Learning Upgrade

Online Courses Featuring Songs, Video & Games

Alignment Report by Resource

Ontario Learning Standards

  • Reading
  • Math
  • Comprehension
CU50 means Comprehension Upgrade Course
Level 50

RU01 means Reading Upgrade Course
Level 1

MU01 means Math Upgrade Course - Level 1
Image of Provendence of Ontario Canada

Reading Upgrade

RU01-Letter Sounds A-IStudents listen to and view three songs that present the phonics letter sounds A to I with uppercase and lowercase alphabet letters and matching pictures (A says a for apple).  Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.
Variety of Texts 1.1 read a few different types of literary texts.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information 
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
RU02-Three-Letter Words A-I Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-I in steps: alphabet, phonics, blending, and whole word.  Students decode three letter words and select matching pictures until mastery is achieved.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU03-Sentences A-I Students listen to and view a sight word song with three new words.  They match three written sight words with spoken words.  Students read simple sentences with known sight words and decodable words with letters A-I.  They match sentences with pictures and fill in missing words in sentences.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU04-Letter Sounds J-R Students listen to and view three songs that present the phonics letter sounds J to R with uppercase and lowercase alphabet letters and matching pictures (A says a for apple).  Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.
Variety of Texts 1.1 read a few different types of literary texts.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues.
RU05-Three-Letter Words J-R Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-R in steps: alphabet, phonics, blending, and whole word.  Students decode three letter words and select matching pictures until mastery is achieved.
Variety of Texts 1.1 read a few different types of literary texts.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction 
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU06-Sentences J-RStudents listen to and view a sight word song with three new words.  They match three written sight words with spoken words.  Students read simple sentences with known sight words and decodable words with letters A-R. They match sentences with pictures and fill in missing words in sentences.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction 
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts. Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues.
RU07-Letter Sounds S-Z Students view three songs that present the phonics letter sounds S to Z with uppercase and lowercase alphabet letters and matching pictures (A says a for apple).  Students demonstrate letter-sound recognition by selecting pictures to match letters until mastery is achieved.
Variety of Texts 1.1 read a few different types of literary texts.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU08-Three-Letter Words S-ZStudents listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-Z in steps: alphabet, phonics, blending, and whole word.  Students decode three letter words and select matching pictures until mastery is achieved.
Variety of Texts 1.1 read a few different types of literary texts. Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts. Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU09-Sentences S-ZStudents listen to and view a sight word song with three new words.  They match three written sight words with spoken words.  Students read simple sentences with known sight words and decodable words with letters A-Z. They match sentences with pictures and fill in missing words in sentences.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues.
RU10-Short Vowels Students listen to and view a short vowel song presenting each vowel sound with a matching word and picture.  They select missing short vowels in three-letter C-V-C words to match a picture until mastery is achieved.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU11-Ending BlendsStudents listen to and view two songs presenting common ending or final consonant blends and diagraphs with example words.  They decode words and select matching pictures until mastery is achieved.
Variety of Texts 1.1 read a few different types of literary texts.
Comprehension Strategies 1.3identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction Demonstrating
Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU12-Ending Blends Sentences Students listen to and view a sight word song with three new words.  They read sentences containing words with ending or final consonant blends and diagraphs and select the correct final word to complete the sentence.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction 
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU13-Long Vowels and Silent EStudents listen to and view a song which present the silent E or magic E rule and long vowel sounds.  They must listen to words and select either the short vowel C-V-C word or the corresponding long vowel word with a final silent E added at the end.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU14-Long Vowels SentencesStudents listen to and view a sight word song with three new words.  They read sentences containing words with long vowels and the silent E or magic E, and select the correct final word to complete the sentence.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction 
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them 
Reading Familiar Words 3.1automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
Reading Fluently 3.3 read appropriate, familiar texts at a sufficient rate and with sufficient expression to convey the sense of the text to the reader.
RU15-Beginning Blends A Students listen to and view a song presenting the first of two sets of beginning or initial consonant blends and diagraphs with example words.  They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction 
Demonstrating Understanding 1.4demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information 
Reading Familiar Words 3.1automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU16-Beginning Blends A Riddles Students listen to and view a sight word song with three new words.  They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction 
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information 
Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of texts using stated and implied ideas to support their interpretations. 
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them 
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues.
RU17-Vowel Blends A Students listen to and view a song presenting the first of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words.  They listen to a word containing a vowel blend and select the matching written word.
Comprehension Strategies 1.3identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction 
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information 
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues.
RU18-Vowel Blends A Sentences Students listen to and view a sight word song with three new words.  They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction 
Demonstrating Understanding 1.4demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Making Inferences/Interpreting Texts 1.5develop and explain interpretations of texts using stated and implied ideas to support their interpretations. 
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues.
RU19-Vowel Blends B Students listen to and view a song presenting the second of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words.  They listen to a word containing a vowel blend and select the matching written word.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction 
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information 
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues.
RU20-Vowel Blends B Sentences Students listen to and view a sight word song with three new words.  They read sentences with missing endings and select the correct ending from two containing words with vowel blends.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction 
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information 
Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of texts using stated and implied ideas to support their interpretations. 
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues.
RU21-Beginning Blends B Students listen to and view a song presenting the second of two sets of beginning or initial consonant blends and diagraphs with example words.  They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction 
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues.
RU22-Beginning Blends B Riddles Students listen to and view a sight word song with three new words.  They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction 
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of texts using stated and implied ideas to support their interpretations. 
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
Elements of Style 2.4 identify some simple elements of style, including voice, word choice and different types of sentences and explain how they help readers understand texts.
Reading Familiar Words 3.1automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU23-Vowel Blends C Students listen to and view a song presenting the third of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words.  They listen to a word containing a vowel blend and select the matching written word.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Elements of Style 2.4 identify some simple elements of style, including voice, word choice and different types of sentences and explain how they help readers understand texts.
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues.
RU24-Vowel Blends C Sentences Students listen to and view a sight word song with three new words.  They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.
Comprehension Strategies 1.3identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction 
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of texts using stated and implied ideas to support their interpretations. 
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
Elements of Style 2.4 identify some simple elements of style, including voice, word choice and different types of sentences and explain how they help readers understand texts.
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues.
RU25-Vowel Blends D Students listen to and view a song presenting the fourth of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words.  They listen to a word containing a vowel blend and select the matching written word.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Elements of Style 2.4 identify some simple elements of style, including voice, word choice and different types of sentences and explain how they help readers understand texts.
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues.
RU26-Vowel Blends D Sentences Students listen to and view a sight word song with three new words.  They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.  
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction 
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of texts using stated and implied ideas to support their interpretations. 
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
Elements of Style 2.4 identify some simple elements of style, including voice, word choice and different types of sentences and explain how they help readers understand texts.
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues.
RU27-Silent Letters & Sounds Students listen to and view a song presenting words with silent letters such as GH.  They read words and select the silent letter or letters in the word.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues
Reading Fluently 3.3 read appropriate, familiar texts at a sufficient rate and with sufficient expression to convey the sense of the text to the reader
RU28-Word Families A Students listen to and view a song presenting the first of two sets of word families with common endings, rimes, and chunks. They read a word and identify all rhyming words from a list
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
Elements of Style 2.4 identify some simple elements of style, including voice, word choice and different types of sentences and explain how they help readers understand texts.
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues
RU29-True/False A Students read sentences containing words from common word families and then identify whether they are true or false.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU30-Word Families A Students listen to and view a song presenting the second of two sets of word families with common endings, rimes, and chunks. They read a word and identify all rhyming words from a list.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues
RU31-True/False A Students read sentences containing words from common word families and then identify whether they are true or false.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues.
RU32-Prefixes Students view a description of prefixes.  They listen to a word and attach the correct prefix from a list of prefixes to the base or root word.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Elements of Style 2.4 identify some simple elements of style, including voice, word choice and different types of sentences and explain how they help readers understand texts
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU33-Suffixes Students view a description of suffixes.  They listen to a word and attach the correct suffix from a list of suffixes to the base or root word.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Elements of Style 2.4 identify some simple elements of style, including voice, word choice and different types of sentences and explain how they help readers understand texts.
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU34-Compound Words Students view a description of compound words.  They listen to a compound word and attach the correct initial word from a list to the ending word.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Elements of Style 2.4 identify some simple elements of style, including voice, word choice and different types of sentences and explain how they help readers understand texts.
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU35-Sentence Comprehension Students read sentences and choose the correct word to complete them from among words with prefixes, words with suffixes, and compound words
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the informationExtending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU36-Long or Multi-syllable Words Students listen to and view a song presenting a method for decoding long words or multi-syllable words by separating the syllables, sounding out each syllable, and blending together the sounds.  They must listen to long words and select them from a list of words.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
Elements of Style 2.4 identify some simple elements of style, including voice, word choice and different types of sentences and explain how they help readers understand texts.
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU37-Contractions Students view a description of contractions.  They read two words and then select the matching contraction with the correct apostrophe and eliminated letters
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Elements of Style 2.4 identify some simple elements of style, including voice, word choice and different types of sentences and explain how they help readers understand texts.
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues.
RU38-Numbers Students listen to and view a song presenting the word categories of numbers 1 to 100.  They fill in a bank check by selecting the written out number that matches the numeral amount on the check.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
Text Patterns 2.2 recognize simple organizational patterns in texts of different types and explain, initially how the patterns help readers understand the texts
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU39-Days and Months Students listen to and view a song presenting the word categories of days of the week and months of the year.  They read invitations and identify the time and details of  the invite.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Text Forms 2.1 identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a simple fictional story (e.g., characters, setting, events, problem/solution), graphic texts such as a calendar (e.g., names of months and days, a grid, numbers), and informational texts such as a simple "All About____" book (e.g., labels, headings, pictures)
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues. (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU40-Directions Students read and follow multiple-step written instructions and select the correct directions on maps, signs, diagrams and illustrations to navigate to a house.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them 
Text Forms 2.1 identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a simple fictional story (e.g., characters, setting, events, problem/solution), graphic texts such as a calendar (e.g., names of months and days, a grid, numbers), and informational texts such as a simple "All About____" book (e.g., labels, headings, pictures) 
Text Patterns 2.2 recognize simple organizational patterns in texts of different types and explain, initially how the patterns help readers understand the texts 
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU41-Instructions Students read and follow multiple-step written instructions and select the correct actions on signs, diagrams and illustrations to operate a gasoline pump and a television remote control.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them 
Text Patterns 2.2 recognize simple organizational patterns in texts of different types and explain, initially how the patterns help readers understand the texts
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU42-Details: Who What When Where Why Students listen to and view a song presenting the facts and details who what when where and why.  They read one-paragraph passages and answer comprehension multiple-choice questions including detail questions.   Students follow the paragraph structure of left to right and top to bottom reading.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information 
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them 
Text Patterns 2.2 recognize simple organizational patterns in texts of different types and explain, initially how the patterns help readers understand the texts
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU43-Order and Sequence Students read five sentences and move each sentence into the logical order and sequence.  They place the topic sentence or problem at the top, the detail sentences in sequential or chronological order, and the conclusion sentence or solution at the end.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information
Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of texts using stated and implied ideas to support their interpretations.
Elements of Style 2.4 identify some simple elements of style, including voice, word choice and different types of sentences and explain how they help readers understand texts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU44-Compare and Contrast Students read one paragraph passages and answer multiple-choice questions to compare and contrast the similarities and differences of information on the same topic.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information 
Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of texts using stated and implied ideas to support their interpretations.
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them 
Text Patterns 2.2 recognize simple organizational patterns in texts of different types and explain, initially how the patterns help readers understand the texts
Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of texts using stated and implied ideas to support their interpretations.
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU45-Cause and Effect Students view a description of cause and effect explaining the why and because relationships. Students read one paragraph passages and answer multiple-choice questions which ask why, with answers beginning with because.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information 
Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of texts using stated and implied ideas to support their interpretations.
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them 
Text Patterns 2.2 recognize simple organizational patterns in texts of different types and explain, initially how the patterns help readers understand the texts
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU46-Fact and Opinion Students view a description of fact and opinion. They read sentences and select whether they represent a fact or the opinion of the author.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information 
Making Inferences/Interpreting Texts 1.5 develop and explain interpretations of texts using stated and implied ideas to support their interpretations.
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them 
Responding to and Evaluating Texts 1.8 express personal thoughts and feelings about what has been read (e.g., through role playing, drama, visual arts, music, discussion; by developing a plan to act on issues raised in the text)
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU47-Main Idea Students listen to and view a song describing the main idea and details of a paragraph, with an example paragraph and structure diagram.  They must read a paragraph and identify the main idea, summary, central idea, theme, or topic.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information 
Analysing Texts 1.7 identify the main idea and a few elements of texts, initially with support and direction (e.g., narrative: characters, setting,
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU48-Conclutions and Inferences Students view a description of conclusions and inferences.  They read one paragraph passages and answer multiple-choice questions including making inferences and predicting outcomes.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information 
Making Inferences/Interpreting Texts 1.5 use stated and implied information and ideas in texts, to make simple inferences and reasonable predictions about them 
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU49-Challenge Game: Follow Instructions Students read multiple-step written instructions and perform tasks to clean up a messy room.
Purpose 1.2 identify a few different purposes for reading and choose reading materials appropriate for those purposes.
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information 
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them 
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues
RU50-Final Challenge: Follow Instructions Students read multiple-step written instructions and perform tasks to create a music video.
Comprehension Strategies 1.3 identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction 
Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information 
Extending Understanding 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict meaning of and solve unfamiliar words using different types of cues, including; semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues

