iics ib primary years program overview · pyp curriculum guide. ... explicitly values the diversity...

1911-2011Years of Academic ExcellenceIICS is the only Early Years 3 through Grade 12

International school in Istanbul fully authorized andglobally accredited by the IB, CIS and NEASC.

IICSIB PRIMARY YEARS

PROGRAM OVERVIEW

A Guide for Student & Parents2017-2018

IICS MISSION STATEMENTThrough its challenging curriculum and strong sta�-student

relationships, IICS provides a caring environmentthat inspires each student to excel and to be inquisitive,

creative, compassionate, balanced,and internationally minded.

IB MISSION STATEMENTThe International Baccalaureate aims to develop inquiring,

knowledgeable, and caring young people who help tocreate a better and more peaceful world through

intercultural understanding and respect. To this end theorganization works with schools, governments, andinternational organizations to develop challengingprograms of international education and rigorous

assessment. These programs encourage students acrossthe world to become active, compassionate lifelong

learners who understand that other people, with theirdi�erences, can also be right.

PYP CURRICULUM GUIDE

IICS Mission StatementInternational Baccalaureate Mission Statement GUIDE TO THE PYP Language in the PYPLiteracy Expectations Early Years 3, 4, 5Literacy Expectations Grades 1, 2, 3Literacy Expectations Grades 4, 5, 6 MATHEMATICS IN THE PYP Numeracy Expectations Early Years 3, 4, 5Numeracy Expectations Grades 1, 2, 3Numeracy Expectations Grades 4, 5, 6

Page11

39-11

12-1415-1819-23

26-4127-2829-3233-41

CONTENTS

PAGE 2 OF 41

GUIDE TO THE PYPHOW DID THE PRIMARY YEARS PROGRAM START?

The Primary Years Program (PYP) of the International Baccalaureate Organization (IB) has been developed as a result of the vision and the e�orts of the former International Schools Curriculum Project (ISCP).

The ISCP was an independent, grass-roots movement of school teachers and administrators in international schools. Its purpose was to produce a common international curriculum, and to develop an international-mindedness on the part of the children in those schools, in the belief that the nature and quality of children’s learning were the means of promoting that awareness and sensitivity.

The IB introduced the PYP in 1997 to complete its three programs of international education (PYP, MYP and DP) and with them, the prospect of a continuous international educational experience from early childhood to school graduation. IICS has been authorized to provide the PYP Curriculum since 1997.

WHAT IS THE PRIMARY YEARS PROGRAM?The Primary Years Program (PYP) is the �rst stage of the International Baccalaureate Program. It is for students aged 3 to 12 and focuses on the development of the whole child, not only in the classroom, but also in the world outside through other environments where children learn. It o�ers a framework that meets children’s several needs: academic, social, physical, emotional, and cultural.

The PYP is a comprehensive approach to teaching and learning with an international curriculum model that provides:

• Guidelines for what students should learn• A teaching methodology• Assessment strategies

At the heart of the PYP is a commitment to structured inquiry as a vehicle for learning:• Six organizing themes help teachers and students explore knowledge in the broadest sense of

the word.• Teacher and students use key questions that are concept-based to structure the Units of

Inquiry.• They acquire and apply transdisciplinary skills while developing an understanding of these

important concepts.


WHY DID IICS CHOOSE THE PYP?IICS o�ers the Primary Years Program of the International Baccalaureate Program because it puts the student at the center of the learning process; explicitly values the diversity of its student, parent, and teacher populations and strives to bene�t from its diversity by exploring multiple perspectives and experiences. The PYP integrates best practices from di�erent national curricula and is line with current educational research.

The PYP aims to o�er a balanced program that focuses on acquiring signi�cant knowledge, developing essential skills, understanding meaningful concepts, and developing positive attitudes, leading to thoughtful action.

The PYP believes that an inquiry based teaching method, structured in Units of Inquiry with cross curricular links to other subject areas, is an e�ective approach to teach the knowledge, skills, concepts and attitudes that we value.

WHAT WILL YOUR CHILD BE LEARNING?The PYP has designed a transdisciplinary curriculum, which draws the individual disciplines into a coherent whole, while preserving the essence of each subject.

Your child will:• develop a deep understanding of important concepts;• conduct research into knowledge which has local and global signi�cance;• acquire and practice a range of essential skills;• be encouraged to develop positive attitudes towards learning, the environment and other

people; and• have the opportunity for involvement in responsible action and service.

In the spirit of internationalism, students are required to learn a second language in addition to the language of instruction of the school.

PAGE 4 OF 41

2017-2018

WHO WE ARE

An inquiry of the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; and what it means to be human.

WHERE WE ARE IN PLACE AND TIME

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations form local and global perspectives.

HOW WE EXPRESS OURSELVES

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we re�ect on, extend, and enjoy our creativity; and our appreciation of the aesthetic.

HOW THE WORLD WORKS

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scienti�c principles; and the impact of scienti�c and technological advances on society and on the environment.

HOW WE ORGANIZE OURSELVES

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; and economic activities and their impact on humankind and the environment.

SHARING THE PLANET

An inquiry into rights and responsibilities in the struggle to share �nite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; and peace and con�ict resolution.

PROGRAM OF INQUIRYThe PYP curriculum is centred around six Units of Inquiry at each grade level (four in P1 and P2). In order to o�er a balanced program of units at each grade level, the PYP has identi�ed six transdisciplinary themes representing signi�cant knowledge areas. All grade levels study one unit from each knowledge area.

The six transdisciplinary themes are:

All the Units of Inquiry in the primary school together constitute our Program of Inquiry, which provides a balanced program of concepts, knowledge, skills, attitudes and action in Social Studies and Science. The Program is subject to a yearly review.


WHAT DO OUR CLASSROOMS LOOK LIKE?The character of the PYP is re�ected in the classroom activities and arrangements.

Students will often be involved in whole class discussions while the teacher will visibly record the content of the discussion. This discussion will be on display during the rest of the unit and will be referred to at a later stage.

Students might work in smaller groups, doing research, collecting information, or working towards a performance or presentation. Children might also work in pairs or individually. There will also be time for direct whole class instruction or for quiet individual work.

The classroom looks active; students take initiative, assist each other, get their own resources, and may work in di�erent areas in the classroom. Di�erent groups of students may be working on di�erent projects at the same time. Plentiful resources are available to stimulate and assist the learning and the results of the learning are displayed in the class. The Student Pro�le as well as the Central Idea of each unit will be visible in each classroom.

Our taught curriculum is designed to create:

“…a learning community in which adults and children alike investigate important ideas and enrich or improve their understanding of them…. The starting point is students’ current understanding and the goal is the active construction of meaning by building connections between human experience and information and processes from the disciplines.”

(Perspectives on Teaching Methods, IB PYP manual)

PAGE 6 OF 41

2017-2018

HOW WILL I KNOW WHAT MY CHILD IS DOING?The PYP promotes the use of a range of assessment strategies which are designed to give a clear picture of your child’s progress. There are two main types of assessment:

FORMATIVEFormative assessment is interwoven with daily learning and helps teachers and students �nd out what the students already know in order to plan the next stage of learning. Formative assessment and teaching are directly linked: neither can function e�ectively or purposefully without the other.

SUMMATIVESummative assessment happens at the end of the teaching and learning process. It gives the students opportunities to demonstrate what they have learned.

The PYP also requires that individual portfolios of student achievement be kept, as an important mechanism for documenting progress. In the �nal year of the program, are expected to participate in a culminating project students aged 11 to 12-the PYP Exhibition. This is designed to demonstrate their pro�ciencies in all areas of the program.

WILL THE PYP HELP MY CHILD FIT INTO ANOTHER SCHOOL?Although no school or curriculum can guarantee a perfect �t when children transfer to another school, particularly a school in a di�erent country, parents may be reassured by the following points.

Transfer to schools following a national curriculum:• Close attention is paid to a range of national curriculums when developing the PYP curriculum• Students transferring from international schools usually have no trouble with the standards of

national schools.

Transfer to other schools o�ering the PYP:• Students in other schools implementing the PYP curriculum will have common learning

experiences in terms of conceptual development, skill acquisition, positive attitudes, and meaningful action. There will be less uniformity of speci�c content in certain areas, since schools naturally wish to re�ect the unique nature of their own locations.

• The PYP is working towards agreements on a common set of assessment, recording, and reporting strategies, which will facilitate the transfer of students.

WHERE CAN I FIND OUT MORE INFORMATION ABOUT THE PYP?The following resources are available either online or through school:

• www.ibo.org• Articles relating to the Primary School in the schools blog• Basis of Practice Booklet from the IBO, copies at school• Ask your child’s classroom teacher• Primary Principal• Primary Assistant-Principal• PYP Coordinator• Information workshops – check the school calendar• PYP workshops – check the school calendar


OF 41

2017-2018

IB LEARNER PROFILE The aim of all IB programs is to develop internationally minded people who,recognizing their common humanity and shared guardianship of the planet,help to create a better and more peaceful world.

As IB Learners we strive to be:

INQUIRERSWe nurture our curiosity, developing skills for inquiry andresearch. We know how to learn independently and with others.We learn with enthusiasm and sustain our love of learningthroughout life.

KNOWLEDGEABLEWe develop and use conceptual understanding, exploringknowledge across a range of disciplines. We engage with issuesand ideas that have local and global signi�cance.

THINKERSWe use critical and creative thinking skills to analyze and takeresponsible action on complex problems. We exercise initiative inmaking reasoned, ethical decisions.

COMMUNICATORSWe express ourselves con�dently andcreatively in more thanone language and in my ways. We collaborate e�ectively,listening carefully to the perspectives of other individuals andgroups.

PRINCIPLEDWe act with integrity and honesty, with a strong sense of fairnessand justice, and with respect for the dignity and rights of peopleeverywhere. We take responsibility for our actions and theirconsequences.

OPEN-MINDEDWe critically appreciate our own cultures and personal histories, aswell as the values and traditions of others. We seek and evaluate arange of points of view, and we are willing to grow from theexperience.

CARINGWe show empathy, compassion, and respect. We have acommitment to service, and we act to make a positive di�erencein the lives of others and in the world around us.

RISK-TAKERSWe approach uncertainty with forethought and determination;We work independently and cooperatively to explore new ideasand innovative strategies. We are resourceful and resilient in theface of challenges and change.

BALANCEDWe understand the importance of balancing di�erent aspects ofour lives-intellectual, physical, and emotional-to achievewell-being for ourselves and others. We recognize our interdependencewith other people and with the world in which we live.

REFLECTIVEWe thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknessesin order to support our learning and personal development.

LANGUAGE IN THE PRIMARY YEARS PROGRAMBELIEFS AND VALUES IN LANGUAGE “Language stands at the center of the many interdependent cognitive, a�ective, and social factors that shape learning.” David Corson, Language Policy in Schools: A Resource for Teachers and Administrators (1999)

Language is fundamental to learning, thinking, and communicating and permeates the whole curriculum. It is necessary not only to learn language, but also learn about language and through language. Learning best takes place in authentic contexts, and literature plays a special role in enabling this to happen. The strands of oral, written and visual communication are learned across and throughout the subject areas. Each aspect is only relevant in relation to the whole.

PYP schools have a special responsibility to recognize and support language development to ensure that all students are provided with the environment and the necessary language support to enable them to participate fully in the academic program and in the social life of the school, as well as to develop as individuals. All teachers in a PYP school are considered teachers of language. Language learning plays a major role in schools where the language(s) of instruction may not be the student’s �rst language. Research has shown that development of mother-tongue language is crucial for cognitive development and in maintaining cultural identity. It also has the potential to increase intercultural awareness and understanding, and enables students to remain in touch with and maintain esteem for the language, literature, and culture of their home country. It is a strong predictor of their long-term academic achievement, including acquisition of other languages. Respect for di�erences between languages and between dialects should be promoted.

Every child bene�ts from having access to di�erent cultures, perspectives, and languages. Acquisition of more than one language enriches personal growth and helps facilitate international understanding. Therefore, a PYP school provides the opportunity for all students to learn more than one language. Exposure to and experience with language, in all its richness and diversity, opens doors to key questions about life and learning, and encourages students to develop responsible attitudes and �nd appropriate ways to take action, in order to make a di�erence in the world.

The IB Learner Pro�le is integral to teaching and learning language in the PYP because it represents the qualities of e�ective learners and internationally minded students. The Learner Pro�le, together with the �ve essential elements of the program—knowledge, concepts, skills, attitudes, and action—informs planning, teaching, and assessing in language.


2015-2016

THE ROLE OF LANGUAGE IN THEPROGRAM OF INQUIRY The Program of Inquiry provides an authentic context for students to develop and use language. Wherever possible, language should be taught through the relevant, realistic context of the units of inquiry. The teacher plans language instruction that supports students’ inquiries and the sharing of their learning.

Links to the transdisciplinary themes or central idea should be explicitly made when language is being taught outside the Program of Inquiry. A developing understanding of these links will contribute to the students’ understanding of the use of language in the world.

Regardless of whether language is being taught within or outside the Program of Inquiry, in the PYP it is believed that purposeful inquiry is the way in which students learn best. The starting point should always be students’ prior and current understanding. However, it should also be recognized that there are occasions when it is preferable for students to be given a series of strategies for learning language (including rote learning) in order to progress in their understanding rather than struggling to proceed.

HOW LANGUAGE PRACTICES ARE CHANGING Structured, purposeful inquiry is the main approach to teaching and learning language in the PYP. However, it is recognized that many educational innovations (or, more accurately, educational reworkings) su�er from the advocacy of a narrow, exclusive approach. The PYP represents an approach to teaching that is broad and inclusive in that it provides a context within which a wide variety of teaching strategies and styles can be accommodated, provided that they are driven by a spirit of inquiry and a clear sense of purpose.

As an aid to re�ection, the following set of subject-speci�c examples of good practice has been produced. It is believed that these examples are worthy of consideration by anyone committed to continuous improvement.

THE ROLE OF MOTHER TONGUESupporting mother tongue language literacy goes beyond preserving cultural connections. Research over the past three decades increasingly demonstrates that continuing language and literacy in the �rst language alongside the development of the new language is in the child’s best academic interests. To this end, we strongly encourage families to develop routines and habits that promote the development of their �rst language(s).

