Grades 3-5 Shark Tank Bundle | CA Educational Standards

Vocabulary Words

Ontario

• Grade 4- B2.2 demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use morphological knowledge to analyze and understand new words in context
• Grade 5- B2.2 demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use generalized morphological knowledge to analyze and understand new words in context
• Grade 6- B2.2 demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use generalized morphological knowledge to analyze and understand new words in context

BC

• Grade 4- Strategies and processes: reading strategies
• Grade 5- Strategies and processes: reading strategies
• Grade 6- Strategies and processes: reading strategies

Alberta

• Grade 4: Students expand vocabulary and analyze morphemes to communicate in multiple contexts.
• Grade 5: Students analyze how knowledge of vocabulary supports meaning and use of language.
• Grade 6: Students evaluate how vocabulary enhances communication and provides clarity.

Manitoba

• Grade 4- Be aware of and articulate the ways that one engages with text.
• Grade 5- Be aware of and articulate the ways that one engages with text.
• Grade 6- Be aware of and articulate the ways that one engages with text.

New Brunswick

• Grade 4- Use a range of vocabulary when communicating.
• Grade 5- Use a range of vocabulary when communicating.
• Grade 6- Recognize how different strategies are used to determine the meanings of words.

Newfoundland & Labrador

• Grade 4- Use strategies to make sense of texts
• Grade 5- Use pictures and illustrations, word structures, and text features to locate topics and obtain or verify their understanding of information
• Grade 6- Use and integrate the pragmatic, semantic, syntactic and graphophonic cueing systems (e.g., context clues; structural analysis to identify roots, prefixes and suffixes; text structures) and a variety of strategies to construct meaning.

Nova Scotia

• Grade 4- Use and integrate the pragmatic, semantic, syntactic, and graphophonic cueing systems (including context clues; word order; suffixes, compound words, contractions, and singular and plural words) and a variety of strategies to construct meaning
• Grade 5- Use and integrate the pragmatic, semantic, syntactic, and graphophonic cueing systems (including context clues; word order; structural analysis to identify roots, prefixes, and suffixes) and a variety of strategies to construct meaning; use a dictionary to determine word meaning in context
• Grade 6- Use and integrate the various cueing systems and a variety of strategies with increasing independence to construct meaning

Prince Edward Island

• Grade 4- Use and integrate, with support, the various cueing systems (pragmatic, semantic, syntactic, and graphophonic) and a range of strategies to construct meaning
• Grade 5- Use and integrate the pragmatic, semantic, syntactic, and graphophonic cueing systems (including context clues; word order; structural analysis to identify roots, prefixes, and suffixes) and a variety of strategies to construct meaning; use a dictionary to determine word meaning in context
• Grade 6- Use and integrate the various cueing systems and a variety of strategies with increasing independence to construct meaning

Saskatchewan

• Grade 4- CC4.2 Create a variety of clear representations that communicate straightforward ideas and information relevant to the topic and purpose, including short, illustrated reports, dramatizations, posters, and other visuals such as displays and drawings.
• Grade 5- CC5.2 Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.
• Grade 6- CC6.3 Use pragmatic (e.g., function and purpose), textual (e.g., paragraphs), syntactic (e.g., complete sentences with appropriate subordination and modification), semantic/lexical/morphological (e.g., figurative words), graphophonic (e.g., spelling strategies), and other cues (e.g., appropriate volume and intonation) to construct and to communicate meaning

SquishyLand

Ontario

• K- OE1.1 explore sounds, rhythms, and language structures, with guidance and on their own
• K-OE1.11 demonstrate an awareness that words can rhyme, can begin or end with the same sound, and are composed of phonemes that can be manipulated to create new words
• K- OE11.8 demonstrate knowledge of most letters of the alphabet in different contexts
• Grade 1- B2.1 use understanding of the sound structure of spoken words to orally isolate, blend, and segment phonemes, from simple structures with two phonemes to structures with more phonemes
• Grade 1- B2.2 name and form the upper- and lowercase letters both in and out of order and demonstrate knowledge of alphabetic order, with automaticity
• Grade 2- B2.1 use phonics knowledge, including phonemic blending to read words and set for variability to correct approximations, and phonemic segmentation to spell phonetically regular monosyllabic and multisyllabic words, in isolation and various text contexts
• Grade 2- B2.3 use developing knowledge of the meanings of words and common morphemes (i.e., bases, prefixes, and suffixes) to read and spell words

