Number : Real Numbers
Connections Across Grades
Mathematics learning that is centred on students’ experiences allows them to find relevance and meaning in what they are learning and make connections to the curriculum. Many real-life contexts involve measurement, data, and financial applications.
Each example shows how a similar real-life context can play out across the grades, as well as, identifying a relevant specific expectation for each grade, and a key mathematical process.
Specific Expectation: B1.3
Mathematical Process: Reasoning and Proving
Which temperature is colder: \(-5\) °C or \(-10\) °C? Explain why.
Specific Expectation: B2.4
Mathematical Process: Representing
The temperature changed from \(-12\) °C to \(-15\) °C. Write an integer to represent the change.
Specific Expectation: B2.4
Mathematical Process: Selecting Tools and Strategies
The daily temperatures at noon the past five days were: \(-10\) °C, \(5\) °C, \(0\) °C, \(-4\) °C, \(-1\) °C. What is the average noon temperature?
Specific Expectation: B3.1
Mathematical Process: Connecting
Create a question involving a change in temperature such that:
- the result is negative.
- the result is positive.
Reflection
- How can real-life contexts support students in developing conceptual understandings?
- What mathematical ideas are each of the questions addressing?
- Why have the identified mathematical processes been highlighted as the key process to consider for each question?
- How can contexts support the use of certain representations or models?
- What real-life contexts can help students make a connection to fractions? to decimal numbers? to integers?