Mathology 1 Correlation (Number) – Newfoundland And Labrador
Mathology 1 Correlation (Number) – Newfoundland and LabradorSpecific CurriculumOutcomesMathology Grade 1 Classroom Mathology Little BooksActivity Kit1N1: Say the number sequence0 to 100 by: 1s forward between anytwo given numbers 1s backward from 20 to 0 2s forward from 0 to 20 5s and 10s forward from 0to 100.Number Cluster 1: Counting* 1: Counting to 20 2: Counting to 50Number Cluster 4: Skip‐Counting* 13: Skip‐Counting Forward 14: Skip‐Counting withLeftovers 16: Skip‐CountingConsolidation (also includesskip‐counting by 2s and 5sbackwards)Number Cluster 8: FinancialLiteracy** 37: Counting Collections 40: Financial LiteracyConsolidationLink to other strands:Patterning and Algebra Cluster1: Investigating RepeatingPatterns 4: Finding Patterns*also 1N3**Financial Literacy is notspecifically required by theNewfoundland and Labradorcurriculum On Safari! Paddling the River (to 20)To Scaffold: A Warm, Cozy Nest Animals Hide Dan’s Doggy Daycare Acorns for WilaiyaTo Extend: What Would You Rather? Ways to CountPearson Canada K‐3 Mathematics LearningProgressionBig Idea: Numbers tell us how many and how much.Applying the principles of counting (numbersequence) Says the number name sequence starting with 1and counting forward. Coordinates number words with countingactions, saying one word for each objects (i.e.,one‐to‐one correspondence/tagging). Says the number name sequence backward fromnumbers to 10. Knows that the last counting word tells “howmany “objects in a set (i.e., cardinality). Says the number name sequence forwardthrough the teen numbers. Creates a set to match a verbal number orwritten numeral. Says the number name sequences forward andbackward from a given number. Uses number patterns to bridge tens whencounting forward and backward (e.g., 39, 40, 41). Fluently skip‐counts by factors of 10 (e.g., 2, 5,10) and multiples of 10 from any given number.Link to other strands:Representing and generalizing increasing/decreasingpatterns Identifies and extends familiar number patternsand makes connections to addition (e.g., skip‐counting by 2s, 5s, 10s).Mathology 1 Integrated Curriculum Correlation – Newfoundland and Labradorv. 110720181 Pa g e
1N2: Subitize (recognize at aglance) and name familiararrangements of 1 to 10 objectsor dots.Number Cluster 2: SpatialReasoning 6: Subitizing to 10 8: Spatial ReasoningConsolidation**also 1N6 Lots of Dots! (K book)Spot Check! (K book)Paddling the RiverThat's 10!To Scaffold: Acorns for WilaiyaBig Idea: Numbers tell us how many and how much.Recognizing quantities by subitizing Instantly recognizes quantities to 5 (i.e.,perceptual subitizing). Uses grouping (e.g., arrays of dots) to determinequantity without counting by ones (i.e.,conceptual subitizing).To Extend: What Would You Rather?1N3: Demonstrate anunderstanding ofcounting by: indicating that the lastnumber said identifies “howmany” showing that any set hasonly one count using the counting onstrategy using parts or equal groupsto count sets.Number Cluster 1: Counting 1: Counting to 20* 2: Counting to 50* 3: Counting On and Back 5: Counting ConsolidationNumber Cluster 4: SkipCounting* 13: Skip‐Counting Forward 14: Skip‐Counting withLeftovers 16: Skip‐CountingConsolidationNumber Cluster 5: Composingand Decomposing 21: Equal Groups***also 1N1**also 1N4 How Many is Too Many?To Scaffold: Acorns for Wilaiya Time for Games Let’s Play Waltes!To Extend: Ways to CountBig Idea: Numbers tell us how many and how much.Applying the principles of counting Knows that the last counting word tells “howmany” objects in a set (i.e., cardinality). Creates a set to match a verbal number orwritten numeral. Knows that rearranging objects in a set does notchange the quantity (i.e., conservation ofnumber).Big Idea: Quantities and numbers can be groupedby or partitioned into equal‐sized units.Unitizing quantities and comparing units to thewhole Partitions and skip‐counts by equal‐sized unitsand recognizes that the results will be the samewhen counted by ones (e.g., counting a set by 1sor by 5s gives the same result).Mathology 1 Integrated Curriculum Correlation – Newfoundland and Labradorv. 110720182 Pa g e