PAGE 10OF 41

2017-2018

PYPcurriculum guide

teaching language as isolated strands

language as a separate discipline

additional-language teachers seen as solelysingle-subject teachers

using skill-drill texts and workbooks to learn language

a teaching approach that focuses on encouraging students not to make mistakes in language

decoding only for accuracy

reading selected according to decoding level

teacher-directed reading materials

having only school classics available for reading

having only monocultural reading materials available

focusing primarily on accuracy when reading and writing

enforcing silent, individual work in the classroom

students carrying out teacher-imposed writing

activities where teachers simply model language for students

writing only as a product

a dependence on the teacher as the only source of correct spelling

language study as grammar and syntax

literature study as vocabulary, grammar, and syntax

providing print-only resources for reading and research

using language for rote learning

standardized reading and writing assessments

promoting integrated language development

language as a transdisciplinary element throughout the curriculum

additional-language teachers viewed (and viewing themselves) as PYP teachers

a literature-based approach to learning language

a teaching approach that sees making mistakes in language as inevitable and necessary for learning

reading for meaning

reading selected according to interest level

student-selected reading materials

making world classics available for reading

making culturally diverse reading material available

focusing on meaning when reading and writing

encouraging appropriate cooperative discussion in the classroom

students engaged in spontaneous writing

a variety of sca�olded learning experiences—with the teacher providing strategies for the student to build on his or her own learning

writing as a process

developing a range of independent spelling strategies

nurturing appreciation of the richness of language

literature as a means of understanding and exploring

teaching students to read and research using multimedia resources

using language for creative problem solving andinformation processing

a range of appropriate assessment methodssuch as portfolios, conferencing, miscue analysis,writing sample analysis, and response journals

HOW ARE LANGUAGE PRACTICES CHANGING?

INCREASED EMPHASIS ON: DECREASED EMPHASIS ON:

PYP CURRICULUM GUIDEPYP CURRICULUM GUIDE

OF 41

2017-2018

EARLY YEARS 3 ORAL COMMUNICATION: LISTENING AND SPEAKING

Students will use oral language for social interaction and to obtain knowledge of people, places, and things in their environment and in the wider community. They will communicate needs, feelings, and ideas in order to respond to a variety of experiences. They will participate appropriately in conversations, tell stories and events in sequence, and will give and follow instructions. In order to learn to communicate e�ectively, students will be given daily opportunities to listen and speak in authentic contexts, either independently, in small groups, or with a whole class.

• Begin to listen in small or large groups for increasing periods of time

• Begin to speak clearly in order to be understood

• Begin to use language to ful�l their needs, express feelings, etc.

• Begin to use language to connect new experiences to what they already know

• Begin to use language in imaginative and dramatic play

• Begin to talk about own stories, writing, pictures, and models

• Begin to listen and respond to stories, poems, rhymes, songs, instructions, questions, and explanations

• Begin to anticipate and predict when listening to texts read aloud

• Begin to listen e�ectively in order to follow instructions

• Begin to work with rhythm and rhyme• Begin to use appropriate word order in

simple sentences

EARLY YEARS 4 ORAL COMMUNICATION: LISTENING AND SPEAKING

Students will use oral language for social interaction and to obtain knowledge of people, places, and things in their environment and in the wider community. They will communicate needs, feelings, and ideas in order to respond to a variety of experiences. They will participate appropriately in conversations, tell stories and events in sequence, and will give and follow instructions. In order to learn to communicate e�ectively, students will be given daily opportunities to listen and speak in authentic contexts, either independently, in small groups or with a whole class.

• Begin to listen in small or large groups for increasing periods of time

• Speak clearly in order to be understood• Use language to ful�l their needs, gain

information, express feelings, etc.• Use language to connect new

experiences to what they already know• Listen and respond to stories, poems,

rhymes, songs, instructions, questions, and explanations

• Begin to anticipate and predict when listening to texts read aloud

• Begin to listen e�ectively in order to retell, sequence, and describe past events

• Listen e�ectively in order to follow instructions

• Begin to ask questions and give appropriate answers

• Use appropriate word order in simple sentences

• Use language in imaginative and dramatic play, and begin to use language for discussions and conversations

• Talk about their own stories, writing, pictures, and models

• Begin to identify di�erences in letter sounds

• Show an awareness of rhythm and rhyme

ERLY YEARS 5 ORAL COMMUNICATION: LISTENING AND SPEAKING

Students will use a variety of oral language appropriately and with increasing con�dence. They will talk about their own thoughts, feelings, and opinions and they will be able to work in groups to discuss their ideas. They will appreciate that listening is important and, in both small, and large group situations, listen with increasing concentration and consideration. They will be able to pick out main events and relevant points, and they will increase their ability to anticipate and predict. Students will listen to others carefully and with sensitivity.

• Begin to listen attentively and respond in small and large groups

• Speak clearly in order to be understood• Use language in imaginative and

dramatic play, discussions, and conversations

• Listen e�ectively in order to retell, sequence, and describe past events

• Ask questions and give appropriate answers

• Show an awareness of rhythm and rhyme• Use language to connect new

experiences to what they already know• Listen and respond to stories, poems,

rhymes, songs, instructions, questions, and explanations

• Anticipate and predict when listening to texts read aloud

• Talk about their own stories, writing, pictures, and models

• Realize the importance of language to ful�l their needs, gain information, express feelings, etc

• Develop an active interest and respect for other languages

• Identify di�erences in letter sounds• Begin to distinguish the beginning and

ending of words• Use appropriate word order in simple

sentences and begin to use compound sentences

• Use grammatical rules in speech even though they may over generalize

• Begin to understand that language is in�uenced by purpose and audience

• Appreciate and relate to di�erent voice tones

• Listen e�ectively in order to follow instructions

• Begin to give instructions, directions, and messages and respond to the instructions of others

LITERACY EXPECTATIONS:EARLY YEARS 3, 4, 5

PYPCURRICULUM GUIDE

EARLY YEARS 3 WRITTEN COMMUNICATION: WRITING

Students will be curious about print. They will enjoy playing and experimenting with writing by making marks to emulate writing. They will progress from scribble or “pretend” writing to writing letters and words. Drawing, sketching, and diagramming are important parts of early writing development as children imitate, rehearse, and think about the process. Students will use representations of their name (and/or those of family members) in a variety of ways. Regardless of their stage of writing development, they will assign meaning to messages and will gradually produce recognizable (though not necessarily conventional) spellings of a range of words. Students will be encouraged to write daily with or without support and guidance, either independently, in small groups, or with the whole class.

• Write their name• Write random recognizable letters to

represent words• Discriminate between text and pictures• Rely primarily on pictures to convey

meaning• Demonstrate awareness that print

conveys meaning• Make marks other than drawing on paper

(scribbles)• Begin to show an awareness of some of

the letters or sounds • Tell about own pictures and writing• Begin to demonstrate an awareness of

directionality• Begin to use conventional pencil-grasp

EARLY YEARS 4 WRITTEN COMMUNICATION: WRITING

Students will be curious about print. They will enjoy playing and experimenting with writing by making marks to emulate writing. They will progress from scribble or “pretend” writing to writing letters and words. Drawing, sketching, and diagramming are important parts of early writing development as children imitate, rehearse and think about the process. Students will use representations of their name (and/or those of family members) in a variety of ways. Regardless of their stage of writing development, they will assign meaning to messages and will gradually produce recognizable (though not necessarily conventional) spellings of a range of words. Students will be encouraged to write daily with or without support and guidance, either independently, in small groups, or with the whole class.

• Recognize some names and words in context

• Use illustrations to tell stories• Rhyme and play with words• Participate in group reading (books,

rhymes, poems and songs)• Di�erentiate between numbers, letters,

symbols, and drawings• Demonstrate an awareness of

directionality• Demonstrate understanding of

letter-sound relationship• Print legible upper and lower case letters• Use conventional pencil-grasp • Write ‘words’ to describe or support

pictures• Use pictures and print to convey meaning• Copy signs, labels, names, and words

(environmental print)• Match most letters to sounds• Use beginning consonants to make

words• Pretend to read own writing• See self as writers• Take risks with writing

ERLY YEARS 5 WRITTEN COMMUNICATION: WRITING

Students will write con�dently, with developing legibility and �uency. They will write for a variety of purposes and will develop an understanding of di�erent story structures. They will begin to plan, edit, and review their own writing, showing an increasing ability to spell high frequency words. They will begin to use spelling patterns and will continue to use their phonetic skills to spell especially when constructing more complex words. As risk-takers, they will demonstrate con�dence in attempting to write unfamiliar words using a variety of strategies. Daily independent and instructional writing are essential.

• Write text to match their own illustrations• Write 1-2 sentences about a topic• Begin to show con�dence and a positive

attitude to writing• Use beginning, middle, and ending

sounds to write words.• Spell words on the basis of sounds

without regard for conventional spelling patterns

• Understand that their own written texts remain constant

• Begin to read and reread their own written texts for themselves and others

• Use growing awareness of sound segments (phonemes, rhymes) to write words

• Begin to write legible upper and lower case letters in a consistent style

• Begin to accurately spell some sight words

• Experiment with capitals• Experiment with punctuation• Begins to use spacing between words• Writes from top to bottom, left to right,

and front to back


OF 41

2017-2018

EARLY YEARS 3 VISUAL COMMUNICATION: VIEWING AND PRESENTING

Students will play, experiment, talk about, and relate to a variety of media. They will enjoy using media to make sense of the world and will learn to respond both verbally and non-verbally. They will show a natural curiosity and interest in many forms of familiar visual communication and, with guidance and support, will make connections between the real and the imaginary. Students will react to media items or factual information in order to understand and describe what they see.

• View and listen to media works and talks about what they mean

• Begins to construct meaning from visual texts with familiar content by using pictorial and visual cues

• Begins to tell the di�erence between real and animated objects or images

EARLY YEARS 4 VISUAL COMMUNICATION: VIEWING AND PRESENTING

Students will play, experiment, talk about and relate to a variety of media. They will enjoy using media to make sense of the world and will learn to respond both verbally and non-verbally. They will show a natural curiosity and interest in many forms of familiar visual communication and, with guidance and support, will make connections between the real and the imaginary. Students will react to media items or factual information in order to understand and describe what they see.

• View and listen to media works and talk about what they mean

• Construct meaning from visual texts with familiar content by using pictorial and visual cues

• Tell the di�erence between real and animated objects or images

ERLY YEARS 5 VISUAL COMMUNICATION: VIEWING AND PRESENTING

Students will understand that communication involves both visual, verbal and kinesthetic features. They will understand that signs and symbols carry meaning and will begin to read a range of signs widely used in their immediate environment. They will be able to read and use texts with di�erent types of layout and will understand information presented by a range of visual media including television, theater, and computer. Using a variety of visual and technological media, the students will search for, record and present information. As they continue to develop an increasing understanding of what they view, they will make more informed choices.

• Understand that communication involves visual as well as verbal features

• Begin to understand that signs, symbols, and icons carry meaning

• Tell the di�erence between real and animated objects or images

• Begin to understand that not everything they see is useful or relevant

• Construct meaning from visual texts with familiar content by using pictorial and visual cues

• Begin to make inferences about what a character could be like by observing body language, facial expressions, gestures, clothing, and the way other characters respond to them

• Begin to use appropriate computer icons to activate computer programs

• Begin to demonstrate basic computer skills (e.g. turn computer on and o�, log on, handle the mouse)


PYPCURRICULUM GUIDE

GRADE 1ORAL COMMUNICATION: LISTENING AND SPEAKING

Students will use a variety of oral language appropriately and with increasing con�dence. They will talk about their own thoughts, feelings, and opinions and they will be able to work in groups to discuss their ideas. They will appreciate that listening is important and, in both small and large group situations, listen with increasing concentration and consideration. They will increase their ability to anticipate and predict. Students will listen to others carefully and with sensitivity.

• Use active listening skills such as making eye contact or asking questions

• Compare what is heard to prior knowledge and experience

• Follow simple oral directions• Speak clearly and understandably• Deliver brief oral presentations that:

- demonstrate an understanding of a topic

- include and sort relevant information and details about a topic

- organize information with a clear beginning and end

- express opinions- recall an event or personal experience

• Appreciate the voice tone to be used in varying circumstances

• Deliver simple dramatic presentations (e.g. recite poems, rhymes, songs, role-plays, and stories)

• Express thoughts, feelings, ideas, and opinions and be able to discuss them, respecting contributions from others

• Hear the beginning, middle, and end of words, including blends and diagraphs

GRADE 2 ORAL COMMUNICATION: LISTENING AND SPEAKING

Students will appreciate the power of oral language and use speech with increasing awareness and responsibility. They will participate appropriately in discussions and will talk about a wide range of topics. They will use increasingly complex language con�dently and creatively, with increasing accuracy, detail, and range of vocabulary. They will become increasingly aware of the use of oral language to articulate, organize, and re�ect on learning. They will begin to communicate in more than one language.

• Listen appreciatively and considerately and respond in small and large group situations

• Begin to develop speci�c vocabulary to suit di�erent purposes, e.g. descriptive, comparative, or persuasive vocabulary

• Appreciate that a word can have various meanings (e.g. light)

• Understand that ideas and opinions can be generated, developed, and presented through talking and working in pairs or groups

• Ask appropriate questions and give appropriate answers

• Participate in imaginative play, storytelling, role play, and dramatization of stories and poems

• Begin to justify and defend their point of view


• Appreciate and relate to di�erent voice tones, and use voice tone, volume and intonation to enhance meaning

• Give instructions, directions, and messages and respond to the instructions of others

• Prepare and deliver an individual or small group presentation for a variety of purposes


Students will appreciate the power of oral language and use speech with increasing awareness and responsibility. They will participate appropriately in discussions and will talk about a wide range of topics. They will use increasingly complex language con�dently and creatively, with increasing accuracy, detail, and range of vocabulary. They will become increasingly aware of the use of oral language to articulate, organize, and re�ect on learning. They will begin to communicate in more than one language.

