ICT: math, upper elem

Alberta Learning ICT outcomes: Upper elementary mathematics

The following occur across upper elementary mathematics:

F1 (2.1) — Apply terminology appropriate to the technologies being used at this division level.
F1 (2.2) — Identify and apply techniques and tools for communicating, storing, retrieving and selecting information.
F1 (2.3) — Explain the advantages and limitations of using computers to store, organize, retrieve and select information.
F1 (2.4) — Recognize the potential for human error when using technology.

F2 (2.1) — Identify how technological developments influence one’s life.
F2 (2.2) — Identify the role technology plays in a variety of careers.
F2 (2.3) — Examine the environmental issues related to the use of technology.
F2 (2.4) — Assess the personal significance of having limitless access to information provided by communication networks, such as the Internet.
F2 (2.5) — Describe, using examples, how communication and information networks, such as the telephone and the Internet, create a global community.

F3 (2.1) — Comply with the acceptable use policy of the school and school authority for Internet and networked services, including software licensing agreements.
F3 (2.2) — Work collaboratively to share limited resources.
F3 (2.3) — Use appropriate communication language and etiquette.
F3 (2.4) — Document sources obtained electronically, such as web site addresses.
F3 (2.5) — Respect the privacy and products of others.
F3 (2.6) — Use electronic networks in an ethical manner.
F3 (2.7) — Comply with copyright legislation.

F4 (2.1) — Recognize that graphics, video and sound enhance communication.
F4 (2.2) — Describe how the use of various texts and graphics can alter perception.
F4 (2.3) — Discuss how technology can be used to create special effects and/or to manipulate intent through the use of images and sound.

F5 (2.1) — Demonstrate the application of ergonomics to promote personal health and well-being.
F5 (2.2) — Identify and apply safety procedures required for the technology being used.

F6 (2.1) - Power up and power down various technologies and peripherals correctly.
F6 (2.2) - Use and organize files and directories.
F6 (2.3) - Use peripherals, including printers and scanners.
F6 (2.4) - Use appropriate keyboarding techniques for the alphabetic and punctuation keys.

a. The teacher knows how to facilitate the communication of ideas and information using computer software writing and graphics tools such that:

