Subject: Grade 4 Math, Number Strand
Outcome N4.1 – I can demonstrate an understanding of whole numbers to 10 000.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can represent and describe simple
numbers to 10 000 using pictures,
using objects, in words, in writing,
or using symbols.
I can compare two simple numbers.
I can order up to three simple
numbers.
I can independently represent and
describe a number to 10 000 using
pictures, using objects, in words, in
writing and using symbols.
I can independently compare two
numbers.
I can independently order three or
more numbers.
With assistance I can represent
simple fractions with objects,
pictures, acting it our, or in words.
With assistance I can observe
situations in which fractional
quantities would be measured.
With assistance I can compare two
simple fractions.
I can represent and explain the
meaning of digits in four-digit
numbers.
I can explain how I compare two
numbers.
I can order three or more numbers
and explain the reasoning.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
 Read a four-digit numeral without using the word “and”.
 Write a numeral using proper spacing without commas.
 Write a numeral in words.
 Represent a numeral using a place value chart or diagrams.
 Express a numeral in expanded notation.
 Write the numeral represented by an expanded notation expression.
 Decompose and represent a 4-digit number at least three different ways.
 Explain why two or more number compositions represent the same quantity.
 Explain the meaning of each digit in a numeral.
 Explain and show the meaning of each digit in a 4-digit numeral with all digits the same.
 Explain the meaning of each digit in a 4-digit number representing a particular quantity.
 Order a set of numbers in ascending or descending order, and explain the order by making references to place value.
 Create and order three different 4-digit numerals.
 Identify the missing numbers in an ordered sequence or shown on a number line.
 Identify incorrectly placed numbers in an ordered sequence or shown on a number line.
Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics
Subject: Grade 4 Math, Number Strand
Outcome N4.2 – I can demonstrate understanding of addition with answers to 10 000 and
corresponding subtractions.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can independently use personal
strategies for adding and
subtracting.
I can independently use strategies to
estimate sums and differences.
I can independently solve problems
involving addition and subtraction.
I can explain strategies to determine
sums and differences of whole
numbers.
I can explain the strategies I use to
estimate sums and differences.
I can solve complex problems
involving addition and subtraction.
With assistance I can use a familiar
strategy to add and subtract simple
3 and 4-digit numbers.
With assistance I can use a familiar
strategy to estimate sums and
differences.
With assistance I can solve simple
problems involving addition and
subtraction.
I can use a familiar strategy to add
and subtract simple 3 and 4-digit
numbers.
I can use a familiar strategy to
estimate sums and differences.
I can solve simple problems
involving addition and subtraction.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.





Explain how to keep track of digits that have the same place value when adding or subtracting numbers.
Explain the strategies used to determine a sum or difference.
Describe a situation in which an estimate rather than an exact answer is sufficient.
Estimate sums and differences using different strategies.
Solve problems that involve addition and subtraction of more than two numbers.
Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics
Subject: Grade 4 Math, Number Strand
Outcome 4.3 – I can demonstrate understanding of multiplication of whole numbers less than or
equal to 10.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
With assistance I can use basic
mental math strategies to multiply
by whole numbers.
With assistance I can multiply by 0
and 1.
I can use basic mental math
strategies to multiply by whole
numbers.
I can multiply by 0 and 1.
I can independently use mental
math strategies to multiply whole
numbers.
I can independently explain the
results of multiplying by 0 and 1.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.




Explain the strategy used to determine a product.
Explain the strategy used in a given solution to a product.
Explain the property for determining the answer when multiplying numbers by one.
Explain the property for determining the answer when multiplying numbers by zero.
Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics
I can explain the strategies I use to
multiply whole numbers.
I can explain the reason for the
results of multiplying by 0 and 1.
Subject: Grade 4 Math, Number Strand
Outcome N4.4 – I can demonstrate understanding of 2 or 3-digit by 1-digit multiplication.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
With assistance I can use basic
strategies to multiply simple 2 and
3-digit numbers by a 1-digit
number.
With assistance I can use basic
strategies to estimate products.
With assistance I can solve simple
problems involving multiplication of
2 and 3-digit numbers by a 1-digit
number.
I can use basic strategies to multiply
simple 2 and 3-digit numbers by a 1digit number.
I can use basic strategies to estimate
products.
I can solve simple problems
involving multiplication of 2 and 3digit numbers by a 1-digit number.
I can independently use personal
strategies for multiplication of 2 and
3-digit numbers by a 1-digit
number.
I can independently use strategies to
estimate products.
I can independently solve problems
involving multiplication of 2 and 3digit numbers by a 1-digit number.
I can explain the strategies I use to
multiply 2 or 3 digit numbers by 1
digit numbers.
I can explain the strategies I use to
estimate products.
I can create, solve and explain
problems involving multiplication of
2 and 3-digit numbers by a 1-digit
number.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.