• Respect the importance of language and its e�ect on others, showing sensitivity

• Use discussions to generate, develop, modify, and present ideas

• Use a range of speci�c vocabulary to suit di�erent purposes (e.g. descriptive, comparative, persuasive)

• Begin to paraphrase and summarize• Begin to argue persuasively and defend a

point of view• Prepare and deliver an individual or small

group presentation for a variety of purposes

• Listen appropriately for a sustained period and for a variety of purposes (e.g. to seek information, to gain knowledge, for instructions, for enjoyment)

• Participate appropriately in a variety of situations (e.g. stories, poetry, drama, instructions, discussions, class and group meetings, conversations, group presentations)

• Use language con�dently, appropriately, and with increasing accuracy

• Organize thoughts and feelings before speaking

• Use register, tone, and voice level appropriately and purposefully

• Give instructions, directions and messages and respond appropriately to those of others.


LITERACY EXPECTATIONS:GRADES 1, 2, 3

OF 41

2017-2018

GRADE 1 WRITTEN COMMUNICATION: READING

Students will read for pleasure and information with increasing independence. They will be con�dent about their own reading and will continue to develop a range of reading strategies to decode and make sense of text. They will discuss stories heard and read, demonstrate an awareness of the role of the characters and plot, and will respond to the ideas and feelings expressed. They will begin to use a variety of reference books and dictionaries independently. A balanced learning experience includes opportunities either independently, in small or in whole class situations. Daily independent and instructional reading are essential.

• Demonstrate phonemic and phonetic skills to solve unfamiliar words in grade-level texts independently

• Demonstrate �uent reading of grade appropriate texts

• Retell what the text is about• Use vocabulary strategies to determine the

meaning of unfamiliar words• Use ‘before reading’ strategies to prepare for

comprehension• Use ‘during reading’ strategies to gather and

connect ideas for comprehension• Use ‘after reading’ strategies to assist with

comprehension• Demonstrate comprehension of text orally• Demonstrate comprehension of text in writing• Identify speci�c features of texts (e.g. contents

page, index, glossary, back, and front cover)• Understand the role of an author and

illustrator• Predict what may happen next in a story and

revise or con�rm predictions• Identify with a character or a situation• Compare information (e.g. recognizing

similarities) in texts using prior knowledge and experience

• Create and use visual organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension

• Monitor comprehension of independently or group-read texts by asking and answering questions

• Use criteria to choose independent reading materials (IPICK from Daily 5)

• Recognize and talk about a range of di�erent text types (e.g. letters, lists, recipes, stories, poetry, plays, rhymes)

• Recognize and identify the di�erence between �ction and non-�ction texts

• Establish a purpose for reading (e.g. to be informed, to follow directions, to be entertained)

• Begin to use reference books, dictionaries, and computers with guidance

GRADE 2

WRITTEN COMMUNICATION: READING

Students will read a variety of �ction and non-�ction books con�dently, �uently, and independently, and they will be able to select books appropriate to their reading level and for a speci�c purpose. They will be interested in a variety of literature and will begin to show an appreciation of di�erent literary styles. They will understand and respond to the ideas, feelings, and attitudes expressed in various reading materials, and will be able to use reference books, dictionaries, and information technology independently. They will read daily in class and will regularly read for a sustained period of time, both in class and at home.

• Read simple chapter books• Participate in small group literature discussion

with guidance • Begin to respond to and make personal

connections with facts, characters, and situations in literature

• Recognize and use the di�erent parts of a book (title page, contents page, chapter titles, index, glossary)

• Begin to use the appropriate resources to �nd information (reference books, dictionaries, IT) with guidance

• Begin to use complex alphabetical order• Recognize and talk about a range of di�erent

texts types (e.g. letters, lists, recipes, stories, poetry, plays)

• Identify di�erent kinds of genres (�ction, non-�ction, poetry, plays, fantasy)

• Compare and contrast characters and story events with guidance

• Begin to summarize and retell story events in sequential order

• Read silently for increasingly longer periods (15-20 minutes)

• Make predictions and begin to make inferences with justi�cation

• Choose reading materials at appropriate level with guidance

• Begin to read text aloud with �uency, expression, and with regard to punctuation

• Begin to identify and describe elements of a story (setting, characters, message, beginning, middle, end, plot – problem/ solution)

• Use a variety of reading strategies to make meaning of texts: picture cues, phonics, self-correction, context, word structure cues, prediction, an increasingly developed sight vocabulary, memory, punctuation, syntax, rereading, and reading on

• Identify own reading strategies and set goals with guidance

• Use word structure cues (e.g. root words, pre�xes, su�xes, word chunks) when encountering unknown words

• Self-correct for meaning• Increase vocabulary by using meaning cues• Begin to identify main ideas, recognize cause

and e�ect, distinguish between fact and opinion• Begin to make, question, and draw conclusions• Read and follow written directions. Use reading

strategies appropriately, depending on text and purpose

• Read to �nd speci�c information

GRADE 3 WRITTEN COMMUNICATION: READING

Students will read a variety of �ction and non-�ction books con�dently, �uently, and independently, and they will be able to select books appropriate to their reading level and for a speci�c purpose. They will be interested in a variety of literature and will begin to show an appreciation of di�erent literary styles. They will understand and respond to the ideas, feelings, and attitudes expressed in various reading materials, and will be able to use reference books, dictionaries, and information technology independently. They will read daily in class and will regularly read for a sustained period of time, both in class and at home.

• Read medium level chapter books• Read silently for increasingly longer periods of

time (20 – 30 minutes)• Read text aloud with �uency, expression, and

with regard to punctuation• Participate in literature discussions with

guidance• Respond to literature using reasons and

examples to support ideas and opinions with guidance

• Make connections to personal experiences, other authors, books, and perspectives

• Make inferences while reading• Identify own reading strategies and set goals• Read for pleasure, instruction, and information• Choose reading materials at appropriate level

and express preferences• Begin to recognize the author’s purpose (to

inform, persuade, entertain, instruct)• Expand knowledge of di�erent genres (�ction,

non-�ction, fables, biographies, plays, poetry, fantasy �ction, realistic �ction)

• Recognize and use the di�erent parts of a book (contents page, index, glossary, dedication page, copyright page)

• Begin to use appropriate resources to �nd information with guidance (reference books, CD-ROMs, non-�ction texts)

• Begin to gather and use information from graphs, charts, tables, and maps with guidance

• Begin to use skimming and scanning to �nd speci�c information

• Identify main idea, recognize cause and e�ect, demonstrate understanding of the di�erence between fact and opinion with guidance

• Make, question, and draw conclusions with guidance

• Identify and describe elements of a story (setting, characters, plot, con�ict, message)

• Follow multi-step written directions independently


PYPCURRICULUM GUIDE

GRADE 1WRITTEN COMMUNICATION: WRITING

Students will write con�dently, with developing legibility and �uency. They will write for a variety of purposes and will develop an understanding of di�erent story structures. They will begin to plan, edit, and review their own writing, showing an increasing ability to spell high frequency words. They will begin to use spelling patterns and will continue to use their phonetic skills to spell especially when constructing more complex words. As risk-takers, they will demonstrate con�dence in attempting to write unfamiliar words using a variety of strategies. Daily independent and instructional writing are essential.

• Generate writing ideas through discussions with others

• Develop a main idea for writing• Determine purpose and audience• Use organizational strategies (e.g.

brainstorming, lists, webs, and Venn diagrams) to plan writing

• Organize writing to include a beginning, middle, and end

• Construct complete sentences with subjects and verbs

• Mimic language from literature when appropriate

• Use available technology to compose texts• Reread own writing for clarity• Add descriptive words and details• Use resources (e.g. word wall, beginner’s

dictionary, etc.) to select e�ective vocabulary• Proof-read writing to improve conventions

(grammar, spelling, punctuation, capitalization)

• Apply tools (checklist, rubric, feedback) to judge quality of writing

• Write sample stories with a beginning, middle, and end that include descriptive words and details

• Write responses to stories that include simple judgements about the text

• Write friendly letters and invitations that follow a simple letter format

• Produce informal writings (messages, journals, notes, and poems) for various purposes

• Print legibly and space letters, words, and sentences appropriately

• Spell correctly words with regular short vowel patterns and most long vowel words (e.g. time, name rain, say, feed, etc.)

• Begin to spell high frequency words correctly• Create phonetically-spelled written work that

can usually be read by the writer and others• Spell unfamiliar words using strategies such as

segmenting, sounding out, and matching familiar words and word parts

• Use end punctuation correctly, including question marks, exclamation marks, and full stops

• Use correct capitalization (e.g. the �rst word in a sentence, names and I)

• Use nouns, verbs, and adjective

GRADE 2 WRITTEN COMMUNICATION: WRITING

Students will develop �uency in writing, and will write independently and with con�dence. They will begin to use a wide and vivid vocabulary with supporting details. They will understand that di�erent types of writing have di�erent structures. They will write for a range of purposes, both creative, and informational, and will plan, edit and review their own writing. They will spell most high-frequency words accurately and use a range of strategies to spell words of increasing complexity. They will present their writing appropriately using a consistent, legible style.

• Write short �ction with guidance• Write sequenced stories with a beginning,

middle, and end• Show some knowledge of, and a willingness

to use an appropriate writing process (prewriting which includes brainstorming, webbing, researching, planning, discussion, drawings, any gathering of information, drafting, revising

• Begin to reread their written work in order to make revisions and improve their writing; conferencing – listen to others’ writing and o�er feedback; editing, begin to publish own work)

• Identify own writing strategies and set goals with guidance

• Organize ideas in a logical sequence in �ction and non-�ction writing with guidance

• Begin to compose di�erent forms of poetry• Use a dictionary and thesaurus• Begin to recognize and use interesting

language• Recognize and use a range of di�erent text

formats (e.g. letters, lists, recipes, stories, poetry, plays)

• Write a variety of non-�ction pieces (e.g. facts about a topic, letters, lists with guidance)

• Begin to write a descriptive, narrative, or information paragraph with a topic sentence, supporting details, and closing sentence

• Use simple sentences and begin to write compound sentences

• Use capital letters, full stops, questions marks, and exclamation marks appropriately

• Use commas and apostrophes with guidance• Add description and detail with guidance• Use parts of speech properly (noun, pronoun,

verb, adjective)• Spell an increasing number of sight words

correctly and move towards conventional spelling

• Show con�dence and a positive attitude to writing

• Print legible upper and lower case letters in a consistent style

• Begin to write for a range of purposes and audiences

• Begin to consider suggestions from others about own writing

GRADE 3 WRITTEN COMMUNICATION: WRITING

Students will develop �uency in writing, and will write independently and with con�dence. They will begin to use a wide and vivid vocabulary with supporting details. They will understand that di�erent types of writing have di�erent structures. They will write for a range of purposes, both creative, and informational, and will plan, edit, and review their own writing. They will spell most high-frequency words accurately and use a range of strategies to spell words of increasing complexity. They will present their writing appropriately using a consistent, legible style.

• Write for a variety of purposes using di�erent text formats and writing styles

• Write about feelings and opinions• Begin to select vocabulary according to the

audience and purpose with guidance• Use paragraphs to organize ideas with

guidance• Write descriptive, narrative, and informational

paragraphs with guidance• Write poetry using carefully chosen language

with guidance• Write non-�ction pieces with guidance

(reports, lists, letters) • Write �ction with a clear beginning, middle,

and end• Use commas, quotation marks, and

apostrophes with guidance• Increase use of visual strategies, spelling rules,

and knowledge of word parts to spell correctly

• Use writing criteria for e�ective writing to set own writing goals with guidance

• Use the appropriate writing process:• Prewriting which includes brainstorming,

webbing, researching, planning, discussion, drawings, any gathering of information,

• Drafting for �ction and non-�ction pieces • Revising for clarity and to enhance ideas

with guidance • Conferencing seek feedback on writing • Editing for punctuation, spelling, grammar

with guidance • Reread written work in order to make

revisions and improve writing• Begin to edit and proofread own and peers’

writing before completing a �nal copy• Publish writing in a polished format

• Begin to develop a voice in own writing• Begin to use literary devices such as similes,

metaphors, onomatopoeia, and alliteration• Use descriptive language and dialogue with

guidance• Use main parts of speech appropriately (noun,

verb, adjective, adverb)• Print a consistent, legible style • Begin to develop a cursive style• Begin to use graphic organisers to take notes

in a variety of contexts• Use resources (thesaurus, word lists) to make

writing more e�ective with guidance


OF 41

2017-2018

GRADE 1 VISUAL COMMUNICATION: VIEWING & PRESENTING

Students will understand that communication involves both visual, verbal, and kinesthetic features. They will understand that signs and symbols carry meaning and will begin to read a range of signs widely used in their immediate environment. They will be able to read and use texts with di�erent types of layout and will understand information presented by a range of visual media including television, theater, and computer. As they continue to develop an increasing understanding of what they view, they will make more informed choices.

• Communicate clearly using a variety of verbal and non-verbal skills (eye contact, appropriate posture, appropriate volume and voice projection, facing the audience)

• Use appropriate greetings, conversational openings, and closings

• Organize and report the details of an event in sequential order

• Deliver oral summaries of events or books• Create or use visual materials or media to

enhance oral presentations• Interpret information from maps, charts,

diagrams, graphs, and other media forms• Deliver presentations di�erently

according to the purpose and the audience

GRADE 2

VISUAL COMMUNICATION: VIEWING & PRESENTING

Students will experience a wide variety of visual media materials. They will respond to viewing experiences orally and in writing. They will interpret visual media and recognize the power of visual media to in�uence thinking and behavior, and will begin to learn how to make informed choices in their personal viewing experiences. They will use a variety of materials to plan and create projects with di�erent media and will use electronic media (e.g. CD, Internet) to �nd information.


• Understand that signs, symbols, and icons carry meaning

• Begin to interpret visual cues in order to analyze and make inferences

• Use a range of communications media, (e.g. drama, video, photography, computers, texts with di�erent types of layout) to locate, present, and record information

• Understand that not everything they see is useful or relevant and know how to make discerning choices

• Begin to interpret information provided in advertisements (catalogs, magazines, billboards, and television)

• Begin to understand the role of familiar media in their own and their family’s daily life

• Begin to use appropriate technology such as a computer, printer, CD, digital camera

• Demonstrate an understanding of the basic elements of a poster

• Appreciate form and quality of visual presentation

• Search for, record, and present information from a variety of media and texts

• Explore and use visual communication in order to express their own ideas

• Begin to select the appropriate presentation format for their work

GRADE 3 VISUAL COMMUNICATION: VIEWING & PRESENTING

Students will experience a wide variety of visual media materials. They will respond to viewing experiences orally and in writing. They will interpret visual media and recognize the power of visual media to in�uence thinking and behaviour, and will begin to learn how to make informed choices in their personal viewing experiences. They will use a variety of materials to plan and create projects with di�erent media and will use electronic media (e.g. CD, Internet) to �nd information.