Comprehension Upgrade

CU1-Book Structure Students listen to and view a song describing the structure of a book, including the cover, title, author, table of contents, chapters, and index.  They view covers and pages from books and locate answers to questions about the contents.
Demonstrating Understanding Grade 1.4 demonstrate understanding of a text by retelling the story or restating information from the text
Text Features 2.3 identify some text features (e.g., illustrations, symbols, photographs, title, page number, table of contents) and explain how they help readers understand texts
CU2-Format, Types of Text Students view a description of formats including fiction and non-fiction, narrative and  expository, and books, drama / plays, or novels.  They distinguish between common forms of literature.
Text Forms 2.1 identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a simple fictional story
Text Patterns  2.2 recognize simple organizational patterns in texts of different types and explain, initially with support and direction, how the patterns help readers understand the text.
CU3-Main Idea Students listen to and view a song describing the main idea, summary, topic, and theme.  They must read passages and generalize to identify the central idea.
Analysing texts 1.7 identify the main idea and few elements of texts, initially with support and direction. Interconnected Skills 4.2 explain, initially with support and direction, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read.
CU4-Author’s Purpose Students listen to and view a song describing the author’s purpose, including writing to inform, narrate, persuade, describe, and entertain.  They must read passages and identify the author’s purpose.
Purpose 1.2 identify a few different purposes for reading materials appropriate for those purposes.
CU5-Tone, Mood and Attitude Students listen to and view a song describing the author’s tone, mood and attitude.  They must read passages and identify the author’s tone and attitude.
Elements Of Style 2.4identify some simple elements of style, including voice and word choice and explain, initially with support and direction, how they help readers understand texts.
CU6-Expository Organizers Students view a description of graphic expository organizers including the sections for title, purpose, main idea, details, and conclusion.  They must read informational passages and fill in all the sections of the organizer.
Text Patterns 2.2 recognize simple organizational patterns in texts of different types and explain, initially with support and direction, how the patterns help readers understand the texts.
CU7-Reference Books Students view a description if reference books and materials including the encyclopedia, dictionary, atlas, thesaurus.  They must read a request for information and decide which reference materials would contain the information.
Text Forms 2.1 identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a simple fictional story.
CU8-Narrative Writing Students view a description of narrative story writing including the problem, characters, setting, and solution.  They must read stories and identify the key elements.
Analysing texts 1.7 identify the main idea and a few elements of texts, initially with support and direction.
Text Forms 2.1 identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a simple fictional story.
CU9-Story Maps Students view a description of graphic story maps including sections for the problem, characters, setting, events, and solution.  They read stories or narrative passages and fill in all the sections of the story map.
Text Forms 2.1 identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a simple fictional story.
CU10-K-W-L Charts Students listen to and view a song describing the use of K-W-L charts to document what you already know, want to know, and learned after reading a passage.  They must fill in the K-W-L charts before and after reading each passage
Purpose 1.2 identify a few different purposes for reading and choose reading materials appropriate for those purposes. Demonstrating Understanding 1.4 demonstrate understanding of a text by retelling the story or restating information from the text, including the main idea.
CU11-Greek and Latin Root Words Students listen to and view a song describing and listing common greek and latin root words.  They must identify the root word from a set of words and then identify the meaning of the root word.
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts
Reading Unfamiliar Words 3.2 predict the meaning of and solve unfamiliar words using different types of cues.
CU12-Homophones Students listen to and view a song describing and listing common homophones, or words with the same sound and a different meaning.  They must fill in sentences with the correct word from several homophones.
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading unfamiliar Words 3.2 predict the meaning of and solve unfamiliar words using different types of cues.
CU13-Context Clues Students listen to and view a song describing how to use sentence and word context clues to help find or predict the meaning of unknown or unfamiliar words.  They must identify the meaning of words in the context of passages from several possible meanings.
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict the meaning of and solve unfamiliar words using different types of cues.
CU14-Question Answer Relationships QAR Students view a description of QAR, or question answer relationships, including right there, think and search, author and me, and on my own.  They must read passages and  answer each type of question.
Demonstrating Understanding 1.4 demonstrate understanding of a text by retelling the story or restating information from the text.
Making Inferences/Interpreting Texts 1.5 use stated and implied information and ideas in oral texts, initially with support and direction, to make simple inferences and reasonable predictions.
Extending Understanding 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them.
CU15-Synonyms Students view a description of synonyms, or words with the same meaning.  They must select the correct synonym for a word to replace in a sentence.
Demonstrating Understanding 1.4  demonstrate understanding of a text by retelling the story or restating information from the text.
Reading Unfamiliar Words 3.2predict the meaning of and solve unfamiliar words using different types of cues.
CU16-Antonyms Students view a description of antonyms, or words with the opposite meaning.  They must select the correct antonym for a word to replace in a sentence.
Demonstrating Understanding 1.4  demonstrate understanding of a text by retelling the story or restating information from the text.
Reading Unfamiliar Words 3.2predict the meaning of and solve unfamiliar words using different types of cues.
CU17-Poetry Students view a description of poetry and the common forms including narrative, dramatic, free verse.  They read poems and answer questions on the form and content.
Demonstrating Understanding 1.4  demonstrate understanding of a text by retelling the story or restating information from the text.
Text Forms 2.1 identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a simple fictional story.
CU18-History K-W-L Students view a description of the subject history and learn vocabulary words for this subject.  They read textbook style history passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.
Elements of Style 2.4 identify some simple elements of style, including voice and word choice, and explain, initially with support and direction, how they help readers understand texts.
Demonstrating Understanding 1.4  demonstrate understanding of a text by retelling the story or restating information from the text.
Extending Understanding 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them.
CU19-Charts and Graphs Students view a description of charts, graphs and diagrams including the pie, bar, and line charts and graphs.  They view graphs and answer questions about the content.
Variety of Texts 1.1read a few different types of literary texts.
Demonstrating Understanding 1.4  demonstrate understanding of a text by retelling the story or restating information from the text.
CU20-Music Comprehension Students view a description of the subject music.  They read textbook style expository passages about music and answer comprehension questions.
Variety of Texts 1.1 read a few different types of literary texts.
Demonstrating Understanding 1.4  demonstrate understanding of a text by retelling the story or restating information from the text.
CU21-Mythology Story Maps Students view a description of the subject mythology and learn vocabulary words for this subject.  They read mythological stories from around the world and fill in all the sections of the story map for each story: problem, characters, setting, events, and solution.
Variety of Texts 1.1 read a few different types of literary texts.
Analysing texts 1.7 identify the main idea and few elements of text. Reading Unfamiliar Words 3.2 predict the meaning of and solve unfamiliar words using different types of cues.
CU22-Idioms Students listen to and view a song describing and listing common idioms in context.  They read passages containing idioms and identify the correct meaning of each idiom.
Reading Familiar Words 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts.
Reading Unfamiliar Words 3.2 predict the meaning of and solve unfamiliar words using different types of cues
CU23-Conclusions and Inferences Students view a description of conclusions and inferences with an example.  They read short passages and then make inferences and draw conclusions to answer the questions.
Extending Understanding 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them.
Responding to and Evaluating Texts 1.8 express personal thoughts and feelings about what has been read.
CU24-Earth Science K-W-L Students view a description of the subject earth science and learn vocabulary words for this subject.  They read textbook style earth science passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.
Demonstrating Understanding 1.4 demonstrate understanding of a text by retelling the story or restating information from the text.
Extending Understanding 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them.
Reading Unfamiliar Words 3.2 predict the meaning of and solve unfamiliar words using different types of cues.
CU25-Dance Comprehension Students view a description of the subject dance and learn vocabulary words for this subject.  They read textbook style expository passages about dance and answer comprehension questions.
Demonstrating Understanding 1.4demonstrate understanding of a text by retelling the story or restating information from the text.
Reading Unfamiliar Words 3.2 predict the meaning of and solve unfamiliar words using different types of cues.
CU26-Advertising QAR Students view a description of the subject advertising.  They view advertisements with text and graphics.  They answer four QAR, or question answer relationships, questions per passage: right there, think and search, author and me, and on my own.
Understanding 1.4 demonstrate understanding of a text by retelling the story or restating information from the text.
Extending Understanding 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them.
CU27-Art Expository Organizer Students view a description of the subject art and learn vocabulary words for this subject.  They read expository passages about famous artists and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.
Variety of Texts 1.1 read a few different types of literary texts.
Analysing texts 1.7 identify the main idea and few elements of text.
Reading Unfamiliar Words 3.2predict the meaning of and solve unfamiliar words using different types of cues.
CU28-Cause and Effect Students view a description of cause and effect with an example.  They read passages and answer why questions by selecting from a set of clauses beginning with because.
Variety of Texts 1.1 read a few different types of literary texts.