Estimate a product using a personal strategy.
Model and solve a multiplication problem using an array, and record the process.
Model a multiplication problem using the distributive property.
Use concrete materials, such as base ten blocks or their pictorial representations, to represent multiplication and record the process
symbolically.
Create and solve a multiplication problem that is limited to a 2- or 3- digit numbers times a 1-digit number.
Solve a multiplication problem and explain the strategies or processes used.
Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics
Subject: Grade 4 Math, Number Strand
Outcome N4.5 – I can demonstrate understanding of division.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can use basic strategies for
dividing whole numbers.
I can use basic strategies to estimate
quotients.
I can divide by 1.
I can solve simple problems
involving division of whole
numbers.
I can write related fact families.
I can independently use personal
strategies for dividing whole
numbers.
I can independently use strategies to
estimate quotients.
I can explain the result of dividing
by 1.
I can independently solve problems
involving division of whole
numbers.
I can independently relate division
to multiplication.
I can explain the strategies I use to
divide whole numbers.
I can explain the strategies I use to
estimate quotients and I can justify
my estimations.
I can explain the reasoning for the
result of dividing by 1.
I can create, solve and explain
problems involving division of
whole numbers.
I can explain the relationship
between division and multiplication.
With assistance I can use basic
strategies for dividing.
With assistance I can use basic
strategies to estimate quotients.
With assistance I can divide by 1.
With assistance I can solve simple
problems involving division of
whole numbers.
With assistance I can write related
fact families.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.







Solve a division problem using a personal strategy and record the process symbolically.
Estimate a quotient using a personal strategy.
Explain the property for determining the answer when dividing numbers by one.
Solve a division problem without a remainder using arrays or base ten materials.
Solve a division problem with a remainder using arrays or base ten materials.
Create and solve a word problem involving a 1- or 2-digit dividend.
Explain, using examples, the relationship between division and multiplication.
Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics
Subject: Grade 4 Math, Number Strand
Outcome N4.6 – I can demonstrate understanding of fractions less than or equal to one.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can name and record simple
fractions.
I can compare and order basic
fractions with like denominators.
I can model fractions to represent
quantities.
I can observe examples of fractions
from my environment.
I can independently name and
record fractions for the parts of a
whole or a set.
I can independently compare and
order fractions.
I can independently model and
explain how the same fraction can
represent different wholes.
I can independently provide
examples of where fractions are
used.
I can name and record fractions and
explain how they relate to the parts
of a whole or a set.
I can explain how I compare and
order fractions.
I can explain why the wholes must
be the same to compare fractions.
I can explain when it would be
necessary to represent a quantity
using a fraction.
With assistance I can name and
record simple fractions.
With assistance I can compare and
order basic fractions with like
denominators.
With assistance I can model
fractions to represent quantities.
With assistance I can observe
examples of fractions from my
environment.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.














Name and record the fraction for the included and not included parts of a set.
Name and record the shaded and non-shaded parts of a whole.
Order a set of fractions that have the same numerator and explain the ordering.
Order a set of fractions that have the same denominator and explain the ordering.
Identify which of the benchmarks 0, ½, or 1 is closer to a given fraction.
Name fractions between two benchmarks on a number line.
Order a set of fractions by placing them on a number line with given benchmarks.
Represent a fraction using concrete materials.
Represent a fraction based on a symbolically concrete representation.
Represent a fraction pictorially by indicating parts of a given set.
Represent a fraction pictorially by indicating parts of a whole.
Explain how denominators can be used to compare two unit fractions with numerator 1.
Provide examples of when two identical fractions may not represent the same quantity.
Provide an example of a fraction that represents part of a set, a fraction that represent part of a whole, or a fraction that represents part of a length
from everyday contexts.
Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics
Subject: Grade 4 Math, Number Strand
Outcome N4.7 – I can demonstrate understanding of decimal numbers in tenths and
hundredths.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
With assistance I can show my
understanding of decimal numbers.
I can represent and describe basic
decimal numbers using pictures, in
words, in writing or using symbols.
I can relate simple decimal numbers
to fractions.
My work consistently meets
expectations.
I have a deeper understanding.
I can independently represent and
describe decimal numbers using
pictures, in words, in writing and
using symbols.
I can independently relate decimal
numbers to fractions.
I can represent, describe and explain
the meaning of each digit in a given
decimal.
I can relate unfamiliar decimal
numbers to fractions.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.