• Understand that signs, symbols, and icons carry meaning


• Use a range of communications media, (e.g. drama, video, photography, computers, texts with di�erent types of layout) to locate, present, and record information

• Search for, record, and present information from a variety of media and texts

• Begin to select the appropriate presentation format for their work

• Understand that not everything they see is useful or relevant and know how to make discerning choices

• Demonstrate an understanding of the basic elements of a poster

• Explore and use visual communication in order to express their own ideas and interpret the ideas of others

• Appreciate form and quality of visual presentation


PYPCURRICULUM GUIDE

GRADE 4ORAL COMMUNICATION: LISTENING AND SPEAKING

Students will show an increasing awareness of the power of oral language and how it helps them to construct meaning and connect with others. They will use speech responsibility to inform, entertain, and in�uence others. They will understand that oral language is a medium for learning and use the speaking and listening processes as learning strategies as well as for individual enjoyment. They will interact con�dently with others in a variety of situations. They will use a variety of linguistic structures and features of spoken language to develop and present ideas and information, adapting their speaking and listening strategies to the context, purpose and audience. By re�ecting on their own approach to communication and the ways in which others interact, they will monitor and assess their own learning.

• Begin to use discussion to generate, develop, modify, and present ideas

• Prepare and deliver individual presentations

• Use a wide vocabulary and accurate sentence structures

• Give instructions, directions, and messages and respond appropriately to those of others

• Listen appropriately for a sustained period

• Show an active interest in and respect for other languages

• Identify and appreciate di�erences and similarities between languages


Students will show an increasing awareness of the power of oral language and how it helps them to construct meaning and connect with others. They will use speech responsibility to inform, entertain, and in�uence others. They will understand that oral language is a medium for learning and use the speaking and listening processes as learning strategies as well as for individual enjoyment. They will interact con�dently with others in a variety of situations. They will use a variety of linguistic structures and features of spoken language to develop and present ideas and information, adapting their speaking and listening strategies to the context, purpose, and audience. By re�ecting on their own approach to communication and the ways in which others interact, they will monitor and assess their own learning.

• Argue persuasively and practice debating skills, presenting a point of view that is not necessarily their own

• Understand how language can in�uence points of view and the responses of others

• Infer meanings, draw conclusions, and make judgements

• Give complex instructions, directions, and messages and respond appropriately to those of others

• Listen appropriately for a sustained period and for a variety of purposes (e.g. to seek information, to gain knowledge, for instructions, for enjoyment)

• Begin to paraphrase and summarize


Students will show an increasing awareness of the power of oral language and how it helps them to construct meaning and connect with others. They will use speech responsibility to inform, entertain, and in�uence others. They will understand that oral language is a medium for learning and use the speaking and listening processes as learning strategies as well as for individual enjoyment. They will interact con�dently with others in a variety of situations. They will use a variety of linguistic structures and features of spoken language to develop and present ideas and information, adapting their speaking and listening strategies to the context, purpose, and audience. By re�ecting on their own approach to communication and the ways in which others interact, they will monitor and assess their own learning.

• Use discussion to generate, develop, modify, and present ideas

• Participate appropriately in complex discussions, conversations, class, and group meetings, debates and group presentations

• Prepare and deliver individual presentations for a variety of purposes (to entertain, to inform, to persuade, and to direct)

• Use a wide vocabulary and complex sentence structures with a high level of accuracy

• Understand and use a variety of literary devices such as metaphor, simile, and personi�cation

• Paraphrase and summarize e�ciently• Communicate in more than one language


OF 41

2017-2018

GRADE 4WRITTEN COMMUNICATION: READING & WRITING

Students will read a wide range of texts with understanding and accuracy and will be able to use a variety of reading strategies for di�erent texts and purposes. They will recognize and appreciate the various literary styles, forms, and structures, and appreciate the structural and stylistic di�erences between �ction and non-�ction. They will be able to discuss what has been read, re�ect on, and talk about the feelings and motivations of the characters in the story, and analyze details of plot and characterization. They will appreciate the author’s use of language and they will begin to recognize meaning beyond the literal. They will locate and use a range of reference materials to �nd information and they will understand that this information can be used to generate ideas and opinions and guide research. They will read for enjoyment and information daily for sustained periods, both in school and at home.

Students will write �uently and e�ectively for a wide range of purposes both creative and informal, using a range of styles. They will understand that di�erent types of writing have di�erent styles and structures, and are used for di�erent purposes. Their writing will show a clear awareness of audience. They will use relevant and appropriate supporting details, a wide range of e�ective vocabulary and a variety of sentence structures and sentence lengths. They will use an appropriate writing process independently and con�dently: planning, revising, and editing their own writing. Considering and acting upon the responses of others students will gain an awareness of themselves as authors and will develop their own voice and style to personalize their writing. They will write for enjoyment and communication daily for sustained periods, at school and, at home.

GRADE 5

WRITTEN COMMUNICATION: READING & WRITING

Students will read a wide range of texts with understanding and accuracy and will be able to use a variety of reading strategies for di�erent texts and purposes. They will recognize and appreciate the various literary styles, forms and structures, and appreciate the structural and stylistic di�erences between �ction and non-�ction. They will be able to discuss what has been read, re�ect on, and talk about the feelings and motivations of the characters in the story, and analyze details of plot and characterization. They will appreciate the author’s use of language and they will begin to recognize meaning beyond the literal. They will locate and use a range of reference materials to �nd information and they will understand that this information can be used to generate ideas and opinions and guide research. They will read for enjoyment and information daily for sustained periods, both in school and at home.

Students will write �uently and e�ectively for a wide range of purposes, both creative and informal, using a range of styles. They will understand that di�erent types of writing have di�erent styles and structures and are used for di�erent purposes. Their writing will show a clear awareness of audience. They will use relevant and appropriate supporting details, a wide range of e�ective vocabulary, and a variety of sentence structures and sentence lengths. They will use an appropriate writing process independently and con�dently; planning, revising, and editing their own writing. Considering and acting upon the responses of others, students will gain an awareness of themselves as authors and will develop their own voice and style to personalize their writing. They will write daily for enjoyment and communication for sustained periods, at school, and at home.

GRADE 6 WRITTEN COMMUNICATION: READING & WRITING

Students will read a wide range of texts with understanding and accuracy and will be able to use a variety of reading strategies for di�erent texts and purposes. They will recognize and appreciate the various literary styles, forms, and structures, and appreciate the structural and stylistic di�erences between �ction and non-�ction. They will be able to discuss what has been read, re�ect on, and talk about the feelings and motivations of the characters in the story and analyze details of plot and characterization. They will appreciate the author’s use of language and they will begin to recognize meaning beyond the literal. They will locate and use a range of reference materials to �nd information and they will understand that this information can be used to generate ideas and opinions and guide research. They will read for enjoyment and information daily for sustained periods, both in school and at home.

Students will write �uently and e�ectively for a wide range of purposes, both creative and informal, using a range of styles. They will understand that di�erent types of writing have di�erent styles and structures and are used for di�erent purposes. Their writing will show a clear awareness of audience. They will use relevant and appropriate supporting details, a wide range of e�ective vocabulary, and a variety of sentence structures and sentence lengths. They will use an appropriate writing process independently and con�dently, planning, revising, and editing their own writing. Considering and acting upon the responses of others, students will gain an awareness of themselves as authors and will develop their own voice and style to personalize their writing. They will write for enjoyment and communication daily for sustained periods, at school, and at home.


PYPCURRICULUM GUIDE

GRADE 4WRITTEN COMMUNICATION: READING & WRITING (continued)

• Reads aloud with �uency, expression, and con�dence

• Reads silently for extended periods• Use context cues, other reading

strategies, and resources (e.g. dictionary, word lists, thesaurus) to increase vocabulary with guidance

• Begin to recognize an author’s style• Begin to recognize and understand

�gurative language (personi�cation, onomatopoeia)

• Use prior knowledge and experiences to generate thoughtful oral and written response to their reading

• Identi�ys and describe story elements (setting, characters, plot, message) and elements of the plot (con�ict and resolution)

• Use information from graphs, charts, tables and maps

• Use a range of strategies for planning writing

• Edit for punctuation, spelling, and grammar

• Use a variety of note-taking strategies for collecting and organizing ideas, details, and information

• Show individuality and creativity in writing style

• Develop a personal voice in their writing• Write with a �uent and legible style of

cursive handwriting • Write engaging stories that have a

recognizable and appropriate structure• Develop stories with plots that include

problems and solutions with guidance• Create characters with guidance• Revise stories using description and

details with guidance• Begins to write organized �ction and

non-�ction (e.g. research, reports, letters, summaries, chapters, persuasive essay, poetry)

• Begin to experiment with sentence length and complex sentence structure

• Vary beginnings and endings of sentences with guidance

• Use capital letters, full stops, question marks, and exclamation marks appropriately

• Use commas, quotation marks, and apostrophes correctly

• Publish writing in a polished format


• Categorize literature (fable, myth, biography, novel, essay)

• Identify genre (e.g. science �ction, mystery, historical novel)

• Read widely across the genre and show an interest in a variety of literature

• Read contemporary and classic literature• Identify the elements of plot (exposition,

rising action, climax, falling action, resolution) and the pattern in story outline (choice, reversal, and understanding)

• Compare and contrast di�erent authors’ styles and purposes

• Recognize and understand literary devices (personi�cation, alliteration, onomatopoeia, similes, metaphors)

• Show awareness that poems have layers of meaning, that they need to be read and reread, and questioned and re�ected on to yield their meaning

• Be aware that poems are open to range of interpretations

• Understand that words can evoke mental images

• Use speci�c vocabulary to comment on and analyze poetry (line, couplet, stanza, rhyme scheme, etc).

• Locate access, organize, and synthesize information from a variety of sources, e.g. encyclopaedias, articles, internet and non �ction texts)

• Generate new questions after reading and connect these to prior knowledge and experience.

• Use parts of informational texts such as titles, subheadings, bold, italics, captions, text boxes, tables of contents, glossary, and index

• Use resources (e.g. dictionary and thesaurus) to increase vocabulary

• Use writing independently and e�ectively to structure thinking and to communicate.

• Write persuasively about ideas, feelings, and opinions

• Begin to write organized and �uent non-�ction including simple bibliographies

• Use a range of modes in writing: narrative, descriptive, persuasive, expository


• Generate in depth responses and sustain small group literature discussions

• Probe for deeper meaning by making inferences in response to literature

• Seek recommendations and opinions about literature from others

• Set reading challenges and goals• Critically evaluate their own choices in

books and distinguish and appreciate commendable or notable literature

• Identify the di�erent types of con�ict in a story

• Recognize, analyze, and evaluate an author’s style and purpose

• Recognize and understand �gurative language (similes, metaphors, and idioms)

• Identify and discuss forms and structures• Independently select the appropriate

reading strategy for the purpose of the activity (e.g. scanning, skimming, rereading).

• Gather, analyze, and use information from graphs, charts, tables, and maps

• Use an appropriate writing process independently and con�dently to communicate e�ectively and �uently i.e.:

• Use prewriting strategies e�ectively to organize and strengthen writing

• Revise to independently improve writing (e.g. ideas, organization, word choice, sentence �uency, voice, and conventions)

• Use a range of tools to check spelling independently

• Edit and proofread their own and peers’ writing before completing a �nal copy.

• Incorporate suggestions from others in own writing independently

• Select and publish writing in polished format independently

• Display a sense of audience by writing in a variety of styles for a range of purposes: match the style of writing to the task, adapt writing according to the audience, and demonstrate the ability to engage and sustain the interest of the reader

• Plan, organize, and complete writing projects of increasing length and complexity


OF 41

2017-2018


• Begin to set goals and identify strategies to improve writing in di�erent genres

• Recognize and use the main parts of speech correctly (noun, verb, pronoun, adjective, and adverb)

• Use correct syntax and increasingly complex structure

• Vary sentence structure, beginnings, and endings

• Write cohesive paragraphs including reasons and examples with guidance

• Use transitional sentences to connect paragraphs

• Begin to develop the main characters and describe detailed settings in their stories

• Incorporate personal voice in writing with increasing frequency

• Use �gurative language appropriately in writing (e.g. alliteration, personi�cation, onomatopoeia, similes, and metaphors)

• Use standard spelling for most words and use appropriate resources to check spelling

• Show competency in word processing• Selects and publishes writing in a

polished format• Use complex literature-response writing• Create plots with problems and solutions• Incorporate suggestions from others

about own writing• Use a variety of note-taking and study

skills to comprehend oral and written text and gather information during research

• Compose di�erent forms of poetry, including free verse and those with speci�c structure


• Write organized, �uent and detailed non-�ction independently

• Integrate information on a topic from a variety of resources

• Construct charts, graphs, and tables to convey information when appropriate

• Write in a wide variety of genres and forms for di�erent purposes and audiences

• Create plots with a climax• Create detailed, believable settings, and

characters in stories• Use dialogue to enhance character

development appropriately• Set goals and identify strategies to

improve writing in di�erent genres• Recognize and use the main parts of

speech correctly (noun, verb, pronoun, adjective, adverb, prepositions, and conjunctions)

• Use appropriate punctuation and grammar (e.g. parenthesis, hyphens, commas, semi-colons, colons, apostrophes, quotation marks)

• Revise writing to clarify ideas, provide examples, change sequence, and improve smooth �ow of ideas

• Write cohesive paragraphs including supportive reasons and examples

• Use a range of vocabulary including content-speci�c vocabulary, which clearly and precisely conveys meaning and creates atmosphere and mood

• Use descriptive language, details, simile and imagery to enhance ideas

• Use voice to evoke an emotional response from readers

• Use �gurative language appropriately in writing (e.g. similes, metaphors, idioms)


PYPCURRICULUM GUIDE

GRADE 4

VISUAL COMMUNICATION: VIEWING AND PRESENTING

Students will demonstrate appropriate viewing behavior for a large range of visual material (movies, posters, CD-ROMs, atlases, architectural plans, sculptures, paintings, graphic organizers, codes). They will respond to viewing experiences orally and in writing using speci�c vocabulary and terminology. They will show an understanding of media elements and the e�ect of design on the meaning of the visual. They will identify stereotypes and the purpose of visual materials. They will be willing to work with a variety of materials to plan and carry out di�erent projects. They will recognize the implications of commercial media and will make informed judgments about television, �lm, and video productions.

