ideas in classroom discourse – is valuable for deepening understanding of concepts |
| ComRep11 | Take risks when offering ideas in classroom discourse – can help clarify students’ thinking, even if they are not sure about an idea or have misconceptions |
Connecting and Reflecting Tags
| Tags | Curricular Competency |
| ConRflct01 | Reflect on mathematical thinking – share the mathematical thinking of self and others, including evaluating strategies and solutions, extending, posing new problems and questions |
| ConRflct02 | Connect mathematical concepts with each other, other areas, and personal interests – to develop a sense of how mathematics help us understand ourselves and the world around us (e.g., daily activities, local and traditional practices, popular media and news events, social justice, cross-curricular integration) |
| ConRflct03 | Use mistakes as opportunities to advance learning – range from calculation errors to misconceptions |
| ConRflct04 | Use mistakes as opportunities to advance learning – by analyzing errors to discover misunderstandings |
| ConRflct05 | Use mistakes as opportunities to advance learning – making adjustments in further attempts |
| ConRflct06 | Use mistakes as opportunities to advance learning – identifying not only mistakes but also parts of a solution that are correct |
| ConRflct07 | Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concepts – by collaborating with Elders and knowledge keepers among local First Peoples |
| ConRflct08 | Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concepts – by exploring the First Peoples Pinciples of Learning (e.g., Learning is holistic, reflexive, reflective, experiential, and relational [focused on connectedness, on reciprocal relationships, and a sense of place]; Learning involves patience and time) |
| ConRflct09 | Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concepts – by making explicit connections with learning mathematics |
| ConRflct10 | Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concepts – by exploring cultural practices and knowledge of local First Peoples and identifying mathematical connections |
| ConRflct11 | Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concepts – local knowledge and cultural practices that are appropriate to share and that are non-appropriated |
| ConRflct12 | Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concepts – Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining (http://www.csus.edu/indiv/o/oreyd/ACP.htm_files/abishop.htm) |
| ConRflct13 | Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concepts – Aboriginal Education Resources (www.aboriginaleducation.ca) |
| ConRflct14 | Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concepts – Teaching Mathematics in a First Nations Context, FNESC (http://www.fnesc.ca/resources/math-first-peoples/) |