1N4: Represent and describenumbers to 20, concretely,pictorially and symbolically.Number Cluster 3: Comparingand Ordering 11: Comparing to 50Number Cluster 5: Composingand Decomposing 17: Decomposing 10 18: Numbers to 10 19: Numbers to 20 21: Equal Groups** 23: Composing andDecomposing Consolidation(includes coins)Number Cluster 6: Early PlaceValue* 24: Tens and Ones 25: Building and NamingNumbers 26: Different Representations 27: Early Place ValueConsolidationNumber Cluster 7: OperationalFluency 31: The Number Line*** Dan’s Doggy Daycare (to10, K book) That’s 10! (to 10) Hockey Time! Canada’s Oldest SportTo Scaffold: A Warm, Cozy Nest Lots of Dots!To Extend: How Many is Too Many?(Grade 1 book) Back to Batoche A Class‐full of Projects The Money JarBig Idea: Numbers tell us how many and how much.Applying the principles of counting Creates a set to match a verbal number orwritten numeral.Recognizing and writing numerals Names, writes, and matches numerals tonumbers and quantities to 10. Names, writes, and matches two‐digit numeralsto quantities.Big idea: Numbers are related in many waysDecomposing wholes into parts and composingwholes from parts Decomposes/composes quantities to 5. Decomposes quantities to 10 into parts andremembers the whole. Decomposes/composes quantities to 20.Big Idea: Quantities and numbers can be groupedby or partitioned into equal‐sized units.Unitizing quantities into ones, tens, and hundreds(place‐value concepts) Composes teen numbers from units of ten andones and decomposes teen numbers into unitsof ten with leftover ones.*activities include numbers to 50**also 1N3***also 1N8Mathology 1 Integrated Curriculum Correlation – Newfoundland and Labradorv. 110720183 Pa g e
1N5: Compare sets containingup to 20 elements, using: referents one‐to‐onecorrespondenceto solve problems.Number Cluster 3: Comparingand Ordering 9: Comparing Sets Concretely 10: Comparing Sets Pictorially 12: Comparing and OrderingConsolidation*Link to other strands:Patterning and Algebra Cluster3: Equality and Inequality 10: Exploring Sets 11: Making Equal Sets 12: Using Symbols*activity includes numbers to 50 At the Corn Farm(sets/quantities to 20) A Family Cookout(quantities to 50) How Many is Too Many?(quantities to 50) Nutty and WolfyTo Scaffold: Animals Hide Acorns for Wilaiya Time for Games Paddling the River (Grade1 book)To Extend: What Would You Rather?Big idea: Numbers are related in many waysComparing and ordering quantities (multitude ormagnitude) Perceptually compares quantities to determinemore/less or equal quantities Knows that each successive number is one morethan the previous number (i.e., hierarchicalinclusion) Compares (i.e., more/less/equal) and ordersquantities to 10). Adds/removes object(s) to make a set equal to agiven set Knows what number is one or two more and oneor two less than another numbers. Compares and orders quantities and writtennumbers using benchmarks. Orders three or more quantities to 20 using setsand/or numerals.Link to other strands:Understanding equality and inequality, building ongeneralized properties of numbers and operations Creates a set that is more/less or equal to a givenset1N6: Estimate quantities to 20by using referents.Number Cluster 2: SpatialReasoning 7: Estimating Quantities 8: Spatial ReasoningConsolidation**also 1N2 At the Corn Farm(sets/quantities to 20) A Family Cookout(quantities to 50) How Many is Too Many?(quantities to 50)Big Idea: Numbers are related in many ways.Estimating quantities and numbers Estimates small quantities of objects (to 10) ofthe same size. Uses relevant benchmarks to compare andestimate quantities (e.g., more/less than 10;multiples of ten).To Scaffold: Acorns for WilaiyaTo Extend: What Would You Rather? Ways to CountMathology 1 Integrated Curriculum Correlation – Newfoundland and Labradorv. 110720184 Pa g e
1N7: Identify the number, up to20, that is: one more two more one less two lessthan a given number.Number Cluster 7: OperationalFluency 28: More or Less*1N8: Demonstrate anunderstanding of addition ofnumbers with answers to 20and their correspondingsubtraction facts, concretely,pictorially and symbolically, by: using familiar mathematicallanguage to describeadditive and subtractiveactions creating and solvingproblems in context thatinvolve addition andsubtraction modelling addition andsubtraction, using a varietyof concrete and visualrepresentations, andrecording the processsymbolically.Number Cluster 7: OperationalFluency 29: Adding to 20* 31: The Number Line** 33: Part‐Part‐Whole* 34: Solving Story Problems 35: Operational FluencyConsolidation On Safari! Paddling the River How Many is Too Many?