Responding to and Evaluating Texts 1.8 express personal thoughts and feelings about what has been read.
Elements of Style 2.4identify some simple elements of style, including voice and word choice, and explain, initially with support and direction, how they help readers understand texts.
CU29-Metaphor and Simile Students view a description of metaphor and simile with examples of figurative language.  They read sentences and identify whether the author is using metaphor or simile.
Variety of Texts read a few different types of literary texts.
Elements of Style 2.4 identify some simple elements of style, including voice and word choice, and explain, initially with support and direction, how they help readers understand text
CU30-Point of View Students view a description of the author’s point of view including first person and third person writing examples.  They read passages and identify the point of view and author’s opinion.
Point of View 1.9 begin to identify, with support and direction, the speaker and the point of view presented in a text and suggest a possible alternative perspective.
CU31-Forms and Applications Students view a description of forms and applications including blanks, fields, and field headings.  They fill in forms such as a job application one field at a time.
Demonstrating Understanding 1.4demonstrate understanding of a text by retelling the story or restating information from the text.
CU32-Biology Comprehension Students view a description of the subject biology and learn vocabulary words for this subject.  They read textbook style expository passages about biology and answer comprehension questions.
Variety of Texts 1.1read a few different types of literary texts. Demonstrating Understanding 1.4demonstrate understanding of a text by retelling the story or restating information from the text. Reading Unfamiliar Words 3.2 predict the meaning of and solve unfamiliar words using different types of cues.
CU33-Fact and Opinion Students view a description of fact and opinion with examples.  They must read short passages and identify ones expressing fact or the author’s opinion.
Variety of Texts 1.1 read a few different types of literary texts.
Point of View 1.9 begin to identify, with support and direction, the speaker and the point of view presented in a text and suggest a possible alternative perspective.
Making Inferences/Interpreting Texts 1.5 use stated and implied information and ideas in texts, initially with support and direction, to make simple inferences and reasonable predictions about them.
CU34-Prediction Students learn how to predict what will happen next based on items in a passage. They read passages and make predictions, and then confirm their predictions after further reading.
Making Inferences/Interpreting Texts 1.5 use stated and implied information and ideas in texts, initially with support and direction, to make simple inferences and reasonable predictions about them.
CU35-Geography K-W-L Students view a description of the subject geography and learn vocabulary words for this subject.  They read textbook style geography passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.
Demonstrating Understanding 1.4  demonstrate understanding of a text by retelling the story or restating information from the text.
Extending Understanding 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them. Reading Unfamiliar Words 3.2 predict the meaning of and solve unfamiliar words using different types of cues.
CU36-Flowcharts Organize Student view a description of a flowchart diagram including the step-by-step process from start to finish with boxes and lines.  They read passages describing a sequence or process and fill in the boxes of a flowchart.
Demonstrating Understanding 1.4  demonstrate understanding of a text by retelling the story or restating information from the text.
CU37-Plays and Drama Students view a description of plays and drama including script, characters, setting, dialog, comedy, and tragedy.  They read script selections and identify the key elements of the play.
Analysing texts 1.7 identify the main idea and few elements of text.
CU38-Social Studies Comprehension Students view a description of the subject social studies and learn vocabulary words for this subject.  They read textbook style expository passages about social studies and answer comprehension questions.
Demonstrating Understanding 1.4  demonstrate understanding of a text by retelling the story or restating information from the text.
Reading Unfamiliar Words 3.2 predict the meaning of and solve unfamiliar words using different types of cues.
CU39-Astronomy Expository Organizer Students view a description of the subject astronomy.  They read expository passages about astronomy and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.
Demonstrating Understanding 1.4 demonstrate understanding of a text by retelling the story or restating information from the text.
Analysing texts 1.7 identify the main idea and few elements of text.
CU40-Mystery Prediction Students view a description of mystery or suspense chapter books.  They read parts of chapters of the book, make predictions about the story plot, and read further to confirm their predictions.
Making Inferences/Interpreting Texts 1.5 use stated and implied information and ideas in texts, initially with support and direction, to make simple inferences and reasonable predictions about them.
CU41-Analogies Students listen to and view a song describing an analogy with several examples.  They view analogies with missing elements and identify the correct elements to complete the relationships.
Making Inferences/Interpreting Texts 1.5 use stated and implied information and ideas in texts, initially with support and direction, to make simple inferences and reasonable predictions about them. Analysing texts 1.7 identify the main idea and few elements of text.
CU42-Compare and Contrast: Venn Diagrams Students view a description of Venn diagrams to compare and contrast two items, including the common intersecting elements and distinct elements.  They read passages and then fill in Venn diagrams.
Demonstrating Understanding 1.4 demonstrate understanding of a text by retelling the story or restating information from the text.
Making Inferences/Interpreting Texts 1.5use stated and implied information and ideas in texts, initially with support and direction, to make simple inferences and reasonable predictions about them.
Analysing texts 1.7 identify the main idea and few elements of text.
CU43-Biography K-W Students view a description of the subject biography and learn vocabulary words for this subject.  They read biographical passages about famous people and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.
Demonstrating Understanding 1.4  demonstrate understanding of a text by retelling the story or restating information from the text.
Extending Understanding 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them.
Reading Unfamiliar Words 3.2 predict the meaning of and solve unfamiliar words using different types of cue.
CU44-Internet Searching Students view a description of internet search, including search engines, web browser, search terms, links, and web sites.  They view search results and identify the best web site for specific purposes.
Responding to and Evaluating Texts 1.8 express personal thoughts and feelings about what has been read.
CU45-Health Expository Organizer Students view a description of the subject health.  They read expository passages about health and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.
Analysing texts 1.7 identify the main idea and few elements of text.
CU46-Preview, Skim and Scan Students view a description of skimming and scanning text and previewing a passage.  They must briefly skim and scan passages and then answer questions about the passage.
Demonstrating Understanding 1.4  demonstrate understanding of a text by retelling the story or restating information from the text.
CU47-Careers Flowcharts Students view a description of a career or permanent occupation, and learn vocabulary words for careers.  They read passages that describe careers and then fill in the boxes of a flowchart describing the step-by-step process.
Understanding 1.4 demonstrate understanding of a text by retelling the story or restating information from the text.
CU48-Follow Directions Students follow multi-step written directions and instructions to obtain money from an ATM machine and make a series of purchases at a shopping center.
Understanding 1.4 demonstrate understanding of a text by retelling the story or restating information from the text.
Extending Understanding 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them.
CU49-Fast Fluency Game Students exercise their reading fluency by reading a passage and answering a series of timed questions on title, main idea, tone, metaphor and simile, analogy, and point of view.
Demonstrating Understanding 1.4 demonstrate understanding of a text by retelling the story or restating information from the text. Analysing texts 1.7 identify the main idea and few elements of text.
Point of View 1.9begin to identify, with support and direction, the speaker and the point of view presented in a text and suggest a possible alternative perspective.
CU50-Final Challenge Students follow multi-step written directions and instructions to find a missing certificate in an old mansion.
Demonstrating Understanding 1.4 demonstrate understanding of a text by retelling the story or restating information from the text.
Analysing texts 1.7 identify the main idea and few elements of text.

Math Upgrade

MU01-Place Value Students listen to and view the place value song that presents the ones, tens, hundreds, thousands, and millions place.  Students identify the place value of digits, compare numbers greater than or less than a number, identify spoken numbers, and identify numbers written out as words.
Grade 4: Number Sense and Numeration
  • Demonstrate an understanding of place value in whole numbers and decimal numbers from 0.1 to 10 000, using a variety of tools and strategies.
Grade 5: Number Sense and Numeration
  • Demonstrate an understanding of place value in whole numbers and decimal numbers from 0.01 to 100 000, using a variety of tools and strategies.
Grade 6: Number Sense and Numeration
  • Demonstrate an understanding of place value in whole numbers and decimal numbers from 0.001 to 1 000 000, using a variety of tools and strategies.
MU02-Number LineStudents listen to and view a description of the number line, positive numbers, negative numbers, integers, whole numbers, and real numbers.  Students identify points on the number line including positive, negative, integer, whole, and real numbers.
Grade 1: Number Sense and Numeration
  • Represent, compare, and order whole numbers to 50, using a variety of tools (e.g., connecting cubes, ten frames, base ten materials, number lines, hundreds charts) and contexts.
Grade 2: Number Sense and Numeration
  • Represent, compare, and order whole numbers to 100,including money amounts to 100¢, using a variety of tools (e.g., ten frames, base ten materials, coin manipulatives, number lines, hundreds charts and hundreds carpets).
  • Locate whole numbers to 100 on a number line and on a partial number line
Grade 7: Number Sense and Numeration
  • Represent and order integers, using a variety of tools (e.g., two-colour counters, virtual manipulatives, number lines)
MU03-ComparisonStudents listen to and view a song video describing the comparison signs including the greater than sign, less than sign, and equal sign. Students compare two numbers or expressions and select the correct comparison symbols.
Grade 1: Patterning and Algebra
  • Create a set in which the number of objects is greater than, less than, or equal to the number of objects in a given set
Grade 9 Applied Level - Number Sense and Algebra
  • make comparisons using unit rates (e.g., if 500 mL of juice costs $2.29, the unit rate
    is 0.458¢/mL; this unit rate is less than for 750 mL of juice at $3.59, which has a unit
    rate of 0.479¢/mL)