BC

• K- Language features, structures, and conventions: concepts of print, letter knowledge, phonemic and phonological awareness, letter formation
• Grade 1- Language features, structures, and conventions: concepts of print, print awareness, phonemic and phonological awareness, letter formation
• Grade 2- Language features, structures, and conventions: word patterns, word families

Alberta

• K- Children make connections between letters and sounds in words.
• K- Children experiment with sounds in words.
• Grade 1-Students manipulate sounds in words in oral language.
• Grade 1- Students analyze word formation and meaning.
• Grade 2- Students apply understandings of how sounds create meaning in oral language.
• Grade 2- Students expand vocabulary by connecting morphemes and words to their meanings.

Manitoba

• K- Recognize, apply, and adapt rules and conventions (e.g., form, genre, grammar, register, punctuation, elements of design, spelling, legibility).
• Grade 1- Recognize, apply, and adapt rules and conventions (e.g., form, genre, grammar, register, punctuation, elements of design, spelling, legibility).
• Grade 2- Be aware of and articulate the ways that one engages with text.
• Grade 2- Recognize, apply, and adapt rules and conventions (e.g., form, genre, grammar, register, punctuation, elements of design, spelling, legibility).
• Grade 2- Identify, analyze, and apply understandings of whole-part-whole relationships (e.g., function and relationship of parts within a whole design, cueing systems, fluency, word study).

New Brunswick

• K- Demonstrate an awareness of words and some sounds in spoken language.
• K- Apply letter-sound knowledge to decode words and simple connected text.
• Grade 1- Demonstrate an awareness of sounds in spoken language
• Grade 1- Apply letter-sound knowledge to decode words and connected text.
• Grade 2- Demonstrate an awareness of sounds in spoken language.
• Grade 2- Apply letter-sound knowledge to decode connected text.

Newfoundland & Labrador

• K- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. 4.5 demonstrate letter knowledge.
• Grade 1- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.4.3 use strategies to make sense of texts
• Grade 2- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.19.0 use strategies to make sense of texts

Nova Scotia

• K- Use knowledge of phonemes to isolate, blend, and segment one syllable words orally. Apply this knowledge with increasing progression when reading and spelling words
• K- Name and form uppercase and lowercase letters in and out of order.
• K- Read, and spell most common grapheme-phoneme correspondences of consonants and vowels.
• Grade 1- Use knowledge of phonemes to isolate, blend, and segment words orally. Apply this knowledge with increasing progression when reading and spelling words
• Grade 1- Name and form uppercase and lowercase letters in and out of order and demonstrate knowledge of alphabetic order, with automaticity.
• Grade 1- Read, and spell most common grapheme-phoneme correspondences of consonants and vowels, with automaticity.
• Grade 2- Use consolidated phonics knowledge, including phonemic blending to read and spell multisyllabic words in a variety of contexts.

Prince Edward Island

• K- understand basic concepts of print including directionality, word, space, letter, and sound
• K- begin to use knowledge of sound-symbol relationships as one reading cue (e.g., initial and final consonants)
• Grade 1- understand basic concepts of print including directionality, word, space, letter, and sound
• Grade 1- begin to use knowledge of sound-symbol relationships as one reading cue (e.g., initial and final consonants)
• Grade 2- word solve by using analogy with known words; knowledge of affixes, roots, or compounds; and syllabication
• Grade K-2- Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

Saskatchewan

• K- CCK.2 Use and construct symbols, pictures, and dramatizations to communicate feelings and ideas in a variety of ways.
• Grade 1- CC1.2 Represent key ideas and events, in a logical sequence and with detail, in different ways (including dramatization, pictures, sounds, physical movement, charts, models, and drawings).
• Grade 2- CC2.2 Use a variety of ways to represent understanding and to communicate ideas, procedures, stories, and feelings in a clear manner with essential details.