• Analyze the di�erent meanings that can be conveyed in di�erent versions of the same story (e.g. �lm/�lm, �lm/book, comic strip).

• Understand that the form and quality of the presentation of their work re�ects their thinking and attitude

GRADE 5VISUAL COMMUNICATION: VIEWING AND PRESENTING


• De�ne the role advertising as part of media presentation

• Identify and analyze the structures and features characteristics of a range of visuals

• Recognize that visuals are constructed for particular reasons

GRADE 6VISUAL COMMUNICATION: VIEWING AND PRESENTING


• Develop an awareness of how characters in �lm are constructed

• Interpret and analyze the purpose and point of view of a visual presentation (television program, advertisement, video)

• Recognize that our interpretations of visual presentations are in�uenced by our backgrounds and experience


MATHEMATICS IN THE PRIMARY YEARS PROGRAM

BELIEFS AND VALUES IN MATHEMATICS “All students deserve an opportunity to understand the power and beauty of mathematics.’’ Principles and Standards for School Mathematics, National Council of Teachers of Mathematics (NCTM 2000)

In the PYP, mathematics is viewed primarily as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics and can begin to use it as a way of thinking, rather than seeing it as a series of facts and equations to be memorized. The power of mathematics for describing and analyzing the world around us is such that it is a highly e�ective tool for solving problems.

It is also recognized that students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions.

It is important that students acquire mathematical understanding by constructing their own meaning through ever-increasing levels of abstraction. Moreover, it is fundamental to the philosophy of the PYP that, since it is to be used in context, mathematics needs to be taught in relevant, realistic contexts, rather than through an attempt to impart a �xed body of knowledge directly to students.

The IB Learner Pro�le is integral to teaching and learning mathematics in the PYP because it represents the qualities of e�ective learners and internationally-minded students. The Learner Pro�le, together with the �ve essential elements of the program—knowledge, concepts, skills, attitudes and action—informs planning, teaching, and assessing in mathematics.

GOOD MATHEMATICS PRACTICE Any development of mathematical understanding should start with students exploring their own personal experiences, understandings, and knowledge. Schools that have local and/or national curriculum requirements should articulate how best these can be incorporated into their planning, teaching, and assessing of mathematics. An example of how children learn mathematics is described in the following stages.

PAGE 24 OF 41

2017-2018

understanding

meaning

Constructing

HOW CHILDREN LEARN MATHEMATICS

Applying with

Transferring meaning

Figure 22

It is useful to identify these stages when planning developmentally appropriate learning experiences at all ages.

CONSTRUCTING MEANINGStudents construct meaning from direct experiences, including the use of manipulatives and conversation.

TRANSFERRING MEANINGStudents connect the mathematical notation system with concrete objects and associated mathematical processes. The teacher provides the symbols for students. Students begin to describe their understanding using symbolic notation.

UNDERSTANDING AND APPLYINGThrough authentic activities, students independently select and use appropriate symbolic notation to process and record their thinking. As they work through these stages, students and teachers use certain processes of mathematical reasoning:

• They use patterns and relationships to analyze the problem situations upon which they are working;

• They make and evaluate their own and each other’s ideas; • They use models, facts, properties, and relationships to explain their thinking; and• They justify their answers and the processes by which they arrive at solutions.

In this way, students validate the meaning they construct from their experiences with mathematical situations. By explaining their ideas, theories, and results, both orally and in writing, they invite constructive feedback and also lay out alternative models of thinking for the class. Consequently, all bene�t from this interactive process.

Play and exploration have a vital role in the learning and application of mathematical knowledge, particularly for younger students. In a PYP learning environment, mathematics skills and activities need to occur in authentic settings. As educators, we need to provide a variety of areas and resources to allow students to encounter situations that will introduce and develop these skills. In this environment, students will be actively involved in a range of activities that can be free or directed. In planning the learning environment and experiences, teachers need to consider that young students may need to revisit areas and skills many times before understanding can be reached. Applying mathematical skills to real-world tasks supports students’ learning.

THE ROLE OF MATHEMATICS IN THE PROGRAM OF INQUIRY Wherever possible, mathematics should be taught through the relevant, realistic context of the Units of Inquiry. The direct teaching of mathematics in a Unit of Inquiry may not always be feasible but, where appropriate, prior learning or follow-up activities may be useful to help students make connections between the di�erent aspects of the curriculum. Students also need opportunities to identify and re�ect on “big ideas” within and between the di�erent strands of mathematics, the Program of Inquiry and other subject areas.

Links to the transdisciplinary themes should be made explicitly, whether or not the mathematics is being taught within the Program of Inquiry. A developing understanding of these links will contribute to the students’ understanding of mathematics in the world. The role of inquiry in mathematics is important, regardless of whether it is being taught inside or outside the Program of Inquiry. However, it should also be recognized that there are occasions when it is preferable for students to be given a series of strategies for learning mathematical skills (including rote learning) in order to progress in their mathematical understanding rather than struggling to proceed.

PYPCURRICULUM GUIDE

HOW MATHEMATICS PRACTICES ARE CHANGING Structured, purposeful inquiry is the main approach to teaching and learning mathematics in the PYP. However, it is recognized that many educational innovations (or, more accurately, educational reworkings) su�er from the advocacy of a narrow, exclusive approach. The PYP represents an approach to teaching that is broad and inclusive in that it provides a context within which a wide variety of teaching strategies and styles can be accommodated, provided that they are driven by a spirit of inquiry and a clear sense of purpose.

As an aid to re�ection, the following set of subject-speci�c examples of good practice has been produced. It is believed that these examples are worthy of consideration by anyone committed to continuous improvement.

PAGE 26 OF 41

2017-2018

HOW ARE MATHEMATICS PRACTICES CHANGING?

Increased emphasis on: Decreased emphasis on:

connecting mathematical concepts andapplications to learning

manipulatives, to make mathematicsunderstandable to students

real-life problem solving using mathematics

instruction built on what students know, what theywant to know, and how they best might �nd out

a variety of strategies for possible multiplesolutions—emphasis on process

students being encouraged to speculate andpursue hunches

a broad range of topics regardless ofcomputational skills

mathematics as a means to an end

the use of calculators and computers forappropriate purposes

Program of Inquiry as the context for learning

students investigating, questioning, discussing,justifying, and journalling their mathematics

students and teachers engaged in mathematicaldiscourse

treating mathematics as isolated concepts and facts

rote learning, memorization, and symbol manipulation

word problems as problem solving

instruction focused on what students do not know

one answer, one method, emphasis on answer

the teacher as the sole authority for right answers

computational mastery before moving on to other topics

teaching mathematics disconnected from other learning

a primary emphasis on pencil and paper computations

the textbook as the context for learning

the use of worksheets

teacher telling about mathematics

PYPCURRICULUM GUIDE

NUMERACY EXPECTATIONS: EARLY YEARS 3, 4, 5

EARLY YEARS 3 DATA HANDLING: STATISTICS AND PROBABILITYStudents will sort real objects by attributes, create graphs using real objects and make comparisons. • Sort and label real-life objects into sets by

attributes• With a teacher, or as a group, create a

graph of real-life objects• Develop an understanding of the

language associated with data handling

MEASUREMENTStudents will identify and compare attributes of real objects, in their realm of experience.• Identify, compare, and sequence events in

their daily routines: before, after, bedtimes, story time, today, tomorrow

SHAPE AND SPACEStudents will sort, describe and compare simple 2-D shapes.• Sort, describe, and compare 2-D shapes:

triangles, squares, circles, rectangles, hearts, star

PATTERN AND FUNCTIONStudents will �nd, describe, and create simple patterns in their world.• Find and describe simple patterns• Create simple patterns using real objects

NUMBERStudents will model number relationships to 10, develop a sense of 1-1 correspondence and conservation of numbers. • Recognize, read, write, and model

numbers to 10• Count, compare, and order numbers to 10• Use the language of mathematics: more,

less, number names, total• Tell what 1 more or less for any quantity

up to 10, using manipulatives• Use 1 to 1 correspondence up to 10

EARLY YEARS 4

DATA HANDLING: STATISTICS AND PROBABILITYStudents will sort real objects by attributes, create graphs using real objects, and make comparisons. They will discuss and identify outcomes that will happen, will not happen or might happen.• Notice and describe similarities and

di�erences (when engaged with numbers, patterns, sorting, graphing)

MEASUREMENTChildren will identify and compare attributes of real objects in their realm of experience.• Identify, compare, and sequence events in

their daily routines: before, after, bedtimes, story time, today, tomorrow: daily procedures: dressing, undressing, day, morning, afternoon, evening, night.

• Using sequential pictures of up to 4 events

SHAPE AND SPACEStudents will sort, describe, and compare 2-D shapes, and explore and describe the paths, regions, and boundaries of their immediate environment and the position.• Sort, describe, and compare 2-D shapes

according to attributes of form: curved/ straight lines, number of sides

• Give and follow simple directions, of their immediate environment and their position: left, right, forward and backward, above, below, next to, in between, under, over, through, around, behind, inside, in front of

PATTERN AND FUNCTIONStudents will �nd, describe, and create simple patterns in their world.• Identify and create simple patterns made

with colors, shapes, objects, actions, using up to 2 attributes

NUMBERStudents will read, count, compare, and order numbers to 10. They will model number relationships to 10, develop a sense of 1-1 correspondence and conservation of number. • Read and model numbers to 10• Count, compare, and order numbers to 20• Use the language of mathematics: more,

less, number names, total• Use 1 to 1 correspondence up to 10

ERLY YEARS 5 DATA HANDLING: STATISTICS AND PROBABILITYStudents will sort, label, collect, display and compare data in a variety of forms, including pictographs and bar graphs. They will understand the purpose of graphing data. They will discuss, identify, predict, and place outcomes in order of likelihood.• Create a graph of real-life objects and

compare quantities using number words• Record data on a pictograph and simple

bar graph of real objects and interpret data by comparing quantities: more, fewer, less than, greater than

• Collect display and interpret data by counting and tallying for the purpose of �nding information

• Discuss and compare data represented in teacher generated Venn diagrams

• Sort and label objects into sets by one or more attributes

• Discuss and identify outcomes that will happen, won’t happen and might happen, certain, possible, impossible

MEASUREMENTStudents will estimate, measure, label, and compare using non-standard units of measurement. They will read and write time to the hour.• Identify, compare, and describe attributes

of real objects and situations: longer, shorter, heavier, empty, full, hotter, colder

• Compare two objects or events, using dirct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder), volume (empty, full, emptier, fuller)

• Estimate measure, label, and compare using non-standard units of measurement: length

• Use a calendar to determine the date and to identify and sequence days of the week and months of the year

• Know the sequence of the days of the week and months of the year

• Relate temperature to experiences of the seasons (hotter, colder)

• Read and write the time to the hour using analog clocks

• Understand and use time relationships using vocabulary: before, after, earlier, later, today, tomorrow, yesterday

NUMERACY EXPECTATIONS: EARLY YEARS 5

PAGE 28 OF 41

2017-2018

ERLY YEARS 5 DATA HANDLING: STATISTICS AND PROBABILITY (continued)SHAPE AND SPACEStudents will describe the properties of 3-D shapes, including the 2-D shapes that can be seen, using mathematical vocabulary. They will �nd and explain simple symmetry in the immediate environment and create symmetrical patterns. They will give and follow simple directions using left, right forward, and backward.

• Use what they know about 3-D shapes to see and describe 2-D shapes• Sort and label 2-D and 3-D shapes using appropriate mathematical vocabulary: sides, corners, circles, sphere, square,

cube, face, edge• Compare the attributes (size, shape) of plane geometric �gures (circle, triangle, square, rectangle)• Identify, describe, and draw two-dimensional geometric �gures (circle, triangle, square, rectangle)• Find and explain symmetry in their immediate environment• Give and follow simple directions, of their immediate environment and their position: left, right, forward and

backward, above, below, next to, in between

PATTERN AND FUNCTIONStudents will describe, continue, create, and compare patterns. They will recognize and extend patterns in number. They will model with manipulative materials the relationships and between addition and subtraction.•Identify, create, and extend simple repeating patterns and verbalize the rule, using up to 4 or 5 elements/attributes•Recognize, describe, and extend patterns in numbers: odd and even, skip counting, skip counting by 5’s and 10s

NUMBERStudents will read, write, estimate, count, compare, and order numbers to 30. They will read, write, model, and understand addition and subtraction to 10, using mathematical vocabulary and symbols. They will explore counting patterns to 100. They will select and explain appropriate methods for solving a problem.