MU04-Add Facts 1-5 Students listen to and view five songs listing the addition facts or sums for the numbers 1 to 5 plus 1 to 10.  Students memorize to automaticity 50 addition facts presented in a random order with repetition to mastery. Students solve 1-digit addition problems.
Grade 1: Number Sense and Numeration
  • Solve a variety of problems involving the addition and subtraction of whole numbers to 20, using concrete materials and drawings (e.g., pictures, number lines)
  • Solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of mental strategies (e.g., one more than, one less than, counting on, counting back, doubles
Grade 2: Number Sense and Numeration
  • Solve problems involving the addition and subtraction of whole numbers to 18, using a variety of mental strategies
MU05-Add Facts 6-10 Students listen to and view five songs listing the addition facts or sums for the numbers 6 to 10 plus 1 to 10.  Students memorize to automaticity 100 addition facts or sums to 20 presented in a random order with repetition to mastery. Students solve 1-digit addition problems.
Grade 1: Number Sense and Numeration
  • Solve a variety of problems involving the addition and subtraction of whole numbers to 20, using concrete materials and drawings (e.g., pictures, number lines)
  • Solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of mental strategies (e.g.,one more than, one less than, counting on, counting back, doubles
Grade 2: Number Sense and Numeration
  • Solve problems involving the addition and subtraction of whole numbers to 18, using a variety of mental strategies
MU06-Long Addition Students listen to and view a song video describing addition or sum of two-digit or multidigit numbers and learn to carry over. Students calculate the sum of 2-digit numbers step-by-step.
Grade 3: Number Sense and Numeration
  • Solve problems involving the addition and subtraction of two-digit numbers, using a variety of mental strategies
  • Add and subtract three-digit numbers, using concrete materials, student-generated algorithms, and standard algorithms
MU07-SubtractionStudents listen to and view a song video describing subtraction or the difference of two-digit numbers and learn to borrow or regroup. Students subtract 2-digit numbers step-by-step.
Grade 1: Number Sense and Numeration
  • Solve a variety of problems involving the addition and subtraction of whole numbers to 20, using concrete materials and drawings (e.g., pictures, number lines)
  • Solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of mental strategies (e.g., one more than, one less than, counting on, counting back, doubles
Grade 2: Number Sense and Numeration
  • Solve problems involving the addition and subtraction of whole numbers to 18, using a variety of mental strategies
  • Solve problems involving the addition and subtraction of two-digit numbers, with and without regrouping, using concrete materials (e.g., base ten materials, counters), student-generated algorithms, and standard algorithms
Grade 3: Number Sense and Numeration
  • Solve problems involving the addition and subtraction of two-digit numbers, using a variety of mental strategies
MU08-Mult Facts 1-5 Students listen to and view five songs listing the multiplication facts for the numbers 1 to 5 times 1 to 12.  Students memorize to automaticity the multiplication table 1 to 5 presented in a random order with repetition to mastery. Students solve 1-digit multiplication problems.
Grade 3: Number Sense and Numeration
  • Multiply to 7 x 7 and divide to 49 ÷ 7, using a variety of mental strategies
MU09-Mult Facts 6-10 Students listen to and view five songs listing the multiplication facts for the numbers 6 to 10 times 1 to 12.  Students memorize to automaticity the multiplication table presented in a random order with repetition to mastery. Students solve 1-digit multiplication problems.
Grade 3: Number Sense and Numeration
  • Multiply to 7 x 7 and divide to 49 ÷ 7, using a variety of mental strategies
Grade 4: Number Sense and Numeration
  • Multiply to 9 x 9 and divide to 81 ÷ 9, using a variety of mental strategies
  • Solve problems involving the multiplication of one-digit whole numbers, using a variety of mental strategies
MU10-Long Multiplication Students listen to and view a description of the long multiplication process or algorithm.  Students multiply and solve problems with 1 digit, 2 digit, and multidigit numbers.
Grade 4: Number Sense and Numeration
  • Multiply two-digit whole numbers by one-digit whole numbers, using a variety of tools (e.g., base ten materials or drawings of them, arrays), student-generated algorithms, and standard algorithms
Grade 5: Number Sense and Numeration
  • Solve problems involving the addition, subtraction, and multiplication of whole numbers, using a variety of mental strategies
  • Multiply two-digit whole numbers by two-digit whole numbers, using estimation, student-generated algorithms, and standard algorithms
MU11-Long Division Students listen to and view a description of the long division process or algorithm.  Students divide and solve problems with 1 digit, 2 digit, and multidigit numbers.
Grade 4: Number Sense and Numeration
  • Divide two-digit whole numbers by one-digit whole numbers, using a variety of tools (e.g., concrete materials, drawings) and student-generated algorithms
Grade 4: Patterning and Algebra
  • Determine, through investigation, the inverse relationship between multiplication and division (e.g., since 4 x 5 = 20, then 20 ÷ 5 = 4; since 35 ÷ 5 = 7, then 7 x 5 = 35)
Grade 5: Number Sense and Numeration
  • Divide three-digit whole numbers by one-digit whole numbers, using concrete materials, estimation, student-generated algorithms, and standard algorithms
MU12-Signed Add Students listen to and view a signed addition song video describing how to add and subtract positive and negative integers, and how to convert subtraction of signed numbers into addition. Students solve addition and subtraction problems with signed numbers positive and negative step by step.
Grade 7: Number Sense and Numeration
  • Add and subtract integers, using a variety of tools (e.g., two-colour counters, virtual manipulatives, number lines)
MU13-Signed Multiply Students listen to and view a signed multiplication song video describing how to multiply and divide positive and negative integers. Students solve multiplication and division problems with signed numbers positive and negative step by step.
Grade 8: Number Sense and Numeration
  • Represent the multiplication and division of integers, using a variety of tools
  • Solve problems involving operations with integers, using a variety of tools
MU14-Fractions Basics Students listen to and view a fractions basics song describing parts of a whole, numerator, denominator, proper fractions, improper fractions, mixed fractions, and conversion between types of fractions.  Students solve problems identifying and converting between types of fractions.
Grade 4: Number Sense and Numeration
  • Represent fractions using concrete materials, words, and standard fractional notation, and explain the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered
Grade 5: Number Sense and Numeration
  • Represent, compare, and order fractional amounts with like denominators, including proper and improper fractions and mixed numbers, using a variety of tools (e.g., fraction circles, Cuisenaire rods, number lines) and using standard fractional notation
Grade 6: Number Sense and Numeration
  • Represent, compare, and order fractional amounts with unlike denominators, including proper and improper fractions and mixed numbers, using a variety of tools (e.g., fraction circles, Cuisenaire rods, drawings, number lines, calculators) and using standard fractional notation
MU15-Factors & Multiples Students listen to and view a description of factors, factorization, and multiples.  Students create a list of factors of a number, and a list of multiples of a number.
Grade 7: Number Sense and Numeration
  • Generate multiples and factors, using a variety of tools and strategies (e.g., identify multiples on a hundreds chart; create rectangles on a geoboard)
MU16-Prime Numbers Students listen to and view a prime number song defining prime numbers and listing the prime numbers up to 47.  Students are given whole numbers and create a factor tree of prime factors, or a prime factorization.
Grade 6: Number Sense and Numeration
  • Identify composite numbers and prime numbers, and explain the relationship between them (i.e., any composite number can be factored into prime factors) (e.g., 42 = 2 x 3 x 7).
MU17-Reduce Fractions Students listen to and view a song video describing the process or algorithm for reducing or simplifying fractions to their lowest terms using the greatest common factor, or GCF.  Students reduce or simplify fractions step by step by finding the factors of the numerator and denominator, selecting the greatest common factor (divisor), and dividing by the GCF.
Grade 5: Number Sense and Numeration
  • Demonstrate and explain the concept of equivalent fractions, using concrete materials (e.g., use fraction strips to show that ¾ is equal to 9/12 )
Grade 8: Number Sense and Numeration
  • Determine common factors and common multiples using the prime factorization of numbers (e.g., the prime factorization of 12 is 2 x 2 x 3; the prime factorization of 18 is 2 x 3 x 3; the greatest common factor of 12 and 18 is 2 x 3 or 6; the least common multiple of 12 and 18 is 2 x 2 x 3 x 3 or 36).
MU18-Multiply Fractions Students listen to and view a description of how to multiply fractions, and how to divide fractions by inverting the divisor and multiplying.  Students solve problems by multiplying and dividing fractions step by step.
Grade 8: Number Sense and Numeration
  • Represent the multiplication and division of fractions, using a variety of tools and strategies (e.g., use an area model to represent ¼ multiplied by 1/3)
  • Solve problems involving addition, subtraction, multiplication, and division with simple fractions
MU19-Add Fractions Students listen to and view a description of the process or algorithm for the addition and subtraction of fractions using the least common denominator, or LCD. Students add and subtract fractions step by step by finding the least common multiple, converting fractions to the LCD, and adding the numerators.
Grade 7: Number Sense and Numeration
  • Add and subtract fractions with simple like and unlike denominators, using a variety of tools (e.g., fraction circles, Cuisenaire rods, drawings, calculators) and algorithms;
Grade 8: Number Sense and Numeration
  • Solve problems involving addition, subtraction, multiplication, and division with simple fractions
MU20-Decimal Place Value Students listen to and view a decimal place value song describing the tenths, hundredths, and thousandths place in numbers of one, two, and three decimal places.   Students identify spoken and written numbers with up to three decimal places and round and compare decimal numbers.
Grade 6: Number Sense and Numeration
  • Represent, compare, and order whole numbers and decimal numbers from 0.001 to 1 000 000, using a variety of tools (e.g., number lines with appropriate increments, base ten materials for decimals)
  • Demonstrate an understanding of place value in whole numbers and decimal numbers from 0.001 to 1 000 000, using a variety of tools and strategies (e.g. use base ten materials to represent the relationship between 1, 0.1, 0.01, and 0.001) (Sample problem: How many thousands cubes would be needed to make a base ten block for 1 000 000?)
Grade 7: Number Sense and Numeration
  • Represent, compare, and order decimals to hundredths and fractions, using a variety of tools (e.g., number lines, Cuisenaire rods, base ten materials, calculators)
MU21-Add DecimalsStudents listen to and view a description of how to add and subtract decimal numbers by lining up the decimal point, adding, and placing the decimal point in the answer.  Students solve problems with the addition and subtractions of decimal numbers.
Grade 6: Number Sense and Numeration
  • Add and subtract decimal numbers to thousandths, using concrete materials, estimation, algorithms, and calculators
MU22-Multiply DecimalsStudents listen to and view a description of how to multiply and divide decimal numbers and place the decimal point in the answer.  Students solve problems with the multiplication and division of decimal numbers.
Grade 6: Number Sense and Numeration
  • Multiply and divide decimal numbers to tenths by whole numbers, using concrete materials, estimation, algorithms, and calculators (e.g., calculate 4 x 1.4 using base ten materials; calculate 5.6 ÷ 4 using base ten materials)
Grade 7: Number Sense and Numeration
  • Solve problems involving the multiplication and division of decimal numbers to thousandths by one-digit whole numbers, using a variety of tools (e.g., concrete materials, drawings, calculators) and strategies (e.g., estimation, algorithms)
MU23-Percent Convert Students listen to and view a description of percentages and how to convert percentages to and from fractions and decimals. Students calculate the percentage of quantities and solve problems converting percentages, fractions, and decimals.
Grade 6: Number Sense and Numeration
  • Determine and explain, through investigation using concrete materials, drawings, and calculators, the relationships among fractions (i.e., with denominators of 2, 4, 5, 10, 20, 25, 50, and 100), decimal numbers, and percents (e.g., use a 10 x 10 grid to show that ¼ = 0.25 or 25%)
Grade 7: Number Sense and Numeration
  • Determine, through investigation, the relationships among fractions, decimals, percents, and ratios
Grade 8: Number Sense and Numeration
  • Translate between equivalent forms of a number (i.e., decimals, fractions, percents)
MU24-Percent ProblemsStudents listen to and view a description of how to solve common percentage word problems including sales discounts.  Students solve word problems involving the calculation of percent values.
Grade 7: Number Sense and Numeration
  • Solve problems that involve determining whole number percents, using a variety of tools (e.g., base ten materials, paper and pencil, calculators) (Sample problem: If there are 5 blue marbles in a bag of 20 marbles, what percent of the marbles are not blue?)
Grade 8: Number Sense and Numeration
  • Solve problems involving percent that arise from real-life contexts (e.g., discount, sales tax, simple interest) (Sample problem: In Ontario, people often pay a provincial sales tax [PST] of 8% and a federal sales tax [GST] of 7% when they make a purchase. Does it matter which tax is calculated first? Explain your reasoning.)
Grade 9: Applied Level - Number Sense and Algebra
  • solve problems requiring the expression of percents, fractions, and decimals in their
    equivalent forms (e.g., calculating simple interest and sales tax; analysing data)
    (Sample problem: Of the 29 students in a Grade 9 math class, 13 are taking science
    this semester. If this class is representative of all the Grade 9 students in the school,
    estimate and calculate the percent of the 236 Grade 9 students who are taking science
    this semester. Estimate and calculate the number of Grade 9 students this percent
    represents.).