Explain the meaning of each digit in a given decimal with all digits the same.
Provide examples of everyday contexts in which tenths and hundredths are used.
Write the decimal for a concrete or pictorial representation of part of a set, part of a region, or part of a unit of measure.
Represent a decimal concretely or pictorially.
Represent a decimal using money.
Record a money value using decimals.
Model, using manipulatives or pictures, that a tenth can be expressed as hundredths.
Read and write decimals as fractions.
Express orally and in symbolic form a decimal in fractional form.
Express orally and in symbolic form a fraction with a denominator of 10 or 100 as a decimal.
Express a pictorial or concrete representation as a fraction or decimal.
Express orally and in symbolic form the decimal equivalent for a fraction.
Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics
Subject: Grade 4 Math, Number Strand
Outcome N4.8 – I can demonstrate understanding of addition and subtraction of decimals.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
With assistance I can use simple
compatible numbers to add and
subtract decimal numbers.
With assistance I can estimate sums
and differences of simple decimal
numbers.
With assistance I can use basic
mental math strategies to add and
subtract decimal numbers.
With assistance I can solve simple
problems involving addition and
subtraction of decimal numbers.
I can use simple compatible
numbers to add and subtract
decimal numbers.
I can estimate sums and differences
of simple decimal numbers.
I can use basic mental math
strategies to add and subtract
decimal numbers.
I can solve simple problems
involving addition and subtraction
of decimal numbers.
I can independently use compatible
numbers to add and subtract
decimal numbers.
I can independently estimate sums
and differences of decimal numbers.
I can independently use mental
math strategies to add and subtract
decimal numbers.
I can independently solve problems
involving addition and subtraction
of decimal numbers.
I can explain how I use compatible
numbers to add and subtract.
I can explain how I estimate sums
and differences of decimal numbers.
I can explain the strategies I use to
add and subtract decimal numbers.
I can explain how I solve problems
involving addition and subtraction
of decimal numbers.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.







Estimate a sum or difference using compatible numbers.
Approximate sums and differences of decimals using estimation strategies.
Determine the approximate solution of a problem not requiring an exact answer.
Count back change for a purchase.
Explain the strategies used to determine a sum or difference.
Solve problems, including money problems, which involve addition and subtraction of decimals, limited to hundredths.
Represent a sum or difference of two decimals concretely or pictorially, and record the solution to the sum or difference symbolically.
Refer to Saskatchewan Curriculum Guide Grade 4 Mathematics
Subject: Grade 4 Math, Patterns and Relations Strand
Outcome: P4.1 – I can demonstrate understanding of patterns and relations in charts, tables and
diagrams.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
With assistance I can identify a
basic pattern in a familiar chart,
table or diagram.
With assistance I can create basic
concrete representations of
patterns found in charts, tables
or diagrams.
With assistance I can solve
simple problems by using the
patterns and relations I identify
in charts, tables or diagrams.
I can identify a basic pattern in a
hundred chart or multiplication
chart or some other familiar
chart, table or diagram.
I can create basic charts, tables or
diagrams from patterns and
relations.
I can solve simple problems by
using the patterns and relations I
identify in charts, tables or
diagrams.
I can independently identify
patterns and describe the
patterns found in charts, tables
and diagrams.
I can create charts, tables and
diagrams from patterns and
relations.
I can solve problems by using the
patterns and relations identified
in charts, tables and diagrams.
I can identify and describe
patterns and relations in charts,
tables and diagrams and I can
explain the strategies used.
I can explain why the same
relationships exist within a
pattern in a table and its concrete
representation and vice versa.
I can extend patterns to solve
problems.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
 Identify and describe a variety of patterns in a multiplication chart.
 Determine the missing element(s) in a table or chart and explain the strategies used.
 Identify and correct the error(s) in a table or chart.
 Describe the pattern found in a table or chart.
 Create a concrete representation of a pattern displayed in a table or chart.
 Explain why the same relationships exist within a pattern in a table and its concrete representation.
 Extend patterns found in a table or chart to solve a problem.
 Translate the information provided in a problem into a table or chart.
 Identify and extend the patterns in a table or chart to solve a problem.
 Solve a problem by completing a Carroll diagram using given data.
 Determine where new data belong in a Carroll diagram.
 Identify the sorting rule for a Venn diagram.
 Describe the relationship shown in a given Venn diagram when the circle intersect, when one circle is contained in the other, and when the circles
separate.
 Determine where new data belong in a Venn diagram.
 Solve a problem by using a chart or diagram to identify mathematical relationships.
Refer to the Saskatchewan Curriculum Guide Grade 4 Mathematics.
Subject: Grade 4 Math, Patterns and Relations Strand
Outcome: P4.2 – I can demonstrate understanding of equations involving symbols to represent
an unknown value.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I can independently write an
equation to represent a problem
using a symbol to represent an
unknown value.
I can independently solve onestep addition, subtraction,
multiplication and division
problems using a symbol to
represent the unknown.
I have a deeper understanding.
With assistance I can identify the
unknown in a story problem.
With assistance I can solve
simple one-step addition,
subtraction, multiplication or
division problems using a symbol
to represent the unknown.
I can identify the unknown in a
basic story problem.
I can solve simple one-step
addition, subtraction,
multiplication or division
problems using a symbol to
represent the unknown.
I can explain the purpose of a
symbol in an equation with one
unknown.
I can create a problem in context
for an equation with one
unknown.
I can explain what is meant by
“one-step equation with one
unknown”.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.