• Read, write, and model numbers to 30• Count, compare, and order numbers to 30• Skip count to 100 by 5’s and 10’s• Count backwards from 30• Estimate quantities to 10• Given an ordered set of up to 20 objects, will indicate the ordinal position of each item, and the ordered position of

each item from a variety of starting points (top-to-bottom/ left-to-right...) • Model number relationships to 10: “show me one more than three, take two away form these cubes.”• Use the language of mathematics: more, less, number names, total• Use 1 to 1 correspondence• Explore the conservation of numbers through the use of manipulative materials:

• Select and explain an appropriate method of solving a problem• Begin to use mathematical vocabulary and symbols of addition and subtraction: add, subtract, +, - • Add and subtract whole numbers, using up to 10 concrete items and pictures • Begin to understand the meaning and use of addition and subtraction• Identify, model, and name (not label numerically) half of an object or set of objects using mathematical terms

‘one half’, ‘one whole’

PYPCURRICULUM GUIDE

GRADE 1

DATA HANDLING: STATISTICS AND PROBABILITYStudents will sort, label collect, display, and compare data in a variety of forms, including pictographs and bar graphs. They will understand the purpose of graphing data. They will discuss, identify, predict and place outcomes in order of likelihood.• Create, read, interpret, compare, and

analyze numerical data represented as: tallies, charts, pictographs, Venn diagrams, bar graphs

• Collect, display, and interpret data for the purpose of �nding information

• Understand the purpose of graphing data• Create a pictograph and simple bar graph

from a graph of real objects, and interpret data by comparing qualities: more, fewer, less than, greater than

•Discuss, identify, and predict outcomes in di�erent situations: impossible, unlikely, likely, more likely, less likely, and certain

MEASUREMENTStudents will estimate, measure, label, and compare using non-standard units of measurement, and understand why we use standard units of measurement to measure length and time. They will read and write time to the hour, half hour, and quarter hour.• Estimate, measure, label, and compare

using non standard units of measurement: length

• Understand why we use standard units of measurement to measure

• Be introduced to standard units of length: meter, centimeters

• Use the meter as a benchmark for measuring length and compare the meter with non-standard units

• Compare the volumes of two or more given containers by using concrete materials (more than, less than, equal to)

• Name the months of the year in order and read the date on a calendar

• Use a calendar to determine dates before and after the current date

• Read and write the time to the hour, and half hour using digital and analog clocks

• Use a standard thermometer to measure temperature to the nearest degree °C

• Use a standard thermometer to determine if the temperature is rising or falling

• Describe how changes in temperature a�ect everyday experiences

GRADE 2

DATA HANDLING: STATISTICS AND PROBABILITYStudents will discuss, compare, and create sets that have subsets; design a survey; and process and interpret the data on a bar graph. • Discuss, compare, and create sets from

data represented in teacher-generated diagrams: tallies, charts, bar graphs, pictographs Carroll, Venn, and other diagrams

• Design a survey, collect (interview, observe, survey), present, and interpret data

• Identify the most popular/common value (mode) in a data set

• Identify highest and lowest values in a numerical data set

• Organize, classify, and represent data using tallies, charts, tables, bar graphs, and pictographs

• Describe probability as a measure of the likelihood that an event or outcome will occur, using mathematical language (impossible, unlikely, less likely, equally likely, more likely, certain)

MEASUREMENTStudents will estimate, measure, label, and compare length, mass, and time using formal methods and standard units of measurement. They will determine appropriate tools and units of measurement including the use of small units of measurement for precision (cm, mm). They will also estimate, measure, label, and compare perimeter and area, using non-standard units of measurement.• Estimate, measure, level, and compare

using formal methods and standards units of measurement: length, mass, time, volume

• Use a thermometer to record temperature, using °C scale (to the nearest degree) and �nd changes in temperature from one day to another

• Understand that water freezes and ice thaws at 0 °C and the e�ects of a rise or drop in temperature

• Estimate and then use a ruler to make linear measurements to the nearest centimeter and order objects according to their numerical length

• Given grid paper, estimate, and then count the number of square units needed to cover a given surface in order to determine area

• Estimate and count the number of cubes in a rectangular box in order to determine volume

GRADE3 DATA HANDLING: STATISTICS AND PROBABILITYStudents will discuss, compare, and create sets that have subsets: design a survey; and process and interpret the date on a bar graph where the scale represents larger quantities. They will manipulate information in a database. They will �nd, describe, and explain the mode in a set of data and will use probability to determine the outcome of mathematically fair and unfair games.• Read, interpret, discuss, compare,

contrast, and create sets from data that has subsets using tree, Carroll, Venn, line graphs, line plots, bar graphs, tables, or pictographs with appropriate title and labels and identify clusters and outliers (deviants)

• Design a survey, process, and interpret the data, collecting data from a variety of sources

• Use the scale on the vertical axis of the bar graph to represent large quantities (increments of: 2, 5, 10, 20, 50, 100)

• Find median, mode, and range in a set of data and explain their use

• Use probability to determine mathematically fair and unfair games and to explain possible outcomes

• Classify outcomes as certain, likely, equally likely, unlikely, or impossible

MEASUREMENTStudents will estimate, measure, label and compare length, mass, time, and temperature using formal methods and standard units of measurement. They will determine appropriate tools and units of measurement including the use of small units of measurement for precision (cm, mm, °C). They will also estimate, measure, label, and compare perimeter and area, using standard units of measurement. Students will model the addition and subtraction of money and be able to read and write time to the minute and second.• Estimate, draw, and measure items using

a ruler, using millimeters, centimeters and meters

• Calculate, label, and compare the perimeter of polygons (up to six-sided), using a ruler

• Using given dimensions, will determine the missing lengths of sides of a polygon

• Find the length of one side of a rectangle give the other dimension and its perimeter

• Find the length of one side of a square given only its perimeter

• Estimate, measure, and compare using standard metric units of measurement: volume/capacity

NUMERACY EXPECTATIONS:GRADES 1, 2, 3

OF 41

2017-2018

GRADE 1

MEASUREMENT (continued)• Estimate and then determine

weight/mass of familiar objects in kilograms using a scale

• Identify a container that will hold a liter of liquid

• Use actual measuring devices to compare metric (milliliters, liters) for measuring liquid volume: more, less and equal to/ equivalent to

• Read and use a calendar• Read and write time to the hour, 1/2 hour,

1/4 hour, 5 and 10 minute intervals• Explain the di�erence between analog

and digital• Use AM and PM• Construct basic timelines• Determine elapsed time in terms of days• Count and compare a collection of coins

whose value is 2 whole units or less

SHAPE AND SPACEStudents will describe the properties of 3-D shapes, including the 2-D shapes that can be seen, using mathematical vocabulary. They will �nd and explain simple symmetry in the immediate environment and create symmetrical patterns. They will give and follow simple directions using left, right forward, and backward.• Describe plane geometric �gures

(triangle, square, rectangle, circle, hexagon, diamond, rhombus, trapezoid) and sort and classify according to attributes (number of sides, corners)

• Identify and describe objects in their environment that depict geometric �gures (triangle, rectangle, square, circle)

• Identify shapes within other shapes• Identify and describe common

3-dimensional �gures (cubes, cones, cylinders, pyramids, spheres, rectangular prisms) and sort and classify them by their attributes (color, size, texture, number, and shape of faces), using concrete materials and pictorial representations

• Describe similarities and di�erences between an everyday object and a 3-dimensional �gure

• Create and explain simple symmetrical designs

• Give and follow simple directions of their immediate environment and their position: left, right, forward, and backwards

• Describe the proximity of objects in space: near, far, close by, below, above, up, down, along, beside, next to, north south, east, west

GRADE 2

SHAPE AND SPACEStudents will sort, describe and model regular and irregular polygons, including identifying congruency in 2-D shapes. They will combine and transfer 2-D shapes to create another shape. They will create symmetrical patterns, including tessellation.• Identify and describe various plane

shapes (triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons, circles)

• Describe attributes and parts of 2-D shapes: sides, number of corners, length of sides and classify these shapes by these geometric properties

• Distinguish between attributes of an object that are geometric properties and the attributes that are not geometric (color, size, texture…)

• Identify, describe, and model congruency in 2-D shapes

• Combine and transform 2-D shapes to make another shape

• Recognize 3-dimensional shapes (cube, rectangular prism, cylinder, square pyramid, sphere, cylinder, cone)

• Describe attributes and parts of 3-D shapes: faces, edges, and corners and sort and classify them by these attributes

• Create models and skeletons of prisms and pyramids, using concrete materials and describe their geometric properties

• Compare 2-D and 3-D shapes such as square to a cube

• Create symmetrical patterns, including tessellation

• Investigate and locate lines of symmetry in a 2-D shape

• Describe the relative locations and movements of objects on a map

• Draw simple maps of familiar settings and describe the relative locations of objects on the map

• Identify and place objects on a simple grid, using letters and numbers

• Use a simple grid to identify objects above, below, to the left and right of other objects

GRADE3 MEASUREMENT (continued)• Estimate and then use actual measuring

devices to measure liters and parts of a liter

• Estimate, measure, record, and compare the mass of objects, using kilograms or parts of a kilogram (half a kilo, grams)

• Determine by counting the value of a collection of bills and coins whose total value is 5 whole units or less (units: Euros, Dollars, Lira…) and make change

• Read and write the time to the minute on 12 hour and 24 hour clocks

• Solve problems involving the relationships between minutes and hours, hours and days, days and weeks, and weeks and years using a variety of tools

• Estimate, read, and record positive and negative temperatures to the nearest degree C

SHAPE AND SPACEStudents will sort, describe, and model regular and irregular polygons, including identifying congruency in 2-D shapes. They will combine and transfer 2-D shapes to create another shape. They will identify lines and axes of re�ective and rotational symmetry, understand angles as a measure of rotation, and locate features on a grid using coordinates.• Sort, describe, and model regular and

irregular polygons: triangles, hexagons, trapeziums

• Identify, describe, and model congruency in 2-D shapes

• Combine and transform 2-D shapes to make another shape (including using tangram)

• Analyze 3-dimensional geometric solids (prism, square pyramid, sphere, cone, cylinder) and identify relevant properties, including number of corners, edges, number, and shape of faces

• Identify lines and axis of re�ective and rotational symmetry

• Understand an angle as a measure of rotation by comparing and describing rotations, whole turn, half turn, quarter turn

• Use a reference tool (paper corner, pattern block, carpenter’s square) to identify right angles and to describe angles as greater than, equal to, or less than a right angle

• Locate and describe objects and features on a grid using coordinates


PYPCURRICULUM GUIDE

GRADE 1

PATTERN AND FUNCTIONStudents will describe, continue, create, and compare patterns. They will recognize and extend patterns in number. They will model with manipulative materials the relationships and between addition and subtraction.• Recognize, describe, and extend patterns

in numbers: odd and even, skip counting, 2s, 5s, and 10s

• Describe numeric repeating patterns in a hundreds chart

• Identify patterns and rules for addition: 3 + 4 = 4 + 3

• Identify patterns and rules for subtraction: 7 – 4 = 3. 7 – 3 = 4

• Model with manipulative materials the relationship between addition and subtraction: 3 + 4 = 7, 7 – 3 = 4

• Recognize, describe, extend, and create a wide variety of patterns, including rhythmic, color, shape, and numerical

• Sort and classify concrete objects according to one or more attributes, including color, size, shape

NUMBERStudents will read, write, estimate, count, compare and order numbers to 100. They will read, write, model, and understand addition and subtraction, using mathematical vocabulary and symbols. They will automatically use addition and subtraction facts to 10. They will use fraction names to describe part and whole relationships (half, quarter), and explore counting patterns. They will select and explain appropriate methods for solving a problem.• Read, write, and model numbers using

the base 10 system to 100• Show an understanding of place value,

using tens and ones• Compare and order whole numbers to

100, using words (greater than/ less than/ equal) and symbols (<>=) and number line

• Count by 1s (to 100), 2s( to 50), 5s and 10s(to 100), 100s (to 1000)

• Counts backwards from 50• Estimate quantities to 50• Recognize even and odd numbers, being

able to explain why a number is even or odd

GRADE 2

PATTERN AND FUNCTIONStudents will recognize, describe and analyze patterns in number systems. They will identify patterns and rules for addition and subtraction.• Analyze patterns in number systems to

100• Predict what comes next in patterns

involving shapes, color, rotation, and number

• Create, describe, extend and explain a variety of di�erent patterns (including numeric patterns)

• Review the relationship between addition and subtraction

• Understand and use the relationship between addition and subtraction: 3 + 4 = 7, 7 – 3 = 4

• Understand and use number patterns to solve problems

NUMBERStudents will read, write, estimate, count, compare and order numbers to 999 extending understanding of the base 10 system to the thousands. They will use and describe multiple strategies to solve addition, subtraction problems, reasonably estimating the answers. They will compare fractions using manipulatives, mathematical vocabulary, and fractional notation. They will understand and model the concept of equivalence to one.• Read, write, and model numbers using

the base 10 system to 999• Express two- and three-digit numbers in

expanded notation and identify the place value of each digit

• Use a hundred grid and a number line• Count, compare, and order whole

numbers to 999 using terms and symbols: greater than, less than, equal to

• Identify the ordinal positions �rst through thirtieth, using an ordered set of objects

• Round to the nearest 10 and 100• Estimate quantities to 100• Recognize even and odd numbers and

explain what makes them even or odd• Count by 1, 2, 5, 10, 100, starting at

various multiples of 2, 5 or 10, using mental mathematics, paper and pencil, hundred, calculators, and/or manipulatives

GRADE3 PATTERN AND FUNCTIONStudents will recognize, describe, and analyze patterns in number systems. They will identify patterns and rules for multiplication and division, together with their relationship with addition and subtraction. They will model multiplication as an array and use number patterns to solve problems.• Recognize, generate, record, and describe

number patterns in numbers using a variety of strategies

• Complete simple number sentences by calculating missing values

• Model and explain the relationship between addition and subtraction

• Identify patterns and rules for multiplication and division: 4 x 3 = 12, 3 x 4 = 12, 12 / 4 = 3

• Model, with manipulatives, the relationship between multiplication and division

• Model, at �rst with manipulatives and afterwards by using number sentences, the relationship between multiplication & addition

• Model with manipulatives the relationship between division and subtraction

• Model multiplication as an array• Understand and use number patterns to

solve problems (missing numbers)

NUMBERStudents will read, write, estimate, count, compare and order numbers to 10,000 extending understanding of the base 10 system to the 10,000s. They will read, write, and model multiplication and division problems. They will use and describe multiple strategies to solve addition, subtraction, multiplication, and division problems, reasonably estimating the answers. They will compare fractions using manipulatives, mathematical vocabulary, and fractional notation. They will understand and model the concept of equivalence to one.• Read and write �ve-digit numbers and

identify the place value for each digit • Count, compare and order numbers to

99,999 using symbols < > = • Count forwards and backwards by 10s

and 25s, using skip counting, on and o� the decade


OF 41

2017-2018

GRADE 1

PATTERN AND FUNCTION(continued)

• Identify the ordinal positions �rst through tenth, using an ordered set of objects.