MU25-Exponents BasicsStudents listen to and view a description of exponents including squares, cubes, and higher powers as well as exponents of power 0 and power 1.  Students solve exponent problems by matching a base and exponent with the equivalent multiplication and the evaluated number.
Grade 8: Number Sense and Numeration
  • Express repeated multiplication using exponential notation (e.g., 2 x 2 x 2 x 2 = 24)
Grade 9: Applied Level Number Sense and Algebra
  • substitute into and evaluate algebraic expressions involving exponents (i.e., evaluate expressions involving natural-number  exponents with rational-number bases)
    [e.g., evaluate _ _3 by hand and 9.83 by using a calculator]) (Sample problem: A movie theatre wants to compare the volumes of popcorn in two containers, a cube with edge length 8.1 cm and a cylinder with radius 4.5 cm and height 8.0 cm. Which container holds more popcorn?);

MU26-Exponents RulesStudents listen to and view a song video describing exponent rules and properties: multiplying and dividing two exponents with a common base, taking an exponent of an exponent, and evaluating negative exponents.  Students solve exponent problems by matching an exponent problem with the applied rule and the answer.
Grade 8: Number Sense and Numeration
  • Evaluate expressions that involve integers, including expressions that contain brackets and exponents, using order of operations
Grade 9: Academic Level - Number Sense and Algebra
  • derive, through the investigation and examination of patterns, the exponent rules for multiplying and dividing monomials, and apply these rules in expressions involving one and two variables with positive exponents;

  • extend the multiplication rule to derive and understand the power of a power rule, and apply it to simplify expressions involving one and two variables with positive exponents.

MU27-Square RootsStudents listen to and view a description of square roots and a song listing square roots of perfect squares from 1 to 100.   Students solve square root problems.  Students estimate square roots by determining between which integers the square root lies.
Grade 7: Number Sense and Numeration
  • Represent perfect squares and square roots, using a variety of tools (e.g., geoboards, connecting cubes, grid paper)
Grade 8: Number Sense and Numeration
  • Estimate, and verify using a calculator, the positive square roots of whole numbers, and distinguish between whole numbers that have whole-number square roots (i.e., perfect square numbers) and those that do not (Sample problem: Explain why a square with an area of 20 cm2 does not have a whole-number side length.)
MU28-Scientific NotationStudents listen to and view a description of scientific notation, calculator notation, and standard notation.  Students convert numbers between standard and scientific notation by placing the decimal point and determining the exponent required.

MU29-Algebra Basics Students listen to and view a description of algebra basics including variables, constants, coefficients, evaluating expressions, and substitution.  Students identify the terminology for each part of an equation and substitute values to evaluate expressions.
Grade 5: Patterning and Algebra
  • Demonstrate, through investigation, an understanding of variables as changing quantities, given equations with letters or other symbols that describe relationships involving simple rates (e.g., the equations C = 3 x n and 3 x n = C both represent the relationship between the total cost (C), in dollars, and the number of sandwiches purchased (n), when each sandwich costs $3)
  • Demonstrate, through investigation, an understanding of variables as unknown quantities represented by a letter or other symbol (e.g., 12 = 5 + [1] or 12 = 5 + s can be used to represent the following situation: “I have 12 stamps altogether and 5 of them are from Canada. How many are from other countries?”)
Grade 6: Patterning and Algebra
  • Demonstrate an understanding of different ways in which variables are used (e.g., variable as an unknown quantity; variable as a changing quantity)
  • Solve problems that use two or three symbols or letters as variables to represent different unknown quantities (Sample problem: If n + l = 15 and n + l + s = 19, what value does the s represent?)
  • Identify, through investigation, the quantities in an equation that vary and those that remain constant (e.g., in the formula for the area of a triangle, A=(b x h)/2, the number 2 is a constant, whereas b and h can vary and may change the value of A)
Grade 7: Patterning and Algebra
  • Evaluate algebraic expressions by substituting natural numbers for the variables
Grade 9: Academic Level - Number Sense and Algebra
  • solve first-degree equations, including equations with fractional coefficients, using a variety of tools (e.g., computer algebra systems, paper and pencil) and strategies (e.g., the balance analogy, algebraic strategies);

  • rearrange formulas involving variables in the first degree, with and without substitution
    (e.g., in analytic geometry, in measurement) (Sample problem: A circular garden has a circumference of 30 m. What is the length of a straight path that goes through the centre of this garden?);

  • solve problems that can be modelled with first-degree equations, and compare algebraic
    methods to other solution methods (Sample problem: Solve the following problem in more than one way: Jonah is involved in a walkathon. His goal is to walk 25 km. He begins at 9:00 a.m. and walks at a steady rate of 4 km/h. How many kilometres does he still have left to walk at 1:15 p.m. if he is to achieve his goal?).

MU30-PEMDAS Order of OperationsStudents listen to and view a song describing the PEMDAS order of operations: parentheses (brackets) first, exponents next, multiplication and division, addition and subtraction.  Students evaluate expressions step-by-step using the PEMDAS order of operations.
Grade 6: Number Sense and Numeration
  • Explain the need for a standard order for performing operations, by investigating the impact that changing the order has when performing a series of operations (Sample problem: Calculate and compare the answers to 3 + 2 x 5 using a basic four function calculator and using a scientific calculator.).
Grade 7: Number Sense and Numeration
  • Evaluate expressions that involve whole numbers and decimals, including expressions that contain brackets, using order of operations

Grade 8: Number Sense and Numeration

  • Evaluate expressions that involve integers, including expressions that contain brackets and exponents, using order of operations

Grade 9: Academic Level - Number Sense and Algebra

  • add and subtract polynomials involving the same variable up to degree three [e.g.,
    (2x + 1) + (x2 – 3x + 4)], using a variety of tools (e.g., algebra tiles, computer algebra systems, paper and pencil);

  • multiply a polynomial by a monomial involving the same variable to give results up
    to degree three [e.g., (2x)(3x), 2x(x + 3)], using a variety of tools (e.g., algebra tiles, drawings, computer algebra systems, paper and pencil);

Grade 9: Academic Level - Number Sense and Algebra

  • substitute into and evaluate algebraic expressions involving exponents (i.e., evaluate
    expressions involving natural-number exponents with rational-number bases [e.g., evaluate (3/2)3 by hand and 9.83 by using a calculator]) (Sample problem: A movie theatre wants to compare the volumes of popcorn in two containers, a cube with edge length 8.1 cm and a cylinder with radius 4.5 cm and height 8.0 cm. Which container holds more popcorn?);

  • describe the relationship between the algebraic and geometric representations of a single-variable term up to degree three [i.e., length, which is one dimensional, can be represented by x; area, which is two dimensional, can be represented by (x)(x) or x2; volume, which is three dimensional, can be represented by (x)(x)(x), (x2)(x), or x3];

  • add and subtract polynomials with up to two variables [e.g., (2x – 5) + (3x + 1),
    (3x2y + 2xy2) + (4x2y – 6xy2)], using a variety of tools (e.g., algebra tiles, computer
    algebra systems, paper and pencil);

  • multiply a polynomial by a monomial involving the same variable [e.g., 2x(x + 4),
    2x2(3x2 – 2x + 1)], using a variety of tools (e.g., algebra tiles, diagrams, computer
    algebra systems, paper and pencil);

  • expand and simplify polynomial expressions involving one variable [e.g., 2x(4x + 1) – 3x(x + 2)], using a variety of tools (e.g., algebra tiles, computer algebra systems, paper and pencil).