(quantities to 50)*also 1N9Big idea: Numbers are related in many ways.Comparing and ordering quantity (multitude ormagnitude) Knows what number is one or two more and oneor two less than another number.To Scaffold: Animals HideLink to other strands:Patterning and Algebra Cluster3: Equality and Inequality 11: Making Equal Sets 12: Using Symbols That’s 10! (to 10)Hockey Time!Cats and Kittens!Buy 1 – Get 1Canada’s Oldest SportTo Scaffold: Paddling the River (Grade1 book)To Extend: Marbles, Alleys, Mibs, andGuli A Class‐full of Projects The Money Jar The Great Dogsled RaceBig Idea: Quantities and numbers can be added andsubtracted to determine how many or how much.Developing conceptual meaning of addition andsubtraction Models add‐to and take‐from situations withquantities to 10. Uses symbols and equations to representaddition and subtraction situations. Models and symbolizes addition and subtractionproblem types (i.e., join, separate, part‐part‐whole, and compare).*also 1N9**also 1N4Mathology 1 Integrated Curriculum Correlation – Newfoundland and Labradorv. 110720185 Pa g e
1N9: Describe and use mentalmathematics strategies forbasic addition facts and relatedsubtraction facts to 18.Number Cluster 7: OperationalFluency 28: More or Less* 29: Adding to 20** 30: Subtracting to 20 32: Doubles 33: Part‐Part‐Whole***also 1N7**also 1N8 On Safari! (one more, twomore, doubling) That’s 10! (counting on,making ten) Hockey Time! (doubles,counting on, counting back,differences) Cats and Kittens! (counting,known facts, commutativeproperty) Buy 1 – Get 1 (doubles, neardoubles, counting, knownfacts) Canada’s Oldest Sport(counting on, countingback, doubles, benchmarks)Big Idea: Quantities and numbers can be added andsubtracted to determine how many or how much.Developing fluency of addition and subtraction Fluently adds and subtracts with quantities to10. Fluently recalls complements to 10 (e.g., 6 4; 7 3). Extends known sums and differences to solveother equations (e.g., using 5 5 to add 5 6). Fluently adds and subtracts with quantities to 20Big idea: Numbers are related in many ways.Comparing and ordering quantity (multitude ormagnitude) Knows what number is one or two more and oneor two less than another number.To Scaffold: Dan’s Doggy Daycare Let’s Play Waltes!To Extend: Marbles, Alleys, Mibs, andGuli! (doubles, making tens,counting on)Mathology 1 Integrated Curriculum Correlation – Newfoundland and Labradorv. 110720186 Pa g e
Mathology 1 Correlation (Patterns and Relations) – Newfoundland and LabradorSpecific CurriculumOutcomesMathology Grade 1 Classroom Mathology Little BooksActivity Kit1PR1 Demonstrate anunderstanding of repeatingpatterns (two to four elements)by: describing reproducing extending creatingpatterns using manipulatives,diagrams, sounds and actions.Patterning and Algebra Cluster 1:Investigating Repeating Patterns 1: Repeating the Core 2: Representing Patterns* 3: Predicting Elements 4: Finding Patterns** 5: Investigating RepeatingPatterns ConsolidationPatterning and Algebra Cluster 2:Creating Patterns 6: Extending Patterns 8: Errors and MissingElements 9: Creating PatternsConsolidation**also 1PR2**also 1N1 Midnight and SnowfallTo Scaffold: A Lot of Noise We Can Bead!To Extend: Pattern QuestPearson Canada K‐3 Mathematics LearningProgressionBig Idea: Regularity and repetition form patternsthat can be generalized and predictedmathematically.Identifying, reproducing, extending, and creatingpatterns that repeat Identifies and reproduces repeating patterns bymatching elements involving sounds, actions,shapes, objects, etc.‐ Extends repeating patterns. Distinguishes between repeating and non‐repeating sequences. Identifies the repeating unit (core) of a pattern. Predicts missing element(s) and corrects errorsin repeating patterns. Recognizes similarities and differences betweenpatterns. Reproduces, creates, and extends repeatingpatterns based on copies of the repeating unit(core).Mathology 1 Integrated Curriculum Correlation – Newfoundland and Labradorv. 110720187 Pa g e