• Use ordinal numbers to 31st in meaningful contexts (ie. calendar)

• Use mathematical vocabulary and symbols of addition and subtraction: add, subtract, di�erence, sum, +, -

• Understand mathematical vocabulary for addition and subtraction: sum, di�erence, addition, subtraction, equals

• Describe the meaning and use of addition and subtraction

• Read, write, and model addition and subtraction of one and two digit numbers, without regrouping (without using 3-digit numbers)

• Mentally add and subtract one from any number, to 100

• Automatically recall basic addition and subtraction facts to 10

• Create and solve story and picture problems involving one-step solutions, using basic addition and subtraction

• Use fraction names (half, third, fourth, quarter) to describe parts and whole relationships

• Identify, model, name, and label half of an object or set of objects using mathematical terms ‘one half’, ‘one whole’

• Select and explain an appropriate method for solving a problem

GRADE 2

PATTERN AND FUNCTION(continued)

• Automatically recall basic addition and subtraction facts to 20

• Add and estimate up to 3-digit numbers, with and without regrouping

• Subtract and estimate a 2-digit number from a 2-digit number with/without regrouping

• Mentally add and subtract 10 from any 2-digit number

• Double and halve numbers within 100 without regrouping

• Use and describe multiple strategies to solve addition and subtraction problems

• Identify and represent common fractions (half, quarter, third, one-eighth, one tenth) as part of wholes and write the corresponding fraction

• Reasonably estimate answers: rounding and approximation

GRADE3PATTERN AND FUNCTION(continued) • Round whole numbers to the nearest 10,

100 and 1000• Automatically recall basic addition and

subtraction facts to 20• Solve addition and subtraction equations

to 9999, with and without regrouping• Use mathematical vocabulary and

symbols of multiplication and division: times, divide, product, quotient, sum, di�erence, plus minus, equals.

• Use and describe multiple strategies to solve addition, subtraction, multiplication and division problems.

• Use number patterns to learn multiplication, tables: 1s to 12s

• Demonstrate �uency with division facts to the nines table

• Model and explain division as grouping into sets

• Read, write, and model multiplication and division problems

• Name and write the fractions represented by a given model (up to twelfths)

• Compare fractions using manipulatives and using fractional notation

• Recognize fractions are equal parts and can divide shapes/numbers

• Model addition and subtraction of fractions with the same denominator

• Use mathematical vocabulary and symbols of fractions: numerator, denominator

• Model and record equivalent fractions• Understand and model the concept of

equivalence to 1: two halves=1, three thirds=1


PYPCURRICULUM GUIDE

GRADE 4

DATA HANDLING: STATISTICS AND PROBABILITYStudents will collect, display and interpret data in a variety of ways. They will compare data displays, including how well they communicate information. They will create and manipulate an electronic database and set up a spreadsheet using simple formulas to create graphs. They will �nd, describe, and explain the range, mode, median, and mean in a set of data, use a numerical probability scale 0-1 or 0%-100%. They will determine the theoretical probability of an event and explain why this might be di�erent from the experimental probability• Design and systematically collect,

organize, record, compare, and contrast sets from data that has subsets using: tree, Carroll, Venn, line graphs, line plots, bar graphs, tables, or pictographs with appropriate title and labels

• Construct and interpret pie graphs• Graph data in Quadrant One• Demonstrate an understanding of

clusters, outliers, median, range, median, and mode

• Describe the shape of a set of date across its range of value, using charts, tables, and graphs (“The data value are spread out evenly”, “The set of data bunches up around the median” )

• Use a numerical probability in multiples of 0%, 25%, 50%, 75% and 100%

GRADE 5

DATA HANDLING: STATISTICS AND PROBABILITYStudents will collect, display, and interpret data in a variety of ways. They will compare data displays, including how well they communicate information. They will create and manipulate an electronic database and set up a spreadsheet using simple formulas to create graphs. They will �nd, describe, and explain the range, mode, median, and mean in a set of data, use a numerical probability scale 0 to 1 or 0%-100%. They will determine the theoretical probability of an event and explain why this might be di�erent from the experimental probability.• Design a survey and systematically

collect, organize, and record the data in displays: pictograph, bar graph, circle graph (pie chart), line graph, line plots

• Find, describe and explain outliers, clusters, mean, median, mode, and range of data

• Calculate the mean for a set of data and use it to describe the shape of the data set across its range of values, using charts, tables, and graphs

• Find the total amount given the mean and number of items

• Compare similarities and di�erences between two related sets of data, using a variety of strategies (tally charts, double bar graphs) by determining measures of central tendency (mean, median, mode, range, clusters, outliers)

• Determine and represent all the possible outcomes in a simple probability experiment

• Represent, using a common fraction, the probability that an event will occur in simple games and probability experiments

• Pose and solve simple probability problems and solve them by conducting probability experiments and selecting appropriate methods of recording the results

GRADE 6 DATA HANDLING: STATISTICS AND PROBABILITYStudents will collect, display, and interpret data in a variety of ways. They will compare data displays, including how well they communicate information. They will create and manipulate an electronic database and set up a spreadsheet using simple formulas to create graphs. They will �nd, describe, and explain the range, mode, median and mean in a set of data, use a numerical probability scale 0 to 1 or 0%-100%. They will determine the theoretical probability of an event and explain why this might be di�erent from the experimental probability.• Design a survey and systematically

collect, organize and record the data in displays: pictograph, bar graph, circle graph (pie chart), line graph

• Create, discuss and compare data displays (pictograph, pie chart, bar/line graph) including how well they communicate information with greater independence and choose appropriate scale for vertical and horizontal axis

• Find, describe, and explain the range, mode, median, and mean in a set of data

• Compare similarities and di�erences between two related sets of data, using a variety of strategies (tally charts, double bar graphs) by using measures of central tendency (mean, median, mode, range, clusters, outliers)

• Determine which measure of central tendency best represents a set of data: mean/ median/ mode

• Examine the relationship between a sample and the population it represents

• Predict and examine the e�ect of additional data and/or outliers on statistical measures

• Plot, name and label points in any four quadrants of a coordinate grid

• Identify all the possible outcomes for situations using diagrams or counting strategies

• Calculate probabilities of an event and express as a fraction, decimal, or percent m(using tree diagrams)

• Compare predictions based on theoretical probabilities with experimental results

• Analyze the fairness of games of chance• Express the theoretical probability of

simple events as a ratio of the number of favorable outcomes to the total number of possible outcomes, where all outcomes are equally likely


OF 41

2017-2018


GRADE 6MEASUREMENTStudents will estimate, measure, label, and compare perimeter, area, and volume using formal methods and standard units of measurement. They will develop procedures for �nding perimeter, area, and volume and recognize the relationship between them. They will use the correct tools for any measurement with accuracy. They will measure and construct angles in degrees using a protractor. They will know that the accuracy of measurement depends on the situation and the precision of the tools. They will use and construct 12-hour and 24-hour timetables and be able to determine times worldwide.• Select and use appropriate standard units

of measurement when estimating, describing, comparing, and measuring including speed, distance, and time

• Select and justify the appropriate metric unit to measure length or distance in a given real-life situation

• Use measuring tools, with simple scales accurately: km, m, cm, mm, kg, g, l, ml, cl, ºC,ºF

• Identify and de�ne the base and height of triangles and parallelograms

• Use formulas to �nd the area of triangles and parallelograms

• Break polygons into simpler parts to �nd area

• Use a formula to �nd the area and circumference of circles

• Derive approximations for Pi from measurements

• Use rectangle and triangle area formulas to �nd the surface area of prisms and cylinders and diameter

• Use a formula to calculate the volume of geometric solids

• Describe patterns in relationships between the volumes of prisms, pyramids, cones, and cylinders

• Use capacity calculations to solve problems

GRADE 4 MEASUREMENTStudents will estimate, measure, label, and compare perimeter, area, and volume using formal methods and standard units of measurement. They will develop procedures for �nding perimeter, area and volume and recognize the relationship between them. They will use the correct tools for any measurement with accuracy. They will measure and construct angles in degrees using a protractor. They will know that the accuracy of measurement depends on the situation and the precision of the tools. They will use and construct 12-hour and 24-hour timetables and be able to determine times worldwide.• Select and use appropriate standard units

of measurement when estimating, describing, comparing, and measuring

• Use measuring tools, with simple scales accurately: m, cm, mm, and introduce kg, g, l, ml, cl, ºC, ºF

• Convert back and forth between metric units: liter/ml, kilometer/meter/cm/mm, kg/gr

• Understand that the accuracy of a measurement depends on the situation and the precision of the tool

• Develop procedures for �nding the area of polygons that breakdown into rectangles, equilateral and right triangles

• Find the perimeter of basic three and four-sided polygons

• Select and justify the most appropriate standard to measure the side lengths and perimeters of various polygons (mm, cm, dc, m, km)

• Determine the relationship between the side lengths of a rectangle and its perimeter and area

• Draw and compare two-dimensional shapes that have the same perimeter or the same area

• Estimate, measure, and record the capacity of containers, using the standard units of liter and milliliter

GRADE 5MEASUREMENTStudents will estimate, measure, label, and compare perimeter, area, and volume using formal methods and standard units of measurement. They will develop procedures for �nding perimeter, area, and volume and recognize the relationship between them. They will use the correct tools for any measurement with accuracy. They will measure and construct angles in degrees using a protractor. They will know that the accuracy of measurement depends on the situation and the precision of the tools. They will use and construct 12-hour and 24-hour timetables and be able to determine times worldwide.• Identify and use appropriate metric units

and tools to estimate, measure, and solve problems involving weight, length, volume, time, and temperature m, cm, mm, kg, g, l, ml, cl, ºC

• Develop procedures for �nding the volume of rectangular

• Describe and determine the perimeter and area of a polygon (square, rectangle, and right triangle) and apply to practical situations

• Measure and/or determine the surface area and volume of objects that are shaped like rectangular prisms

• Find actual distance using a map scale• Use decimal notation in measurement:

3.2cm, 1.47kg up to 1000th place• Carry out unit conversions within the

metric system of measurement• Reasonably estimate, accurately measure,

and construct angles (using a protractor) up to 360º

• Understand supplementary (add to 180º) and complimentary (add to 90º)

• Understand and apply the sum of angles in triangles, rectangles

• Estimate, measure, and represent time intervals to the nearest second

PYPCURRICULUM GUIDE

GRADE 4 MEASUREMENT (continued)• Estimate, measure using concrete

materials, and record volume and relate volume to the space taken up by an object

• Use decimal notation in measurement to 100th place

• Measure and construct angles in degrees using a protractor to within 50

• Estimate (within 10º) angles of 180 degrees or less

• Identify and explain negative numbers as related to temperature

• Estimate, measure, calculate, and represent time intervals to the nearest minute

• Estimate and determine elapsed time using a clock, a calendar, or a timeline (days, hours, minutes, seconds)

• Describe and prove the relationship between years and decades, and between decades and centuries

• Use and construct timetables (12 hour and 24 hour) and timelines

• Determine times world-wide

GRADE 5

MEASUREMENT (continued)• Solve problems involving the relationship

between a 12-hour clock and a 24-hour clock

• Estimate and determine elapsed time, with and without using a timeline, given the durations of events expressed in minutes, hours, days, weeks, months or years

• Use and construct timetables (12 hour and 24 hour) and timelines

• Determine times world-wide

GRADE 6 MEASUREMENT (continued)• Find the area and perimeter of shapes

that break down into rectangles and circles

• Sketch di�erent polygonal prisms that share the same volume (The PD Company is designing a new container for its marbles. It must have a volume of 200 cm3. Sketch three possible containers and explain which one you would recommend)

• Determine the relationships between area, perimeter and volume for shapes that break down into simple units

• Estimate, measure and construct angles in degrees using a protractor

• Use and construct timetables (12 hour and 24 hour) and time lines

• Determine times worldwide• Use latitude and longitude coordinates to

locate points on Earth


OF 41

2017-2018


GRADE 4 SHAPE AND SPACEStudents will use the mathematical vocabulary of 2-D and 3-D shapes and angles. They will classify, sort, and label all types of triangles and quadrilaterals. They will turn a 2-D net into a 3-D shape and vice versa. They will �nd and use scale and ratio to enlarge and reduce shapes. They will use the language and notation of bearing to describe position and be able to read and plot coordinates in four quadrants.• Use the vocabulary and properties of 2-D

and 3-D shapes: parallel, perpendicular, edge, corner, vertex, face, diagonal, degree, horizontal, vertical, diameter, congruency, shapes, angles

• Sort, label, and recognize properties of triangles and quadrilaterals: scalene, isosceles, equilateral, right-angles, rhombus, trapezium, parallelogram, kite, square, rectangle

• Understand and use the vocabulary of types of angles: right, obtuse, acute, straight

• Measure and construct angles up to 180º with a protractor

• Identify diameter, radius, circumference, center of a circle

• Construct and de�ne parallel, perpendicular and intersecting lines

• Use a pair of compasses• Construct 3-D shapes from 2-D nets and

breakdown a 3-D shape into a 2-D net• Visualize 3-D shapes from 2-D drawings• Recognize where a shape will be after a

rotation through 90, 180, 270, 360º about one of its vertices. Also ¼, ½ ¾, full turn

• Describe and apply movement of shapes: �ip/ re�ection, slide/translation.