MU31-Simplify ExpressionsStudents listen to and view a description of how to simplify algebra expressions using the distributive property and how to combine like terms.  Students distribute and combine like terms to simplify expressions.

Grade 9: Applied Level - Number Sense and Algebra

  • simplify numerical expressions involving integers and rational numbers, with and
    without the use of technology;
  • relate their understanding of inverse operations to squaring and taking the square root, and apply inverse operations to simplify expressions and solve equations;

MU32-Solve Equations Students listen to and view a description of how to solve one-step, two-step and multi-step linear equations with one variable.  Students identify the operations to perform for each step to solve equations with one variable.

Grade 8: Patterning and Algebra
  • Solve and verify linear equations involving a one-variable term and having solutions that are integers, by using inspection, guess and check, and a “balance” model (Sample problem: What is the value of the variable in the equation 30x – 5 = 10?).
Grade 9: Applied Level - Number Sense and Algebra
  • solve first-degree equations with nonfractional coefficients, using a variety of tools (e.g., computer algebra systems, paper and pencil) and strategies (e.g., the balance analogy,  algebraic strategies) (Sample problem: Solve 2x + 7 = 6x – 1 using the balance analogy.);

  • substitute into algebraic equations and solve for one variable in the first degree (e.g., in relationships, in measurement) (Sample problem: The perimeter of a rectangle can be represented as P = 2l + 2w. If the perimeter of a rectangle is 59 cm and the width is 12 cm, determine the length.).

Grade 9: Applied Level - Linear Relations
  • pose problems, identify variables, and formulate hypotheses associated with relationships between two variables (Sample problem: Does the rebound height of a ball depend on the height from which it was dropped?);

  • carry out an investigation or experiment involving relationships between two variables, including the collection and organization of data, using appropriate methods, equipment, and/or technology (e.g., surveying; using measuring tools, scientific probes, the Internet) and techniques (e.g.,making tables, drawing graphs) (Sample problem: Perform an experiment to measure and record the temperature of ice water in a plastic cup and ice water in a thermal mug over a 30 min period, for the purpose of comparison. What factors might affect the outcome of this experiment? How could you change the experiment to account for them?);

  • describe trends and relationships observed in data, make inferences from data, compare the inferences with hypotheses about the data, and explain any differences between the inferences and the hypotheses (e.g., describe the trend observed in the data. Does a relationship seem to exist? Of what sort? Is the outcome consistent with your hypothesis? Identify and explain any outlying pieces of data. Suggest a formula that relates the variables. How might you vary this experiment to examine other relationships?) (Sample problem: Hypothesize the effect of the length of a pendulum on the time required for the pendulum to make five full swings. Use data to make an inference. Compare the inference with the hypothesis. Are there other relationships you might investigate involving pendulums?).

  • determine values of a linear relation by using a table of values, by using the equation of the relation, and by interpolating or extrapolating from the graph of the relation (Sample  problem: The equation H = 300 – 60t represents the height of a hot air balloon that is initially at 300 m and is descending at a constant rate of 60 m/min. Determine algebraically and graphically its height after 3.5 min.).

Grade 9: Applied Level – Modelling Linear Relations
  • solve first-degree equations involving one variable, including equations with fractional
    coefficients (e.g. using the balance analogy, computer algebra systems, paper and pencil) (Sample problem: Solve + 4 = 3x – 1 and verify.);

  • determine the value of a variable in the first degree, using a formula (i.e., by isolating the variable and then substituting known values; by substituting known values and then solving for the variable) (e.g., in analytic geometry, in measurement) (Sample problem: A cone has a volume of 100 cm3. The radius of the base is 3 cm.  What is the height of the cone?);

  • express the equation of a line in the form y = mx + b, given the form Ax + By + C = 0.

MU33-Ratios & ProportionsStudents listen to and view a description of ratio and proportion, and learn to solve proportion problems through cross-multiplication.  Students solve ratio and proportion problems step-by-step.
Grade 4: Number Sense and Numeration
  • Describe relationships that involve simple whole-number multiplication (e.g., “If you have 2 marbles and I have 6 marbles, I can say that I have three times the number of marbles you have.”)
  • Demonstrate an understanding of simple multiplicative relationships involving unit rates, through investigation using concrete materials and drawings (e.g., scale drawings in which 1 cm represents 2 m) (Sample problem: If 1 book costs $4, how do you determine the cost of 2 books?… 3 books?…4 books?).
Grade 5: Number Sense and Numeration
  • Demonstrate an understanding of simple multiplicative relationships involving whole-number rates, through investigation using concrete materials and drawings (Sample problem: If 2 books cost $6, how would you calculate the cost of 8 books?).
Grade 6: Number Sense and Numeration
  • Represent ratios found in real-life contexts, using concrete materials, drawings, and standard fractional notation (Sample problem: In a classroom of 28 students, 12 are female. What is the ratio of male students to female students?)
Grade 8: Number Sense and Numeration
  • Solve problems involving proportions, using concrete materials, drawings, and variables (Sample problem: The ratio of stone to sand in HardFast Concrete is 2 to 3. How much stone is needed if 15 bags of sand are used?)
MU34-Word ProblemsStudents listen to and view a description of a four-step method for solving word problems: find what is asked for, list what is given, determine the math needed, and calculate the answer.  Students solve word problems using the four step method.
Grades 4-8: Mathematical Process Expectations
  • Apply developing problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding;
MU35-Graphs & ChartsStudents view a description of bar graphs, pie charts, and line graphs, including the concepts of largest and smallest value.  Students answer word problems by analyzing a variety of charts and graphs.
Grade 2: Data Management and Probability
  • Read primary data presented in concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers (e.g., tally charts, diagrams), and describe the data using mathematical language (e.g.,“Our bar graph shows that 4 more students walk to school than take the bus.”)
  • Demonstrate an understanding of data displayed in a graph (e.g., by telling a story, by drawing a picture), by comparing different parts of the data and by making statements about the data as a whole (e.g., “I looked at the graph that shows how many students were absent each month. More students were away in January than in September.”)
Grade 3: Data Management and Probability
  • Interpret and draw conclusions from data presented in charts, tables, and graphs
Grade 4: Data Management and Probability
  • Read, interpret, and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data (e.g., temperature data in the newspaper, data from the Internet about endangered species), presented in charts, tables, and graphs (including stem-and-leaf plots and double bar graphs)
Grade 5: Data Management and Probability
  • Read, interpret, and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data (e.g., precipitation or temperature data in the newspaper, data from the Internet about heights of buildings and other structures), presented in charts, tables, and graphs (including broken-line graphs)
Grade 6: Data Management and Probability
  • Read, interpret, and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data (e.g., sports data in the newspaper, data from the Internet about movies), presented in charts, tables, and graphs (including continuous line graphs)
Grade 7: Data Management and Probability
  • Read, interpret, and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data (e.g., temperature data or community data in the newspaper, data from the Internet about populations) presented in charts, tables, and graphs (including relative frequency tables and circle graphs)
MU36-Coordinate GraphsStudents view a description and listen to a song video explaining coordinate graphs.  Students learn about the x-axis, y-axis, the four quadrants, and plotting an ordered pair (x,y) as a point on a coordinate plane.  Students plot the location of an ordered pair on a coordinate graph and identify the correct quadrant for a point.
Grade 6: Geometry and Spatial Sense
  • Explain how a coordinate system represents location, and plot points in the first quadrant of a Cartesian coordinate plane
Grade 7: Geometry and Spatial Sense
  • Plot points using all four quadrants of the Cartesian coordinate plan
MU37-Line GraphsStudents view a description and listen to a song video explaining line graphs. Students learn about linear equations of the form y=mx+b, the slope rise over run of a line, and the y-intercept. Students solve problems graphing linear functions from an equation through the slope and y-intercept.

MU38-ScatterplotsStudents listen to and view description of scatterplots. Students learn how to determine the relationship between two variables from the best fit curve through the data points: direct correlation linear, inverse or negative correlation, non-linear curved, or random with no correlation.
Grade 8: Data Management and Probability
  • Compare two attributes or characteristics (e.g., height versus arm span), using a scatter plot, and determine whether or not the scatter plot suggests a relationship (Sample problem: Create a scatter plot to compare the lengths of the bases of several similar triangles with their areas.)
MU39-Non-linear GraphsStudents listen to and view a description of non-linear graphs including parabolas y = nx2, cubic functions y = nx3, and absolute value functions y  = |x|. Students view non-linear graphs and identify the type of function.