1PR2 Translate repeatingpatterns from onerepresentation to another.Patterning and Algebra Cluster 1:Investigating Repeating Patterns 2: Representing Patterns*Patterning and Algebra Cluster 2:Creating Patterns 7: Translating Patterns 9: Creating PatternsConsolidation* Midnight and SnowfallTo Scaffold: A Lot of Noise We Can Bead!To Extend: Pattern Quest*also 1PR11PR3 Describe equality as abalance and inequality as animbalance, concretely andpictorially (0 to 20).1PR4 Record equalities usingthe equal symbol.Patterning and Algebra Cluster 3:Equality and Equality 10: Exploring Sets* 11: Making Equal Sets** 13: Equality and InequalityConsolidation****also 1N5**also 1N5, 1N8***also 1PR4Patterning and Algebra Cluster 3:Equality and Equality 12: Using Symbols* 13: Equality and InequalityConsolidation***use combined grades extension;also 1N5, 1N8**also 1PR3 Nutty and Wolfy That’s 10!To Extend: Kokum’s Bannock Nutty and WolfyTo Extend: Kokum’s Bannock Family Fun DayBig Idea: Regularity and repetition form patternsthat can be generalized and predictedmathematically.Identifying, sorting, and classifying attributes andpatterns mathematically (e.g., numbers of sides,shape, size) Records and symbolizes attributes in differentways (e.g., using drawings, words, letters).Identifying, reproducing, extending, and creatingpatterns that repeat Represents the same pattern in different ways(i.e., translating to different symbols, objects,sounds, actions).Big Idea: Patterns and relations can be representedwith symbols, equations, and expressions.Understanding equality and inequality, building ongeneralized properties of numbers and operations. Compares sets to determine more/less or equal. Creates a set that is more/ less or equal to agiven set. Models and describes equality (balance; thesame as) and inequality (imbalance; not thesame as).Big Idea: Patterns and relations can be representedwith symbols, equations, and expressions.Understanding equality and inequality, building ongeneralized properties of numbers and operations. Writes equivalent addition and subtractionequations in different forms (e.g., 8 5 3; 3 5 8). Records different expressions of the samequantities as equalities (e.g., 2 4 5 1)Using symbols, unknowns, and variables torepresent mathematical relations Uses the equal ( ) symbol in equations andknows its meaning (i.e., equivalent; is the sameas). Understands and uses the equal ( ) and notequal ( ) symbols when comparing expressions.Mathology 1 Integrated Curriculum Correlation – Newfoundland and Labradorv. 110720188 Pa g e
Mathology 1 Correlation (Shape and Space) – Newfoundland and LabradorSpecific CurriculumOutcomesMathology Grade 1 Classroom Mathology Little BooksActivity KitSS1 Demonstrate anunderstanding of measurementas a process of comparing by: identifying attributesthat can be compared ordering objects making statements ofcomparison filling, covering, ormatchingMeasurement Cluster 1:Comparing Objects 1: Comparing Length 2: Comparing Mass 3: Comparing Capacity 4: Making Comparisons 5: Comparing Area 6: Comparing ObjectsConsolidationMeasurement Cluster 2: UsingUniform Units 7: Matching Lengths The Amazing Seed Animal MeasuresTo Scaffold: To Be Long The Best in ShowTo Extend: Getting Ready for School The DiscoveryPearson Canada K‐3 Mathematics LearningProgressionBig idea: Many things in our world (e.g., objects,spaces, events) have attributes that can bemeasured and compared.Understanding attributes that can be measured Explores measurement of visible attributes (e.g.,length, capacity, area) and non‐visible attributes(e.g., mass, time, temperature). Uses language to describe attributes (e.g., long,tall, short, wide, heavy). Understands that some things have more thanone attribute that can be measured (e.g., anobject can have both length and mass). Understands conservation of length (e.g., astring is the same length when straight and notstraight), capacity (e.g., two differently shapedcontainers may hold the same amount), and area(e.g., two surfaces of different shapes can havethe same area).Directly and indirectly comparing and orderingobjects with the same measurable attribute Directly compares and orders objects by length(e.g., by aligning ends), mass (e.g., using abalance scale), and area (e.g., by covering). Compares objects indirectly by using anintermediary object. Uses relative attributes to compare and order(e.g., longer/longest, taller/tallest,shorter/shortest).Mathology 1 Integrated Curriculum Correlation – Newfoundland and Labradorv. 110720189 Pa g e