• Enlarge and reduce shapes by doubling, tripling, and halving

• Plot and read coordinates in �rst quadrant

• Locate an object using the cardinal directions and a coordinate system

GRADE 5SHAPE AND SPACEStudents will use the mathematical vocabulary of 2-D and 3-D shapes and angles. They will classify, sort, and label all types of triangle and quadrilateral. They will turn a 2-D net into a 3-D shape and vice versa. They will �nd and use scale and ratio to enlarge and reduce shapes. They will use the language and notation of bearing to describe position and be able to read and plot co-ordinates in four quadrants.• Use geometric vocabulary of 2-D and 3-D

shapes: parallel, edge, corner, vertex, edge, face, degree, diagonal, interior and exterior angles, congruence

• Identify and explore congruent, non-congruent, and similar �gures, congruent sides & angles

• Understand and use the vocabulary of types of angles: right, obtuse, acute, straight, re�ex, supplementary and complimentary, interior and exterior

• Identi�es possible range of degrees in obtuse and acute angles

• Identify the number of degrees in a triangle and circle and fractions of circles

• Understand and use geometric vocabulary for circles: diameter, radius, circumference, sectors, chord, segments

• Determine the exact center of a circle by measuring its diameter

• Use a pair of compasses• Understand and use the vocabulary of

points, lines, rays, and segments: parallel, perpendicular, intersecting

• Turn a 2-D net into a 3-D shape and vice versa and identify di�erent nets for a closed cube

• Build 3-dimensional models using connecting cubes, given isometric sketches or di�erent views of the structure

• Sketch, using a variety of tools, isometric perspectives and di�erent views of 3-dimensional �gures

• Find and use scale (ratios) to enlarge and reduce shapes up to x10

• Use the vocabulary of rotation to describe how a shape has rotated about on of its vertices: ¼ turn/90º, ½ turn/180º, ¾ turn, full turn/360º

• Recognize the images of �gures resulting from: slide, �ip or rotation

• Identify and describe lines of symmetry

GRADE 6SHAPE AND SPACEStudents will use the mathematical vocabulary of 2-D and 3-D shapes and angles. They will classify, sort and label all types of triangle and quadrilateral. They will turn a 2-D net into a 3-D shape and vice versa. They will �nd and use scale and ratio to enlarge and reduce shapes. They will use the language and notation of bearing to describe position, and be able to read and plot coordinates in four quadrants.• Use the geometric vocabulary of 2-D and 3-D

shapes: (parallel, perpendicular, edge, corner, vertex, edge, face, degree, diagonal, interior and exterior angles, congruence, similar, scale, transformations)

• Identify congruent �gures and use appropriate tools to construct congruent �gures

• Compare and classify polygons and sort according to relationships and properties: scalene; isosceles, equilateral, right-angles, rhombus, trapezium, parallelogram, kite, square, rectangle, pentagons, hexagons, and other polygons

• Name angles using three letters• De�ne and classify angles according to their

measures and characteristics: right, obtuse, acute, straight, re�ex, supplementary and complimentary, interior and exterior, co-interior, alternate, opposite

• Find and compare the measurement sums of interior angles of polygons

• Determine angle measures by applying de�nitions and properties of angles, triangles, and quadrangles

• Estimate, measure, and construct angles up to 360º with/out using a protractor

• Use angle relationships to determine angle measures with/out using a protractor

• Construct angle bisectors and perpendicular bisectors, using a variety of tools and strategies

• Understand and use geometric vocabulary for circles: diameter, radius, circumference, sectors, chord, segments, Pi

• Use a pair of compasses accurately• Understand and use the vocabulary of points,

lines, rays and segments: (parallel, perpendicular, intersecting) and use this vocabulary to categorize shapes

• De�ne and classify prisms according to common properties

• Turn a 2-D net into a 3-D shape and vice versa and identify di�erent nets for a closed cube

• Recognize and draw 2-D views of 3-D shapes• Draw isometric views of 3-D shapes• Find and use scale (ratios) to enlarge and

reduce shapes• Use the language and notation of bearing to

describe position• Recognize patterns involving measures

around a vertex point in tessellations• Apply side and angle relationships to name

tessellations• Move geometric �gures on a coordinate plane

and identify pairs of coordinates of vertices before and after slides and �ips

• Recognize where a shape will be after a rotation through 90, 180, 270, 360º, clockwise and anti-clockwise about one of its vertices

• Recognize rotational and line symmetry within 2-D shapes

NUMERACY EXPECTATIONS: GRADES 4, 5, 6

PYPCURRICULUM GUIDE

GRADE 4 PATTERN AND FUNCTIONStudents will understand and use the relationships between the four operations. They will model and explain number patterns and use real-life problems to create a number pattern following a rule. They will develop, explain, and model simple algebraic formulas. They will model exponents as repeated multiplication, and understand and use exponents and roots as inverse functions.• Identify and use the distributive property

of multiplication over addition to facilitate computation with whole numbers

9 x 52 = 9 x 50 + 9 x 2• Understand and use the inverse

relationship between multiplication and division

• Identify and use the commutative property of multiplication to facilitate computation with whole numbers: 15 x 7 x 2 = 15 x 2 x 7

• Model and explain number patterns

GRADE 5

PATTERN AND FUNCTIONStudents will understand and use the relationships between the four operations. They will model and explain number patterns and use real-life problems to create a number pattern following a rule. They will develop, explain, and model simple algebraic formulas. They will model exponents as repeated multiplication, and understand and use exponents and roots as inverse functions.• Select, use, and explain the commutative,

associative, and distributive properties of operations

• Analyze and determine the rules for extending symbolic, arithmetic, and geometric patterns

• Determine a term, given its term number, by extending growing and shrinking patterns (For the pattern: 5000, 4750, 4500, 4250, 4000, 3750,… �nd the 15th term. Explain your reasoning)

• Replace variables with given values and evaluate/simplify

• Determine and algebraically express the function of a two-column table, given the input and output data

• Graph and analyze/ explain a constant rate of change over time

GRADE 6 PATTERN AND FUNCTIONStudents will understand and use the relationships between the four operations. They will model and explain number patterns and use real-life problems to create a number pattern following a rule. They will develop, explain, and model simple algebraic formulas. They will model exponents as repeated multiplication, and understand and use exponents and roots as inverse functions.• Understand and use the relationship

between multiplication and addition• Understand and use the relationship

between multiplication and division (inverse function)

• Understand and use the relationship between division and subtraction

• Develop, explain, and model simple algebraic formulas in more complex equations

• De�ne variables and constants in algebraic expressions

• Understand and evaluate numerical and algebraic expressions

• Determine whether inequalities are true or false

• Recognize that most inequalities have an in�nite number of solutions

• Solve one and two step whole number algebraic equations with addition, subtraction, multiplication, and division

• Model exponents as repeated multiplication

• Understand and use exponents and roots as inverse functions: 92, 81

• Recognize and express patterns and relationships

• Model problem situations with objects and other forms of representation (graphs, drawings, etc.)

OF 41

2017-2018


GRADE 4 NUMBERStudents will read, write, and model numbers to one million and beyond, extending the base 10 system to the millions and thousandths. They will automatically use number facts. They will read, write, model, compare, and order fractions (including improper fractions and mixed numbers), decimals (to any given place), and percentages. They will interchange fractions, decimals, and percentages. They will add and subtract fractions with related denominators, simplify fractions and explore fractions using a calculator. They will add and subtract decimals to the thousandths and will model multiplication and division of decimals in the context of money. They will �nd and use ratios; read, write and model addition and subtraction of integers; and use exponential notation. They will use and describe multiple strategies to create and solve more complex problems, reasonably estimating the answers. They will select and defend the most appropriate and e�cient method. • Read and write numbers up to 7-digits

using word, standard, and expanded notation

• Understand, identify, and explain place value of digits in whole numbers up to 7-digits

• Order and compare number to 1,000,000 using symbols < > =

• Round whole numbers to the nearest 10, 100, 1000, 10,000, and 100,000 and use the approximation sign

• Compare the value of two decimals using symbols (to two decimal places)

• Read, write, and model the addition and subtraction of decimals up to the 100ths with reference to measurement of length, weight, and money

• Use estimation with all four operations to predict and judge reasonableness of answers

• Solve addition and subtraction equations to 5-digits

GRADE 5NUMBERStudents will read, write, and model numbers to one million and beyond, extending the base 10 system to the millions and thousandths. They will automatically use number facts. They will read, write, model, compare, and order fractions (including improper fractions and mixed numbers), decimals (to any given place), and percentages. They will interchange fractions, decimals, and percentages. They will add and subtract fractions with related denominators, simplify fractions and explore fractions using a calculator. They will add and subtract decimals to the thousandths and will model multiplication and division of decimals in the context of money. They will �nd and use ratios; read, write, and model addition and subtraction of integers; and use exponential notation. They will use and describe multiple strategies to create and solve more complex problems, reasonably estimating the answers. They will select and defend the most appropriate and e�cient method.• Read, write, compare, order whole

numbers & decimal numbers to 9-digit whole numbers & thousandths

• Express standard, expanded and written forms of whole numbers to 9-digits

• Demonstrate an understanding of place value in whole numbers and decimals to thousandths

• Round whole numbers to the appropriate place using the approximation sign

• Select and use a variety of strategies (rounding, regrouping…) to estimate the results of computation and to judge the reasonableness of the answer

• Automatically recall and use basic number facts, multiplying and dividing by power of 10 identifying pattern.

• Add and subtract whole numbers and add and subtract decimal numbers to thousandths

• Apply multiplication facts to 12 x 12 and related division facts

• Create and solve multiplication: 3 digit by 2 digit using an e�cient algorithm

GRADE 6NUMBERStudents will read, write, and model numbers to one million and beyond, extending the base 10 system beyond the millions and thousandths. They will automatically use number facts. They will read, write, model, compare, and order fractions (including improper fractions and mixed numbers), decimals (to any given place), and percentages. They will interchange fractions, decimals, and percentages. They will add and subtract fractions with related denominators, simplify fractions, and explore fractions using a calculator. They will add and subtract decimals to the thousandths and will model multiplication and division of decimals in the context of money. They will �nd and use ratios; read, write, and model addition and subtraction of integers; and use exponential notation. They will use and describe multiple strategies to create and solve more complex problems, reasonably estimating the answers. They will select and defend the most appropriate and e�cient method. • Read, write, model, and compare and

order whole numbers and decimals, including numbers written in exponential notation

• Identify whole number and decimal place values

• Write expanded notation: addition expressions, the sum of multiplication expressions (with brackets), and using powers of 10

• Read, write and explain exponential notation

• Round to appropriate place value (whole numbers and decimals) according to need and estimate answers, using the approximation symbol

• Mentally add, subtract, multiply, and divide whole numbers

• Recall and use basic number facts, multiplying and dividing by power of 10 with decimals

• Multiply and divide decimal numbers by 10, 100, 1000, 10,000 using mental strategies

• Multiply whole numbers by 0.1, 0.01, and 0.001 using mental strategies

NUMERACY EXPECTATIONS: GRADES 4, 5, 6

PYPCURRICULUM GUIDE

GRADE 4 NUMBER (continued)• Mentally add or subtract 10, 100, 1000 or

10,000 from any given number• Know multiplication facts to 12 x 12 and

related division facts mentally• Find and list all the factor pairs and

factors for numbers to 144• List �rst 12 multiples of any number to 12• Multiply 1-, 2-, 3-digit numbers by 1- and

2-digit numbers using an e�cient algorithm

• Multiply and divide whole numbers by 10, 100 and 1000, and explain how the value of the digits changes

• Finds the average of a group of up to 6 numbers (not using decimals)

• Compare and order fractions with denominators of 12 or less using manipulatives and notational form (with like and unlike denominators)

• Read, write, and model addition and subtraction of fractions with same denominators

• Write an equivalent fraction for a fraction given the numerator or denominator (denominators up to 24)

• Express a fraction in its simplest form (denominators up to 24)

• Round decimals to the nearest whole number (to two decimal places)

• Find simple percentages of wholes or quantities: 10, 25, 50, 75, 100%

• Use a calculator to carry or check computation in problem solving situations

GRADE 5

NUMBER (continued)• Multiply decimal numbers by 10, 100, &

1000 and divide decimal numbers by 10, 100, 1000 mentally

• Create and solve division problems up to 3 digit by 2 digit with/without remainders using short and long division, using appropriate notation for remainders

• Apply the order of operations (excluding exponents)

• Find all factors and factor pairs of whole numbers to 144

• Identify the greatest common factor and least common multiple of a set of numbers

• Square numbers through 12 x 12• Identify and describe prime and

composite numbers and explain the relationship between them

• Find common multiples and factors of a set of numbers

• Use mathematical vocabulary of fractions: proper, improper, mixed numbers, simplest form, numerator, denominator

• Add and subtract fractions and mixed numbers with like and unlike denominators

• Simplify fractions• Find equivalent fractions• Compare & order fractions, mixed

numbers, decimals & percents, using number line when appropriate

• Convert fractions to decimals and to percentages and vice versa

• Identify and determine common equivalent fractions, mixed numbers, decimals and percents

• Find fractions of a whole number eg. What is 2/3 of 6?

• Add and subtract decimals up to the thousandths place

• Round decimals to the nearest whole number, tenth or hundredth

• Find the percent of a whole or quantity, including �nding a discount

• Represent, solve and create up to 3-step word problems using all the four operations with whole numbers

GRADE 6

NUMBER (continued)• Create and solve multiplication: 3-digit by

3-digit and make reasonable estimations• Create and solve division problems up to

3 digit by 3 digit with/out decimals with/without remainders using short and long division using appropriate notation for remainders

• Apply the order of operations, including exponentiation

• Insert parentheses in order to make true number sentences

• Write prime factorization of composite numbers

• Find the greatest common factor of a set of numbers

• Find the least common multiple of a group of numbers

• Use mathematical vocabulary of fractions: numerator, denominator, proper, improper, mixed numbers, simplest terms, invert, reciprocal, equivalent, whole, part

• Simplify fractions• Find equivalent fractions• Convert between mixed/whole numbers

and improper fractions• Find equivalent names for mixed fractions

(eg. 5 and ¼ = 4 and 5/4)• De�ne, �nd, and apply the reciprocal of a

number• Read/ write/model the addition/

subtraction/multiplication/ division of fractions and mixed numbers

• Find fractions of a whole number and �nd the whole given a fraction (eg. 6 is ½ of ?)

• Convert, compare and order fractions, mixed fractions, percentages, decimals, and whole numbers

• Identify terminating and repeating decimals and use the appropriate symbols

• Multiply and divide decimal numbers• Calculate percents and discounts and

describe strategies used• Interchange fractions, percentages, and

decimals and identify which is the most appropriate to use

OF 41

2017-2018

NUMERACY EXPECTATIONS:GRADES 5, 6

GRADE 5NUMBER (continued)• Select and defend the most appropriate

and e�cient method of solving a problem: work backwards, draw a picture, make a table, make an organized list, act out the problem or use objects, guess and check, use or look for a pattern, use logical reasoning, make it simpler, brainstorm

• Use a calculator to carry out or check computation in problem solving situations

GRADE 6NUMBER (continued)• Interchange and apply benchmark

fractions, percents, and decimals• Find and use ratios• Express ratios in words, as a fraction, with

a colon and as a percent• Write ratios in equivalent forms• Compare and interpret part-to-part ratios• Represent, compare, and order integers,

using a variety of tools• Add, subtract, multiply, and divide with

positive and negative integers• Select and defend the most appropriate

and e�cient method of solving a problem: work backwards, draw a picture, make a table, make an organized list, act out the problem or use objects, guess and check, use or look for a pattern, use logical reasoning, make it simpler, brainstorm

• Show step-by-step process and mathematical thinking when solving problems

PYPCURRICULUM GUIDE

iics ib primary years program overview · pyp curriculum guide. ... explicitly values the diversity...

Documents