Possible Student Activities	Correlation to the Curriculum in Mathematics (Division 2 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 2
- Students maintain a journal of mathematical concepts, terms and personal reflections about mathematics.	- Illustrate and explain hundredths as part of a region or set (SO, gr. 4). - Identify and explain mathematical relationships and patterns, using: grids/tables/objects Venn/Carroll/tree diagrams graphs objects or models technology (SO, gr.4). - Summarize a relationship, using everyday language in spoken or written form (SO, gr. 4, 5 & 6). - Recognize and explain the meaning of length, width, height, depth, thickness, perimeter and circumference (SO, gr.5). - Conduct probability experiments, and explain the results, using the vocabulary of probability (SO, gr. 5). - Describe how a pattern grows, using everyday language in spoken and written form (SO, gr. 5). - Explain the meaning of integers by extending counting numbers less than zero (SO, gr. 6). - Demonstrate and explain the meaning and preservation of equality by balancing objects, or by using models and diagrams, the meaning of improper fractions and mixed numbers (positive) concretely, pictorially and symbolically, and the meaning of ratio concretely, pictorially and symbolically (SO, gr. 6).	P1 (2.1) - Create and revise original text to communicate and demonstrate understanding of forms of technology. P1 (2.2) - Edit and format text to clarify and enhance meaning, using such word processing features of the thesaurus, find/change, text alignment, font size and style. P3 (2.2) - Access available databases for images to support communication. P4 (2.1) - Integrate a spreadsheet, or graphs generated by a spreadsheet, into a text document. C6 (2.1) - Select and use technology to assist in problem solving. C6 (2.2) - Use data gathered from a variety of electronic sources to address identified problems. C6 (2.3) - Use graphic organizers such as mind mapping/webbing, flow charting and outlining, to present connections among ideas and information in a problem-solving environment.
- Students produce documents that incorporate a combination of written explanations, tables, graphs, diagrams or mathematical expressions in order to communicate mathematical understanding.	- Identify and explain mathematical relationships and patterns, using: grids/tables/objects Venn/Carroll/tree diagrams graphs objects or models technology (SO, gr.4). - Display data by hand or by computer in a variety of ways, including: frequency diagrams line plots broken-line graphs (SO, gr. 5). - Display data by hand or by computer in a variety of ways, including: histograms double bar graphs stem and leaf plots (SO, gr. 6).	P2 (2.2) - Display data electronically through graphs and charts. C1 (2.3) - Communicate effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purpose. P3 (2.2) - Access available databases for images to support communication. P4 (2.1) - Integrate a spreadsheet, or graphs generated by a spreadsheet, into a text document. P6 (2.1) - Select and use the technology appropriate to a given communication situation. C7 (2.1) - Use a variety of technologies to organize and synthesize research information. C7 (2.2) - Use selected presentation tools to demonstrate connections among various pieces of information.
- Students demonstrate understanding of number patterns such as repeated addition, place value, fractions, decimals, large numbers, ratios and so on.	- Demonstrate and explain the meaning of improper fractions and mixed numbers, ratio and percentage concretely, pictorially and symbolically (SO, gr. 6). - Make and justify predictions, using numerical and non-numerical patterns (SO, gr. 4) - Construct, extend and summarize patterns, including those found in nature, using rules, charts, mental mathematics and calculators (GO, gr. 5).	C6 (2.4) - Solve problems, using numerical operations and tools such as calculators and spreadsheets. P2 (2.1) - Enter and manipulate data by using such tools as a spreadsheet or database for a specific purpose. C6 (2.1) - Select and use technology to assist in problem solving. C6 (2.5) - Solve problems requiring the sorting, organizing, classifying and extending data, using such tools as calculators, spreadsheets, databases or hypertext technology. C7 (2.1) - Use a variety of technologies to organize and synthesize research information.
- Students explore transformations of objects such as translations, rotations and reflections.	Create patterns and designs that incorporate symmetry, tessellations, translations and reflections (GO, gr. 6). - Create, analyze and describe designs, using translations (slides) and reflections (flips) (SO, gr. 6).	P2 (2.1) - Enter and manipulate data by using such tools as a spreadsheet or database for a specific purpose. P3 (2.2) - Access available databases for images to support communication.
- Students develop understanding of shape by drawing and manipulating two and three-dimensional shapes and objects including angles, triangles, polygons, lines, solids and nets, optical illusions, and so on.	- Describe, classify, construct and relate 3-D objects and 2-D shapes, using mathematical vocabulary (GO, gr. 4). - Build, represent and describe geometric objects and shapes (SO, gr. 5). - Recognize motion as a slide (translation), turn (rotation) or a flip (reflection) (SO, gr. 5). - Cover a surface, using one or more tessellating shapes (SO, gr. 5). - Recognize and appreciate optical illusions (SO, gr. 6). - Sketch and draw an angle when the degree measure is specified (SO, gr. 6). - Create patterns and designs that incorporate symmetry, tessellations, translations and reflections (GO, gr. 6). - Create, analyze and describe designs, using translations (slides) and reflections (flips) (SO, gr. 6).	P2 (2.1) - Enter and manipulate data by using such tools as a spreadsheet or database for a specific purpose. P3 (2.2) - Access available databases for images to support communication.

b. The teacher knows how to enhance communication and research skills using the Internet such that:

Possible Student Activities	Correlation to the Curriculum in Mathematics (Division 2 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 2
- Students access current and realistic data for use in classroom activities.	- Use a variety of methods to collect and record data (SO, gr. 5). - Display data by hand or by computer in a variety of ways, including: frequency diagrams line plots broken-line graphs (SO, gr. 5). - Display data by hand or by computer in a variety of ways, including: histograms double bar graphs stem and leaf plots (SO, gr. 6). - Collect first- and second-hand data, assess and validate the collection process, and graph the data (GO, gr. 4). - Select a sample or population, and organize the collection of data (SO, gr. 4). - Manipulate data to create an interval graph/table for display purposes (SO, gr. 4). - Construct a bar graph and a pictograph, using many-to-one correspondence, and justify the choice of intervals and correspondence used (SO, gr. 4). - Evaluate the graphic presentation of the data to ensure clear representation of the results (SO, gr. 5). - Create classifications and ranges for grouping data (SO, gr. 5). - Identify appropriate data sources: first-hand, second and combination (SO, gr. 6). - Select and use appropriate methods of collecting data: designing and using structured questionnaires experiments observations electronic networks (SO, gr. 6). - Read and interpret graphs that are provided (SO, gr. 6). - Describe the general distribution of data, using: smallest and largest value frequency value in the middle patterns (SO, gr. 6).	P2 (2.1) - Enter and manipulate data by using such tools as a spreadsheet or database for a specific purpose. P2 (2.2) - Enter and manipulate data electronically through graphs and charts. C4 (2.2) - Organize information, using such tools as a database, spreadsheet or electronic webbing. P5 (2.1) - Create and navigate a multiple-link document. P5 (2.2) - Navigate through a document that contains links to locate copy and then paste data into a new file P5 (2.3) - Navigate the Internet with appropriate software. C1 (2.1) - Access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations. C3 (2.1) - Identify and distinguish points of view expressed in electronic sources on a particular topic. C3 (2.2) - Recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accurate or relevance for the purpose used. C4 (1.2) - Design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions to the plan as necessary. C4 (2.3) — Reflect on and describe the processes involved in completing a project. C6 (2.1) - Select and use technology to assist in problem solving. C6 (2.2) - Use data gathered from a variety of electronic sources to address identified problems. C7 (2.2) - Use selected presentation tools to demonstrate connections among various pieces of information.
- Students participate in collaborative on-line problem solving activities.	- Collect first- and second-hand data, assess and validate the collection process, and graph the data (GO, gr. 4). - Develop and implement a plan for the collection, display and interpretation of data to answer a question (GO, gr. 5). - Develop and implement a plan for the collection, display and analysis of data gathered from appropriate samples (GO, gr. 6). - Formulate questions for possible investigation, given a context (SO, gr. 6).	C1 (2.1) - Access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations. C5 (2.3) - Extend the scope of a project beyond classroom collaboration by using communication technologies, such as the telephone and e-mail. P6 (2.1) - Select and use the technology appropriate to a given communication situation. C2 (2.1) - Seek responses to inquiries from various authorities through electronic media. C3 (2.1) - Identify and distinguish points of view expressed in electronic sources on a particular topic. C3 (2.2) - Recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accurate or relevance for the purpose used. C5 (2.1) - Retrieve data from available storage devices, such as a shared folder, to which a group has contributed. C5 (2.2) - Record group brainstorming, planning and sharing of ideas by using technology. C6 (2.6) - Solve issue-related problems, using such communication tools as a word processor or e-mail to involve others in the process.

c. The teacher knows how to collect, process, organize, and report data using spreadsheet and database programs such that:

Possible Student Activities	Correlation to the Curriculum in Mathematics (Division 2 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 2
- Students collect, organize and display data in a variety of ways including bar graphs, pictographs, broken line graphs, line plots, and double bar graphs.	- Collect first- and second-hand data, assess and validate the collection process, and graph the data (GO, gr. 4). - Use a variety of methods to collect and record data (SO, gr. 5). - Select a sample or population, and organize the collection of data (SO, gr. 4). - Manipulate data to create an interval graph/table for display purposes (SO, gr. 4). - Construct a bar graph and a pictograph, using many-to-one correspondence, and justify the choice of intervals and correspondence used (SO, gr. 4). - Develop and implement a plan for the collection, display and interpretation of data to answer a question (GO, gr. 5). - Evaluate the graphic presentation of the data to ensure clear representation of the results (SO, gr. 5). - Create classifications and ranges for grouping data (SO, gr. 5). - Display data by hand or by computer in a variety of ways, including: frequency diagrams line plots broken-line graphs (SO, gr. 5). - Develop and implement a plan for the collection, display and analysis of data gathered from appropriate samples (GO, gr. 5 & 6). - Select and use appropriate methods of collecting data: designing and using structured questionnaires experiments observations electronic networks (SO, gr. 6). - Display data by hand or by computer in a variety of ways, including: histograms double bar graphs stem and leaf plots (SO, gr. 6). - Describe the general distribution of data, using: smallest and largest value frequency value in the middle patterns (SO, gr. 6).	C1 (2.2) - Organize information gathered from the Internet or an electronic source by selecting and recording the data in logical files or categories. C4 (2.2) - Organize information, using such tools as a database, spreadsheet or electronic webbing. C6 (2.3) - Use graphic organizers such as mind mapping/webbing, flow charting and outlining, to present connections among ideas and information in a problem-solving environment. C6 (2.5) - Solve problems requiring the sorting, organizing, classifying and extending data, using such tools as calculators, spreadsheets, databases or hypertext technology.
- Students generate and extend number patterns.	- Construct, extend and summarize patterns, including those found in nature, using rules, charts, mental mathematics and calculators (GO, gr. 5). - Construct and expand patterns in two and three dimensions, concretely and pictorially (SO, gr. 5). - Use relationships to summarize, generalize and extend patterns, including those found in music and art (GO, gr. 6). - Identify and explain mathematical relationships and patterns, using: grids/tables/objects Venn/Carroll/tree diagrams graphs objects or models technology (SO, gr. 4). - Develop charts to record and reveal patterns (SO, gr. 5). - Generate and extend number patterns from a problem-solving context (SO, gr. 5). - Create expressions and rules to describe, complete and extend patterns and relationships (SO, gr. 6).	C6 (2.5) - Solve problems requiring the sorting, organizing, classifying and extending data, using such tools as calculators, spreadsheets, databases or hypertext technology. P2 (2.1) - Enter and manipulate data by using such tools as a spreadsheet or database for a specific purpose. C4 (2.2) - Organize information, using such tools as a database, spreadsheet or electronic webbing. C6 (2.1) - Select and use technology to assist in problem solving. C6 (2.3) - Use graphic organizers such as mind mapping/webbing, flow charting and outlining, to present connections among ideas and information in a problem-solving environment. C6 (2.4) - Solve problems, using numerical operations and tools such as calculators and spreadsheets.
- Students manipulate numerical data in problem solving contexts.	- Use and justify an appropriate calculation strategy or technology to solve problems (GO, gr. 4). - Apply arithmetic operations on whole numbers and decimals, and illustrate their use in creating and solving problems (GO, gr. 4). - Verify solutions to multiplication and division problems, using estimation and calculators (SO, gr. 4). - Justify the choice of method for multiplication and division, using: estimation strategies mental mathematics strategies manipulatives algorithms calculators (SO, gr. 4). - Solve problems that involve arithmetic operations on decimals to thousandths, using appropriate technology (2-digit whole number multipliers and dividers) (SO, gr. 6). - Use a variety of methods to solve problems with multiple solutions (SO, gr. 6).	C6 (2.1) - Select and use technology to assist in problem solving. C6 (2.4) - Solve problems, using numerical operations and tools such as calculators and spreadsheets. C6 (2.3) - Use graphic organizers such as mind mapping/webbing, flow charting and outlining, to present connections among ideas and information in a problem-solving environment. C6 (2.5) - Solve problems requiring the sorting, organizing, classifying and extending data, using such tools as calculators, spreadsheets, databases or hypertext technology. C6 (2.7) - Generate alternative solutions to problems by using technology to facilitate the process.
- Students generate random numbers to conduct simple probability experiments.	- Conduct probability experiments, and explain the results, using the vocabulary of probability (SO, gr. 5). - Distinguish between experimental and theoretical probability for single events (SO, gr. 6). - Use and justify an appropriate calculation strategy or technology to solve problems (GO, gr. 4). - Calculate theoretical probability, using numbers between 0 and 1 (SO, gr. 6).	P2 (2.1) - Enter and manipulate data by using tools such as a spreadsheet or database for a specific purpose.