Big Idea: Assigning a unit to a continuous attributeallows us to measure and make comparisons.Selecting and using non‐standard units to estimate,measure, and make comparisons Uses relative language to describe measure (e.g.,close/far, tall, taller, tallest). Understands that units must be the same formeasurements to be meaningful (e.g., must usesame sized cubes to measure a desk). Understands that there should be no gaps oroverlaps when measuring.SS2 Sort 3‐D objects and 2‐Dshapes, using one attribute, andexplain the sorting rule.Geometry Cluster 1: 2‐D Shapes 1: Sorting Shapes 2: Identifying Triangles 3: Identifying Rectangles 4: Visualizing Shapes 5: Sorting Rules 6: 2‐D Shapes ConsolidationGeometry Cluster 2: 3‐D Solids 7: Exploring 3‐D Solids 8: Sorting 3‐D Solids 9: Identifying the Sorting Rule 10: 3‐D Solids Consolidation What Was Here? The Tailor ShopTo Scaffold: Zoom In, Zoom Out The Castle WallTo Extend: I Spy Awesome BuildingsPatterning and Algebra Big Idea: Regularity andrepetition form patterns that can be generalizedand predicted mathematically.Identifying, sorting, and classifying attributes andpatterns mathematically (e.g., numbers of sides,shape, size) Sorts a set of objects in different ways using asingle attribute (e.g., buttons sorted by thenumber of holes or by shape). Identifies the sorting rule used to sort sets.Big Idea: 2‐D shapes and 3‐D solids can be analyzedand classified in different ways by their attributes.Investigating geometric attributes and properties of2‐D Shapes and 3‐D solids Explores and makes distinctions among differentgeometric attribute o Compares 2‐D shapes and 3‐D solids to find thesimilarities and differences. Analyzes geometric attributes of 2‐D shapes and3‐D solids (e.g., number of sides/edges, faces,corners). Explores and makes distinctions among differentgeometric attributes of 2‐D shapes and 3‐Dsolids (e.g., ides, edges, corners, surfaces,open/closed).Mathology 1 Integrated Curriculum Correlation – Newfoundland and Labradorv. 1107201810 P a g e
SS1.3 Replicate composite 2‐Dshapes and 3‐D objects.Geometry Cluster 3: GeometricRelationships 11: Faces of Solids* 12: Making Designs 13: Covering Outlines 14: Identifying Shapes 15: Geometric RelationshipsConsolidation The Tailor ShopTo Scaff
Mathology 1 Integrated Curriculum Correlation – Newfoundland and Labrador v. 11072018 1 Page Mathology 1 Correlation (Number) – Newfoundland and Labrador Specific Curriculum Outcomes Mathology Grade 1 Classroom Activity Kit Mathology Little Books Pearson Canada K‐3 Mathematics Learning
Mathology 3 Integrated Curriculum Correlation – Newfoundland and Labrador 4 Page equations to make them easier to solve (e.g., 8 5 3 5 5). 3N7 Describe and apply mental mathematics strategies for subtracting two two-digit numerals. Number Unit 5: Addition and Subtraction 22: Using Mental Math to Add and Subtract The Street Party
Items Description of Module Subject Name Management Paper Name Quantitative Techniques for Management Decisions Module Title Correlation: Karl Pearson's Coefficient of Correlation, Spearman Rank Correlation Module Id 32 Pre- Requisites Basic Statistics Objectives After studying this paper, you should be able to - 1) Clearly define the meaning of Correlation and its characteristics.
The correlation strategies, roughly in chronological order of their occurrence are 1) Empirical Correlation Trading, 2) Pairs Trading, 3) Multi-asset Options, 4) Structured Products, 5) Correlation Swaps, and 6) Dispersion trading. While traders can apply correlation trading strategies to enhance returns, correlation products are also a
Accountability Act, I present the 2013-14 annual report for Memorial University of Newfoundland. The activities in this report coincide with initiatives outlined in the document Memorial University of Newfoundland Strategic Plan, April 1, 2011 - March 31, 2014 that was tabled in the House of Assembly. The main strategic issues include:
St. John's : Memorial University of Newfoundland, 1975. Pp. 20. A Selected Bibliography of Sources of Newfoundland Society and Culture. St. John's : Memorial University of Newfoundland, 1974. Pp. 17,1. NICKERSON, R., comp. "List of Archives of the Religious Society of Friends (Quakers) in Canada, microfilmed by the Archives of Ontario, Ms 303",
Acknowledgements Newfoundland and Labrador History - A Curriculum Guide vii Mr. Rene Wicks Newfoundland and Labrador Teachers' Association The Department of Education also gratefully acknowledges the contribution of Grade 8 teachers who
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Scoping study on the emerging use of Artificial Intelligence (AI) and robotics in social care A common theme identified in the review was a lack of information on the extent to which the different AI and robotic technologies had moved beyond the prototype and
