Mathematics 3
P3.2
Demonstrate understanding of equality by solving one-step addition and subtraction equations involving symbols representing an unknown quantity.
[C, CN, ME, R]
Indicators for this outcome
| (a) |
Share, compare, and distinguish between understandings and uses of the word equal, including those represented in First Nations and Métis worldviews. |
| (b) |
Observe and describe situations relevant to self, family, or community in which a symbol could be used to represent an unknown quantity. |
| (c) |
Explain the purpose of the symbol, such as a triangle or a circle, in an addition or subtraction equation. |
| (d) |
Compare two equations involving the same operations and quantities, but using different symbols. |
| (e) |
Solve addition and subtraction equations concretely, pictorially, or physically. |
| (f) |
Verify (concretely, pictorially, or physically) which of a set of given quantities is the solution to a one-step addition or subtraction equation and explain the reasoning. |
| (g) |
Generalize strategies, including guess and test, for solving one-step addition and subtraction equations and verify the strategies concretely, pictorially, or physically. |
| (h) |
Explain why the unknown in a given addition or subtraction equation has only one value. |
| (i) |
Create and solve one-step equations related to situational questions. |
| (j) |
Create and solve situational questions that relate to given one-step equations. |
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