Number

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A1
Demonstrate an understanding of place value for numbers
 * greater than one million
 * less than one thousandth

Your Place or Mine? (Game) []

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Featured lesson: [|Immigration and emigration]
Help your __students__ to understand that Canada is indeed a country of immigrants with many different cultures and ethnic origins represented in our current Canadian population. Examine immigration as a factor of population growth and the 'push' and 'pull' factors that determine why people leave one region or country and are attracted to another. In this excellent __#|social__ studies and history lesson for the intermediate level, students use statistics from various editions of the **//Historical Canada Year __Book__//** to gain an understanding of where immigrants settled in Canada and from which countries they emigrated. They will see how immigration affected the overall population of Canada during the period from 1867 to 1967, the period when the most immigrants arrived. Also, take your students back in time with the brief video vignette **[|One hundred years of immigration to Canada]**. Another general lesson on population [|Calculating population growth for a region] helps students understand the components of population growth and __leads__ to an appreciation of how the components of population growth can be used for civic planning.
 * As the world population clock turned 7 billion**, Canada’s contribution to that population was estimated at just over 34.5 million.
 * [|Canada’s population clock]**

Leçon en vedette: [|Immigration et émigration]
Aidez vos élèves à comprendre que le Canada est bel et bien un pays d’immigrants dont les nombreuses cultures et origines ethniques s’observent dans la population actuelle du pays. Examinez la contribution de l’immigration à la croissance démographique ainsi que les facteurs d’« incitation » et d’« attraction » qui déterminent pourquoi certaines personnes quittent une région ou un pays et sont attirées ailleurs. Dans cette excellente leçon d’études sociales et d’histoire qui s’adresse aux élèves de niveau intermédiaire, ceux-ci emploient les statistiques de diverses éditions de l’**//Annuaire du Canada//** tirées de la **//Collection historique//** pour savoir où les immigrants se sont installés au Canada et de quels pays ils ont émigré. Ils verront le rôle qu’a joué l’immigration dans l’évolution de la population globale du Canada de 1867 à 1967, période durant laquelle le plus grand nombre d’immigrants sont arrivés. En outre, remontez dans le temps avec vos élèves avec la brève capsule vidéo **[|Cent ans d’immigration au Canada]**. La leçon intitulée [|Calculer la croissance démographique d'une région donnée] amène les élèves à comprendre les composantes de la croissance de la population et à une appréciation de comment on peut s'en servir pour la planification municipale.
 * À l’heure où l’horloge de la population mondiale venait d’indiquer 7 milliards d’habitants**, la contribution canadienne à celle-ci franchissait tout juste le cap estimatif des 34,5 millions.
 * [|L’horloge démographique du Canada]**

How Long Is A Metre? (Short Video)
 * TWIG**

A2
Solve problems involving large numbers, using technology.

A3
Demonstrate an understanding of factors and multiples by: The Missing Facts (Game) @http://www.educationworld.com/a_lesson/boxcars/boxcars032.shtml Factor Find (Game) [] BEAM (Activity)
 * determining multiples and factors of numbers less than 100
 * identifying prime and composite numbers
 * solving problems involving multiples.

NCTM

[|Sift like Eratosthenes] //Sandy Buczynski, Jennifer Gorsky, Lynn McGrath, and Perla Myers// The concrete, pictorial, and abstract methods of this lesson give students __#|access__ to investigate, isolate, define, and use prime numbers.

** Second Look - Factors and Primes ** [|Building Numbers from Primes]

 Use building blocks to create a visual model for prime factorizations. Students can explore many concepts of number theory, including the __#|relationship__ between greatest common factors and least common multiples. [|Making Connections with Prime Numbers]

 Prime numbers and their connections to related topics.  [|Investigating Prime Numbers and the Great Internet Mersenne Prime Search]

 Middle school students learn about patterns, formulas, and large numbers motivated by a search for the largest prime number. __Activities__ included.  [|Teacher to Teacher: Dialogue: A Route to ACT-ive Learning]

 An innovative method to introduce the concepts of greatest common factor and least common multiple. Students engage in a scripted performance, using factor cards and prime factorization to find GCF and LCM. Script is included.  **Illuminations Lesson:** [| The Venn Factor]

 Students use a Venn diagram to sort prime factors of two or more positive integers. Students calculate the greatest common factor by multiplying common prime factors and develop a definition based on their exploration.  **Principles and Standards for School Mathematics**

 [|Number and Operations Standard for Grades 6-8]

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A4
Relate improper fractions to mixed numbers.



A5
Demonstrate an understanding of ratio, concretely, pictorially, and symbolically. Meet The Girl With The "Perfect Face"

A6
Demonstrate an understanding of percent (limited to whole numbers) concretely, pictorially, and symbolically.

A7
Demonstrate an understanding of integers, concretely, pictorially, and symbolically.

A8
Demonstrate an understanding of multiplication and division of decimals (1-digit whole number multipliers and 1-digit natural number divisors).

BEAM Maths of the Month Games (NCTM Activity)

A9
Explain and __apply__ the order of operations, excluding exponents, with and without technology (limited to whole numbers). BEAM (Activity) NCTM Order of Operations __Bingo__ (Game)[] media type="custom" key="7177481"

=Curriculum-Wide Resources - Number=

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http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/