MU40-MeasurementStudents listen to and view a song video describing the measurement of length, volume, and weight/mass in the metric system and the customary or U.S. system.  Students use measurement tools such as a ruler, tape measure, weigh scale, and measuring jug to measure a variety of items in different systems and units.
Grade 2: Measurement
  • Estimate and measure length, height, and distance, using standard units (i.e., centimetre, metre) and non-standard units;
Grade 3: Measurement
  • Estimate, measure, and record length, height, and distance, using standard units (i.e., centimetre, metre, kilometre) (Sample problem: While walking with your class, stop when you think you have traveled one kilometre.);
  • Estimate, measure, and record the mass of objects (e.g., can of apple juice, bag of oranges, bag of sand), using the standard unit of the kilogram or parts of a kilogram (e.g., half, quarter)
  • Estimate, measure, and record the capacity of containers (e.g., juice can, milk bag), using the standard unit of the litre or parts of a litre (e.g., half, quarter)
Grade 4: Measurement
  • Estimate, measure, and record length, height, and distance, using standard units (i.e., millimetre, centimetre, metre, kilometre) (e.g., a pencil that is 75 mm long)
  • Estimate, measure, and record the mass of objects (e.g., apple, baseball, book), using the standard units of the kilogram and the gram
  • Estimate, measure, and record the capacity of containers (e.g., a drinking glass, a juice box), using the standard units of the litre and the millilitre
  • Select and justify the most appropriate standard unit to measure mass (i.e., milligram, gram, kilogram) and the most appropriate standard unit to measure the capacity of a container (i.e., millilitre, litre)
Grade 6: Measurement
  • Estimate, measure, and record length, area, mass, capacity, and volume, using the metric measurement system.
MU41-Conversions Students listen to and view a method to convert measures from one unit to another within one measurement system and between the metric and customary or U.S. systems.  Students use a conversion table to create a conversion ratio and solve conversion problems.
Grade 5: Measurement
  • Solve problems requiring conversion from metres to centimetres and from kilometers to metres (Sample problem: Describe the multiplicative relationship between the number of centimetres and the number of metres that represent a length. Use this relationship to convert 5.1 m to centimetres.)
Grade 6: Measurement
  • Solve problems requiring conversion from larger to smaller metric units (e.g., metres to centimetres, kilograms to grams, litres to millilitres) (Sample problem: How many grams are in one serving if 1.5 kg will serve six people?)
Grade 7: Measurement
  • Solve problems that require conversion between metric units of measure (e.g., millimetres and centimetres, grams and kilograms, millilitres and litres) (Sample problem: At Andrew’s Deli, cheese is on sale for $11.50 for one kilogram. How much would it cost to purchase 150 g of cheese?)
MU42-Time Students listen to and view a song video describing how to solve time problems, including how to convert from one unit of time to another.  Students solve time conversion problems involving seconds, minutes, hours, days, weeks, and years.
Grade 4: Measurement
  • Estimate and determine elapsed time, with and without using a time line, given the durations of events expressed in five-minute intervals, hours, days, weeks, months, or years (Sample problem: If you wake up at 7:30 a.m., and it takes you 10 minutes to eat your breakfast, 5 minutes to brush your teeth, 25 minutes to wash and get dressed, 5 minutes to get your backpack ready, and 20 minutes to get to school, will you be at school by 9:00 a.m.?)
Grade 5: Measurement
  • Estimate and determine elapsed time, with and without using a time line, given the durations of events expressed in minutes, hours, days, weeks, months, or years (Sample problem: You are travelling from Toronto to Montreal by train. If the train departs Toronto at 11:30 a.m. and arrives in Montreal at 4:56 p.m., how long will you be on the train?)
MU43-Rate Students listen to and view a description of rate as a ratio of measures and learn a method for solving rate word problems. Students learn how to solve common problems of distance, speed, and time using the formula d=rt.  Students solve a variety of word problems involving rate and speed.
Grade 6: Number Sense and Numeration
  • Represent relationships using unit rates (Sample problem: If 5 batteries cost $4.75, what is the cost of 1 battery?).
Grade 7: Number Sense and Numeration
  • Demonstrate an understanding of rate as a comparison, or ratio, of two measurements with different units (e.g., speed is a rate that compares distance to time and that can be expressed as kilometres per hour)
MU44-Angles & Lines Students listen to and view a song video describing angles, rays, and lines.  Students learn about acute, obtuse, complementary, and supplementary angles, and parallel and perpendicular lines.  Students solve word problems with figures of angles and lines.
Grade 4: Geometry and Spatial Sense
  • Identify benchmark angles (i.e., straight angle, right angle, half a right angle), using a reference tool (e.g., paper and fasteners, pattern blocks, straws), and compare other angles to these benchmarks (e.g.,“The angle the door makes with the wall is smaller than a right angle but greater than half a right angle.”) (Sample problem: Use paper folding to create benchmarks for a straight angle, a right angle, and half a right angle, and use these benchmarks to describe angles found in pattern blocks.)
  • Relate the names of the benchmark angles to their measures in degrees (e.g., a right angle is 90º)
Grade 5: Geometry and Spatial Sense
  • Identify and classify acute, right, obtuse, and straight angles
Grade 6: Geometry and Spatial Sense
  • Measure and construct angles up to 180° using a protractor, and classify them as acute, right, obtuse, or straight angles
Grade 8: Geometry and Spatial Sense
  • Solve angle-relationship problems involving triangles (e.g., finding interior angles or complementary angles), intersecting lines (e.g., finding supplementary angles or opposite angles), and parallel lines and transversals (e.g., finding alternate angles or corresponding angles)
MU45-Triangles Students listen to and view a song video describing triangles including right, acute, obtuse, isosceles, equilateral, and scalene triangles.  Students solve problems to identify a type of triangle, find unknown angles, and compute the area of a triangle from the base and height.
Grade 5: Geometry and Spatial Sense
  • Identify triangles (i.e., acute, right, obtuse, scalene, isosceles, equilateral), and classify them according to angle and side properties
Grade 6: Measurement
  • Solve problems involving the estimation and calculation of the areas of triangles and the areas of parallelograms (Sample problem: Calculate the areas of parallelograms that share the same base and the same height, including the special case where the parallelogram is a rectangle.)
MU46-Pythagorean Theorem Students listen to and view a song video describing the Pythagorean theorem and the formula  a2 + b2 = c2 for the sides and hypotenuse of a right triangle. Students learn common Pythagorean triples like 3-4-5. Students solve word problems with figures using the Pythagorean theorem and common triples to find the length of the missing side.
Grade 8: Geometry and Spatial Sense
  • Solve problems involving right triangles geometrically, using the Pythagorean relationship
MU47-Polygons Students listen to and view a description of common polygons including a triangle, quadrilateral, pentagon, hexagon, heptagon, and octagon.  Students listen to and view a song video describing quadrilaterals including the square, rectangle, rhombus, trapezoid, and parallelogram.  Students solve problems to find the perimeter and area of various polygons.
Grade 2: Geometry and Spatial Sense
  • Identify and describe various polygons (i.e., triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort and classify them by their geometric properties (i.e., number of sides or number of vertices), using concrete materials and pictorial representations (e.g.,“I put all the figures with five or more vertices in one group, and all the figures with fewer than five vertices in another group.”);
Grade 3: Geometry and Spatial Sense
  • Identify and compare various polygons (i.e., triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons) and sort them by their geometric properties (i.e., number of sides; side lengths; number of interior angles; number of right angles)
  • Explain the relationships between different types of quadrilaterals (e.g., a square is a rectangle because a square has four sides and four right angles; a rhombus is a parallelogram because opposite sides of a rhombus are parallel);
Grade 4: Geometry and Spatial Sense
  • Identify and compare different types of quadrilaterals (i.e., rectangle, square, trapezoid, parallelogram, rhombus) and sort and classify them by their geometric properties (e.g., sides of equal length; parallel sides; symmetry; number of right angles);
Grade 4: Measurement
  • Estimate, measure using a variety of tools (e.g., centimetre grid paper, geoboard) and strategies, and record the perimeter and area of polygons;
Grade 5: Measurement
  • Estimate and measure the perimeter and area of regular and irregular polygons, using a variety of tools (e.g., grid paper, geoboard, dynamic geometry software) and strategies.
Grade 5: Geometry and Spatial Sense
  • Distinguish among polygons, regular polygons, and other two-dimensional shapes
MU48-Circles Students listen to and view a song video describing circles including pi π, center, radius, diameter, circumference, and area.  Students learn the formulas for the area and circumference of a circle. Students solve circle word problems with figures using a four-step structured method.
Grade 8: Measurement
  • Determine, through investigation using a variety of tools (e.g., cans and string, dynamic geometry software) and strategies, the relationships for calculating the circumference and the area of a circle, and generalize to develop the formulas [i.e., Circumference of a circle = π x diameter; Area of a circle = π x (radius)2] (Sample problem: Use string to measure the circumferences and the diameters of a variety of cylindrical cans, and investigate the ratio of the circumference to the diameter.)
  • Solve problems involving the estimation and calculation of the circumference and the area of a circle
MU49-Solid Figures Students listen to and view a song video describing solid figures including the rectangular solid, cube, cylinder, sphere, and cone.  Students learn about the edges and faces of three-dimensional objects, and learn the formulas for surface area and volume of key solid figures.  Students solve problems to identify solid figures and calculate number of faces, surface area, and volume. Grade 1: Geometry and Spatial Sense Grade 2: Geometry and Spatial Sense Grade 6: Measurement Grade 8: Measurement MU50-Symmetry & Transforms Students listen to and view a description of symmetry and transform, including reflection across a mirror line, rotation, and translation.  Students solve problems with figures to identify the type of symmetry.
Grade 1: Geometry and Spatial Sense
  • Locate shapes in the environment that have symmetry, and describe the symmetry.
Grade 2: Geometry and Spatial Sense
  • Create and describe symmetrical designs using a variety of tools (e.g., pattern blocks, tangrams, paper and pencil).
Grade 3: Geometry and Spatial Sense
  • Identify flips, slides, and turns, through investigation using concrete materials and physical motion, and name flips, slides, and turns as reflections, translations, and rotations (e.g., a slide to the right is a translation; a turn is a rotation)
Grade 4: Geometry and Spatial Sense
  • Identify, perform, and describe reflections using a variety of tools (e.g., Mira, dot paper, technology)
  • create and analyse symmetrical designs by reflecting a shape, or shapes, using a variety of tools (e.g., pattern blocks, Mira, geoboard, drawings), and identify the congruent shapes in the designs.
Grade 7: Geometry and Spatial Sense
  • Create and analyse designs involving translations, reflections, dilatations, and/or simple rotations of two-dimensional shapes, using a variety of tools (e.g., concrete materials, Mira, drawings, dynamic geometry software) and strategies (e.g., paper folding) (Sample problem: Identify transformations that may be observed in architecture or in artwork [e.g., in the art of M.C. Escher].)
Grade 8: Geometry and Spatial Sense
  • Identify, through investigation, real-world movements that are translations, reflections, and rotations.
MU51-Mean Median Mode Students listen to and view a song video describing how to calculate the mean, median, and mode of a data set.  Students compute the mean, median, and mode from given data sets.
Grade 3: Data Management and Probability
  • Demonstrate an understanding of mode (e.g.,“The mode is the value that shows up most often on a graph.”), and identify the mode in a set of data.
Grade 4: Data Management and Probability
  • Demonstrate, through investigation, an understanding of median (e.g.,“The median is the value in the middle of the data. If there are two middle values, you have to calculate the middle of those two values.”), and determine the median of a set of data (e.g.,“I used a stem-and-leaf plot to help me find the median.”)
  • Compare similarities and differences between two related sets of data, using a variety of strategies (e.g., by representing the data using tally charts, stem-and-leaf plots, or double bar graphs; by determining the mode or the median; by describing the shape of a data set across its range of values).
Grade 5: Data Management and Probability
  • Calculate the mean for a small set of data and use it to describe the shape of the data set across its range of values, using charts, tables, and graphs (e.g.,“The data values fall mainly into two groups on both sides of the mean.”; “The set of data is not spread out evenly around the mean.”);
  • Compare similarities and differences between two related sets of data, using a variety of strategies (e.g., by representing the data using tally charts, stem-and-leaf plots, double bar graphs, or broken-line graphs; by determining measures of central tendency [i.e., mean, median, and mode]; by describing the shape of a data set across its range of values).
MU52-Percentiles Box & WhiskerStudents listen to and view a description of percentiles, quartiles, the min or minimum, and the max or maximum. Students learn how to create a box-and-whisker plot from a data set using the min, lower quartile Q1, median, upper quartile Q3, and max. Students solve problems computing the min, Q1, median, Q3, and max from a data set and making a box and whisker plot.