Ontario

Grade 3:

• B2.1 use consolidated phonics knowledge, including phonemic blending to read words and set for variability to correct approximations, and phonemic segmentation to spell phonetically regular monosyllabic and multisyllabic words, in isolation and various text contexts
• B2.3 use developing knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell words
• B2.4 demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use morphological knowledge to analyze and understand new words in context

Grade 4

• B2.1 use knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell words
• B2.2 demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use morphological knowledge to analyze and understand new words in context

Grade 5

• B2.1 use generalized knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell words with accuracy and automaticity
• B2.2 demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use generalized morphological knowledge to analyze and understand new words in context

Alberta

Grade 3

• Students analyze new words and morphemes to enhance vocabulary.
• Students investigate how phonics connects to word formation and supports the processes of reading and writing.

Grade 4

• Students expand vocabulary and analyze morphemes to communicate in multiple contexts.

Grade 5

• Students analyze how knowledge of vocabulary supports meaning and use of language.

New Brunswick

Grade 3

• Differentiate sounds in spoken language.
• Apply letter-sound knowledge and decoding strategies when reading unfamiliar connected text.
• Use a range of vocabulary when communicating.

Grade 4

• Apply letter-sound knowledge and decoding strategies when reading unfamiliar connected text.
• Use a range of vocabulary when communicating.

Grade 5

• Apply letter-sound knowledge and decoding strategies when reading unfamiliar connected text.
• Use a range of vocabulary when communicating.

Number Ninja

Ontario

• Grade 3- B2.2 recall and demonstrate multiplication facts of 2, 5, and 10, and related division facts
• Grade 4- B2.2 recall and demonstrate multiplication facts for 1 × 1 to 10 × 10, and related division facts
• Grade 4- B2.6 represent and solve problems involving the division of two- or three-digit whole numbers by one-digit whole numbers, expressing any remainder as a fraction when appropriate, using appropriate tools, including arrays
• Grade 5- B2.2 recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division facts

BC

• Grade 3- multiplication and division concepts
• Grade 4- multiplication and division of two- or three-digit
• numbers by one-digit numbers
• Grade 5- multiplication and division facts to 100 (emerging computational fluency)

Alberta

• Grade 3- Students analyze and apply strategies for multiplication and division within 100.
• Grade 4- Students multiply and divide natural numbers within 10 000.
• Grade 5- Students multiply and divide natural numbers within 100 000, including with standard algorithms.

Manitoba

• Grade 3- 3.N.11. Demonstrate an understanding of multiplication to 5 x 5
• Grade 3- 3.N.12. Demonstrate an understanding of division
• Grade 4- 4.N.6 Demonstrate an understanding of multiplication (2- or 3-digit numerals by 1-digit numerals) to solve problems
• Grade 4- 4.N.7 Demonstrate an understanding of division(1-digit divisor and up to 2-digit dividend) to solve problems
• Grade 5- 5.N.3 Apply mental math strategies to determine multiplication and related division facts to 81 (9 × 9).
• Grade 5- 5.N.6 Demonstrate an understanding of division (1- and 2-digit divisors and up to 4-digit dividends), concretely, pictorially, and symbolically, and interpret remainders
• Grade 5- 5.N.5 Demonstrate an understanding of multiplication (1- and 2-digit multipliers and up to 4-digit multiplicands), concretely, pictorially, and symbolically

New Brunswick

• Grade 3- N11 Demonstrate an understanding of multiplication to 5 × 5
• Grade 3- N12 Demonstrate an understanding of division
• Grade 4- N6 Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to solve problems
• Grade 4- N7 Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems
• Grade 5- Apply mental math strategies to determine multiplication and related division facts to 81 (9 × 9).
• Grade 5- Demonstrate an understanding of multiplication (2-digit by 2-digit) to solve problems
• Grade 5- Demonstrate, with and without concrete materials, an understanding of division (3-digit by 1-digit) and interpret remainders to solve problems