d. The teacher knows how to develop mathematical concepts and facilitate the use of mathematical processes using specialized software such that:

Possible Student Activities	Correlation to the Curriculum in Mathematics (Division 2 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 2
- Students use simple 3-D modeling or CAD programs to encourage the process of visualization and to aid in problem solving involving shape and space.	- Design and construct nets for pyramids and prisms (SO, gr. 4) - Build, represent and describe geometric objects and shapes (SO, gr. 5). - Use visualization and symmetry to solve problems involving classification and sketching (GO, gr. 6).	C6 (2.1) - Select and use technology to assist in problem solving. P3 (2.2) - Access available databases for images to support communication. C6 (2.5) - Solve problems requiring the sorting, organizing, classifying and extending data, using such tools as calculators, spreadsheets, databases or hypertext technology.
- Students use specialized software, such as TesselMania, Logo, or Mosaic Magic, to explore specific mathematical concepts.	- Create patterns and designs that incorporate symmetry, tessellations, translations and reflections (GO, gr.6). - Recognize tessellations created with regular and irregular shapes in the environment (SO, gr. 5). - Cover a surface, using one or more tessellating shapes (SO, gr. 5). - Create tessellations, using regular polygons (SO, gr. 5).	C6 (2.3) - Use graphic organizers such as mind mapping/webbing, flow charting and outlining, to present connections among ideas and information in a problem-solving environment. C6 (2.1) - Select and use technology to assist in problem solving. C6 (2.4) - Solve problems, using numerical operations and tools such as calculators and spreadsheets. C6 (2.5) - Solve problems requiring the sorting, organizing, classifying and extending data, using such tools as calculators, spreadsheets, databases or hypertext technology.
- Students use various types of simulation software, such as Hot Dog Stand, Sim City, Sim Farm, Sim Tower, Star Logo to practice problem solving, reasoning and pattern recognition and to explore complicated relationships at an intuitive level.	- Identify an outcome as possible, impossible, certain, uncertain (SO, gr. 4). - Compare outcomes as equally likely, more likely, less likely (SO, gr. 4). - Analyze sets of data to make comparisons (SO, gr. 6). - Make inferences to generate a conclusion about the data (SO, gr. 5). - Describe events, using the vocabulary of probability: best/worst probable/improbable always/more likely/equally likely/less likely/never (SO, gr. 5).	C6 (2.2) - Use data gathered from a variety of electronic sources to address identified problems. C6 (2.3) - Use graphic organizers such as mind mapping/webbing, flow charting and outlining, to present connections among ideas and information in a problem-solving environment. P2 (2.1) - Enter and manipulate data by using such tools as a spreadsheet or database for a specific purpose. P2 (2.2) - Enter and manipulate data electronically through graphs and charts. C6 (2.1) - Select and use technology to assist in problem solving. C6 (2.5) - Solve problems requiring the sorting, organizing, classifying and extending data, using such tools as calculators, spreadsheets, databases or hypertext technology. C6 (2.7) - Generate alternative solutions to problems by using technology to facilitate the process. C7 (2.1) - Use a variety of technologies to organize and synthesize research information.