Explain the purpose of the symbol, such as a triangle or circle, in an addition, subtraction, multiplication, or division equation with one unknown.
Write an equation in symbolic form for a given pictorial or concrete representation.
Identify the unknown in a story problem, represent the problem with an equation, and solve the problem concretely, pictorially, or symbolically.
Create a problem in context for an equation with one unknown.
Solve a one-step equation using manipulatives.
Solve a one-step equation using guess and test.
Explain what is meant by “one-step equation with one unknown”.
Represent and solve an addition or subtraction problem involving a “part-part-whole” or comparison context using a symbol to
represent the unknown.
Represent and solve a multiplication or division problem involving equal grouping or partitioning using a symbol to represent the
unknown.
Refer to the Saskatchewan Curriculum Guide Grade 4 Mathematics.
Subject: Grade 4 Math, Shape and Space Strand
Outcome: SS4.1 – I can demonstrate understanding of time.
Beginning – 1
Approaching – 2
I need help.
I have a basic understanding.
I can state the number of hours in
the day.
With assistance I can express
time orally.
I can state the time orally from a
12 hour digital clock and a 12hour analog clock.
I can identify possible
interpretations of a date such as
06/03/04.
Proficiency – 3
My work consistently meets
expectations.
I can express time orally and
numerically shown on 12-hour
and 24-hour analog clocks and
digital clocks.
I can write dates in a variety of
formats.
Mastery – 4
I have a deeper understanding.
I can explain the meaning of AM
and PM.
I can explain time on a 24-hour
clock.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.










State the number of hours in a day.
Express the time orally and numerically shown in a 12-hour analog clock.
Express time orally and numerically shown on a 24-hour analog clock.
Express the time orally shown on a 12-hour digital clock.
Express time orally shown on a 24-hour digital clock.
Express time orally as “minutes to” or “minutes after” the hour.
Explain the meaning of AM and PM, and provide an example of an activity that occurs during the AM and another that occurs during the PM.
Writes dates in a variety of formats.
Relate dates written in the format yyyy/mm/dd to dates on a calendar.
Identify possible interpretations of a date.
Refer to the Saskatchewan Curriculum Guide Grade 4 Mathematics.
Subject: Grade 4 Math, Shape and Space Strand
Outcome: SS4.2 – I can demonstrate understanding of area of regular and irregular 2-D shapes.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
With assistance I can determine the
area of a regular 2-D shape.
I can describe the area as the
measure of surface in square units.
I can determine the area of a regular
2-D shape.
I can construct a rectangle with the
given dimensions.
I can determine and record the area
of a regular 2-D shape and irregular
2-D shape.
I can construct a rectangle with a
given area.
I can explain the strategy I use to
determine the area of 2-D shapes.
I can explain why different
rectangles can be constructed with
the same given area.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.










Describe area as the measure of surface recorded in square units.
Identify and explain why the square is a most efficient unit for measuring area.
Provide a referent for a square centimetre and explain the choice.
Provide a referent for a square metre and explain the choice.
Determine which standard square unit is represented by a referent.
Estimate the area of a 2-D shape using personal referents.
Determine the area of a regular 2-D shape and explain the strategy used.
Determine the area of an irregular 2-D shape and explain the strategy used.
Construct a rectangle with a given area.
Illustrate, and verify, how more than one rectangle is possible for a given area by drawing at least two different rectangles with that
area.
Refer to the Saskatchewan Curriculum Guide Grade 4 Mathematics.
Subject: Grade 4 Math, Shape and Space Strand
Outcome: SS4.3 – I can demonstrate understanding of rectangular and triangular prisms.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can sort a set of rectangular and
triangular prisms according to the
base.
I can name common attributes of
rectangular and triangular prisms.
I can construct rectangular and
triangular prisms from nets.
I can explain how I sort a set of
rectangular and triangular prisms.
I can construct and describe a model
of rectangular and triangular prisms.
I can construct nets for rectangular
and triangular prisms.
With assistance I can identify and
name rectangular and triangular
prisms.
With assistance I can sort
rectangular and triangular prisms.
I can compare sets of rectangular
and triangular prisms.
I can identify examples of basic
rectangular and triangular prisms in
my environment.
I can identify rectangular and
triangular prisms from sets.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.