MU53-Histograms Stem & Leaf Students listen to and view a description of histograms to plot the frequency of items occurring in a data set. Students learn how to interpret stem-and-leaf plots of a data set.  Students solve problems using histograms and stem and leaf diagrams.
Grade 4: Data Management and Probability
  • Collect and organize discrete primary data and display the data in charts, tables, and graphs (including stem-and-leaf plots and double bar graphs) that have appropriate titles, labels (e.g., appropriate units marked on the axes), and scales (e.g., with appropriate increments) that suit the range and distribution of the data, using a variety of tools (e.g., graph paper, simple spreadsheets, dynamic statistical software).
  • Read, interpret, and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data (e.g., temperature data in the newspaper, data from the Internet about endangered species), presented in charts, tables, and graphs (including stem-and-leaf plots and double bar graphs)
  • Demonstrate, through investigation, an understanding of median (e.g.,“The median is the value in the middle of the data. If there are two middle values, you have to calculate the middle of those two values.”), and determine the median of a set of data (e.g.,“I used a stem-and-leaf plot to help me find the median.”
Grade 6: Data Management and Probability
  • Select an appropriate type of graph to represent a set of data, graph the data using technology, and justify the choice of graph (i.e., from types of graphs already studied, such as pictographs, horizontal or vertical bar graphs, stem-and-leaf plots, double bar graphs, broken-line graphs, and continuous line graphs)
Grade 8: Data Management and Probability
  • Select an appropriate type of graph to represent a set of data, graph the data using technology, and justify the choice of graph (i.e., from types of graphs already studied, including histograms and scatter plots)
  • Read, interpret, and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data (e.g., election data or temperature data from the newspaper, data from the Internet about lifestyles), presented in charts, tables, and graphs (including frequency tables with intervals, histograms, and scatter plots)
MU54-Probability Basics Students listen to and view a description of probability basics including events, outcomes, success, and how to calculate probability.  Students solve basic probability problems using a three-step method to find total outcomes, successful outcomes, and the ratio for the probability as a fraction, decimal, or percent.
Grade 2: Data Management and Probability
  • Describe probability as a measure of the likelihood that an event will occur, using mathematical language (i.e., impossible, unlikely, less likely, equally likely, more likely, certain) (e.g.,“If I take a new shoe out of a box without looking, it’s equally likely that I will pick the left shoe or the right shoe.”)
  • Describe the probability that an event will occur (e.g., getting heads when tossing a coin, landing on red when spinning a spinner), through investigation with simple games and probability experiments and using mathematical language (e.g., “I tossed 2 coins at the same time, to see how often I would get 2 heads. I found that getting a head and a tail was more likely than getting 2 heads.”) (Sample problem: Describe the probability of spinning red when you spin a spinner that has one half shaded yellow, one fourth shaded blue, and one fourth shaded red. Experiment with the spinner to see if the results are what you expected.).
Grade 3: Data Management and Probability
  • Predict the frequency of an outcome in a simple probability experiment or game (e.g.,“I predict that an even number will come up 5 times and an odd number will come up 5 times when I roll a number cube 10 times.”), then perform the experiment, and compare the results with the predictions, using mathematical language
Grade 4: Data Management and Probability
  • Predict the frequency of an outcome in a simple probability experiment, explaining their reasoning; conduct the experiment; and compare the result with the prediction (Sample problem: If you toss a pair of number cubes 20 times and calculate the sum for each toss, how many times would you expect to get 12? 7? 1? Explain your thinking. Then conduct the experiment and compare the results with your predictions.);
Grade 5: Data Management and Probability
  • Represent, using a common fraction, the probability that an event will occur in simple games and probability experiments (e.g.,“My spinner has four equal sections and one of those sections is coloured red. The probability that I will land on red is ¼.”)
Grade 6: Data Management and Probability
  • Express theoretical probability as a ratio of the number of favourable outcomes to the total number of possible outcomes, where all outcomes are equally likely (e.g., the theoretical probability of rolling an odd number on a six-sided number cube is 3/6 because, of six equally likely outcomes, only three are favourable – that is, the odd numbers 1, 3, 5)
  • Represent the probability of an event (i.e., the likelihood that the event will occur), using a value from the range of 0 (never happens or impossible) to 1 (always happens or certain)
MU55-Independent Events Students listen to and view a description of independent events and learn that the probability of independent events occurring is the product of the individual probabilities. Students solve problems involving two or three independent trials using a three-step method: number of independent events, probability of each event, and combined probability.
Grade 7: Data Management and Probability
  • Represent in a variety of ways (e.g., tree diagrams, tables, models, systematic lists) all the possible outcomes of a probability experiment involving two independent events (i.e., one event does not affect the other event), and determine the theoretical probability of a specific outcome involving two independent events (Sample problem: What is the probability of rolling a 4 and spinning red, when you roll a number cube and spin a spinner that is equally divided into four different colours?)
MU56-Table Grids & Tree Diagrams Students listen to and view a description of tables grids, tree diagrams, and lists of all possible outcomes to help solve probability problems. Students solve problems asking for the probability of different events occurring using table grids and tree diagrams.
Grade 7: Data Management and Probability
  • Represent in a variety of ways (e.g., tree diagrams, tables, models, systematic lists) all the possible outcomes of a probability experiment involving two independent events (i.e., one event does not affect the other event), and determine the theoretical probability of a specific outcome involving two independent events (Sample problem: What is the probability of rolling a 4 and spinning red, when you roll a number cube and spin a spinner that is equally divided into four different colours?)
MU57-Missing & Irrelevant Info Students listen to and view a description of missing information and relevant versus irrelevant information in word problems.  Students identify the missing information and the irrelevant information from sample word problems.
Part of the first step of the four-step problem-solving model
  • Identify the information given and the information that needs to be determined
MU58-Conjectures Patterns Students listen to and view a description of mathematical conjectures and patterns.  Students make conjectures to solve word problems involving patterns and sequences.
Part of the Mathematical Process Expectations, Reasoning and Proving
  • Develop and apply reasoning skills (e.g., recognition of relationships, generalization through inductive reasoning, use of counter-examples) to make mathematical conjectures, assess conjectures and justify conclusions, and plan and construct organized mathematical arguments
Grade 4: Patterning and Algebra
  • Extend, describe, and create repeating, growing, and shrinking number patterns (e.g., “I created the pattern 1, 3, 4, 6, 7, 9, …. I started at 1, then added 2, then added 1, then added 2, then added 1, and I kept repeating this.”)
  • Make predictions related to repeating geometric and numeric patterns (Sample problem: Create a pattern block train by alternating one green triangle with one red trapezoid. Predict which block will be in the 30th place.)
Grade 5: Patterning and Algebra
  • Build a model to represent a number pattern presented in a table of values that shows the term number and the term;
  • Make a table of values for a pattern that is generated by adding or subtracting a number (i.e., a constant) to get the next term, or by multiplying or dividing by a constant to get the next term, given either the sequence (e.g., 12, 17, 22, 27, 32, …) or the pattern rule in words (e.g., start with 12 and add 5 to each term to get the next term)
Grade 6: Patterning and Algebra
  • Describe pattern rules (in words) that generate patterns by adding or subtracting a constant, or multiplying or dividing by a constant, to get the next term (e.g., for 1, 3, 5, 7, 9, …, the pattern rule is “start with 1 and add 2 to each term to get the next term”), then distinguish such pattern rules from pattern rules, given in words, that describe the general term by referring to the term number (e.g., for 2, 4, 6, 8, …, the pattern rule for the general term is “double the term number”)
  • Determine a term, given its term number, by extending growing and shrinking patterns that are generated by adding or subtracting a constant, or multiplying or dividing by a constant, to get the next term (Sample problem: For the pattern 5000, 4750, 4500, 4250, 4000, 3750, …, find the 15th term. Explain your reasoning.);
Grade 7: Patterning and Algebra
  • Develop and represent the general term of a linear growing pattern, using algebraic expressions involving one operation (e.g., the general term for the sequence 4, 5, 6, 7, … can be written algebraically as n + 3, where n represents the term number; the general term for the sequence 5, 10, 15, 20, … can be written algebraically as 5n, where n represents the term number)
MU59-Estimation & Rounding Students listen to and view a description of estimation through rounding, and learn how to estimate sums and products of large numbers through rounding.    Students solve estimation problems by finding the best estimate for problems with multiple sums or products.
Grade 3: Number Sense and Numeration
  • Round two-digit numbers to the nearest ten, in problems arising from real-life situations
  • Use estimation when solving problems involving addition and subtraction, to help judge the reasonableness of a solution
Grade 4: Number Sense and Numeration
  • Round four-digit whole numbers to the nearest ten, hundred, and thousand, in problems arising from real-life situations
  • Use estimation when solving problems involving the addition, subtraction, and multiplication of whole numbers, to help judge the reasonableness of a solution (Sample problem: A school is ordering pencils that come in boxes of 100. If there are 9 classes and each class needs about 110 pencils, estimate how many boxes the school should buy.).
Grade 5: Number Sense and Numeration
  • Round decimal numbers to the nearest tenth, in problems arising from real-life situations
  • Multiply two-digit whole numbers by two-digit whole numbers, using estimation, student-generated algorithms, and standard algorithms
  • Divide three-digit whole numbers by one-digit whole numbers, using concrete materials, estimation, student-generated algorithms, and standard algorithms