Identify and name common attributes of rectangular prisms from sets of rectangular prisms.
Identify and name common attributes of triangular prisms from sets of triangular prisms.
Sort a set of rectangular and triangular prisms using the shape of the base.
Identify examples of rectangular and triangular prisms found in the environment.
Construct and describe a model of rectangular and triangular prisms.
Construct rectangular prisms from their nets.
Construct triangular prisms from the nets.
Construct nets for rectangular or triangular prisms.
Refer to the Saskatchewan Curriculum Guide Grade 4 Mathematics.
Subject: Grade 4 Math, Shape and Space Strand
Outcome: SS4.4 – I can demonstrate understanding of line symmetry.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
With assistance I can identify
symmetrical and non-symmetrical
2-D shapes.
I can sort a set of 2-D shapes into
given groups.
I can complete a symmetrical 2-D
shape given half the shape and its
line of symmetry.
I can identify the characteristics of
symmetrical and non-symmetrical
2-D shapes.
I can create a symmetrical shape
with and without manipulatives.
I can explain why shapes are
symmetrical or non-symmetrical.
I can explain how symmetry and
fractions are related.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.









Identify the characteristics of given symmetrical and non-symmetrical 2-D shapes.
Sort a set of 2-D shapes as symmetrical and non-symmetrical.
Complete a symmetrical 2-D shape given half the shape and its line of symmetry.
Explain how symmetry and fractions are related.
Identify lines of symmetry in a set of 2-D shapes and explain why each shape is symmetrical.
Determine whether or not a given 2-D shape is symmetrical by using a Mira or by folding and superimposing.
Create a symmetrical shape with and without manipulatives.
Provide examples of symmetrical shapes found in the environments and identify the line(s) of symmetry.
Sort a given set of 2-D shapes as those that have no lines of symmetry, one line of symmetry, or more than one line of symmetry.
Refer to the Saskatchewan Curriculum Guide Grade 4 Mathematics.
Subject: Grade 4 Math, Statistics and Probability Strand
Outcome: SP4.1 – I can demonstrate understanding of many-to-one correspondence.
Beginning – 1
With assistance I can identify
graphs using one-to-one
correspondence and graphs using
many-to-one correspondence.
With assistance I can answer
basic questions using a graph in
which data are displayed using a
many-to-one correspondence or
a one-to-one correspondence.
With assistance I can create
simple bar graphs and
pictographs.
Approaching – 2
I can identify graphs using oneto-one correspondence and
graphs using many-to-one
correspondence.
I can answer basic questions
using a graph in which data are
displayed using a many-to-one
correspondence or a one-to-one
correspondence.
I can create simple bar graphs
and pictographs.
Proficiency – 3
Mastery – 4
I can independently compare
graphs in which the same data
have been displayed using a oneto-one correspondence and a
many-to-one correspondence.
I can independently answer a
question using a graph in which
data are displayed using a manyto-one correspondence.
I can independently create bar
graphs and pictographs using
many-to-one correspondence.
I can compare graphs in which
the same data have been
displayed using both one-to-one
and many-to-one
correspondence and explain
which correspondence would be
the best reflective of the specific
data and why.
I can create bar graphs and
pictographs using many-to-one
correspondence and justify the
choice of correspondence used.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.








Compare graphs in which different correspondences are used and explain why the correspondence may have been used.
Compare graphs in which the same data have been displayed using a one-to-one and a many-to-one correspondence, and explain how
they are the same and different.
Explain why a many-to-one correspondence is sometimes used rather than a one-to-one correspondence.
Find examples of graphs in which a many-to-one correspondence is used in print and electronic media, such as newspapers, magazines, and he
Internet, and describe the correspondence used.
Select many-to-one correspondence for displaying a set of data in a graph and justify the choice.
Create and label a pictograph to display a set of data using a many-to-one correspondence, and justify the choice of correspondence
used.
Create and label a bar graph to display a set of data using a many-to-one correspondence, and justufy the choice of correspondence
used.
Answer a question using a graph in which data are displayed using a many-to-one correspondence.
Refer to the Saskatchewan Curriculum Guide Grade 4 Mathematics.