Newfoundland & Labrador

• Grade 3- SCO 3N11 Demonstrate an understanding of multiplication to 5 × 5
• Grade 3- SCO 3N12 Demonstrate an understanding of division (limited to division related to multiplication facts up to 5 × 5)
• Grade 4- 4N6. Demonstrate an understanding of multiplication (two- or three-digit by one-digit) to solve problems
• Grade 4- 4N7. Demonstrate an understanding of division (one digit divisor and up to two-digit dividend) to solve problems
• Grade 5- Apply mental math strategies to determine multiplication and related division facts to 81 (9 × 9).
• Grade 5- SCO 5N5 Demonstrate, with and without concrete materials, an understanding of multiplication (two-digit by two-digit) to solve problems.
• Grade 5- SCO 5N6 Demonstrate, with and without concrete materials, an understanding of division (three-digit by one-digit), and interpret remainders to solve problems.

Nova Scotia

• Grade 3- N11 Students will be expected to demonstrate an understanding of multiplication to 5 × 5
• Grade 3- N12 Students will be expected to demonstrate an understanding of division
• Grade 4- N06 Students will be expected to demonstrate an understanding of multiplication (one-, two-, or three-digit by one-digit numerals) to solve problems
• Grade 4- N05 Students will be expected to describe and apply mental mathematics strategies, to recall basic multiplication facts to 9 × 9, and to determine related division facts.
• Grade 4- N07 Students will be expected to demonstrate an understanding of division (one-digit divisor and up to two-digit dividend) to solve problems
• Grade 5- N03 Students will be expected to describe and apply mental mathematics strategies and number properties to recall, with fluency, answers for basic multiplication facts to 81 and related division facts.
• Grade 5- N05 Students will be expected to demonstrate, with and without concrete materials, an understanding of multiplication (two-digit by two-digit) to solve problems
• Grade 5- N06 Students will be expected to demonstrate, with and without concrete materials, an understanding of division (three-digit by one-digit), and interpret remainders to solve problems.

Prince Edward Island

• Grade 3- 3.N10 – Demonstrate an understanding of multiplication to products of 36 with single digit factors.
• Grade 3- 3.N11 – Demonstrate an understanding of division (related multiplication to products of 36 with single digit factors).
• Grade 4- 4.N5 Students will be expected to describe and apply mental mathematics strategies, to recall basic multiplication facts to 9 × 9, and to determine related division facts.
• Grade 4- 4.N6 Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to solve problems.
• Grade 4- 4.N7 Demonstrate an understanding of division (1- digit divisor and up to 2-digit dividend) to solve problems.
• Grade 5- 5.N3 Apply mental mathematics strategies and number properties, such as skip counting from a known fact, using doubling or halving, using patterns in the 9s facts, and using repeated doubling or halving to determine answers for basic multiplication facts to 81 and related division facts.
• Grade 5- 5.N5 – Demonstrate an understanding of multiplication (2-digit by 2-digit) to solve problems.
• Grade 5- 5.N6 – Demonstrate, with and without concrete materials, an understanding of division (3- digit by 1-digit) and interpret remainders to solve problems.

Saskatchewan

• Grade 3- N3.3 Demonstrate understanding of multiplication to 5 x 5 and the corresponding division statements
• Grade 4- N4.4 Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit)
• Grade 4- N4.5 Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems
• Grade 5- N5.3 Demonstrate, with and without concrete materials, an understanding of division (3-digit by 1-digit) and interpret remainders to solve problems.
• Grade 5- N5.2 Analyze models of, develop strategies for, and carry out multiplication of whole numbers.

Squishy Time Rescue

Ontario

• Grade 2- E2.4 use units of time, including seconds, minutes, hours, and non-standard units, to describe the duration of various events
• Grade 3- E2.6 use analog and digital clocks and timers to tell time in hours, minutes, and seconds
• Grade 4- E2.3 solve problems involving elapsed time by applying the relationships between different units of time

British Columbia

• Grade 3- time concepts
• Grade 4- how to tell time with analog and digital clocks, using 12- and 24-hour clocks
• Grade 5- duration, using measurement of time

Alberta

• Grade 2- Students relate duration to time.
• Grade 3- Students tell time using clocks.
• Grade 4- Students communicate duration with standard units of time.

Manitoba

• 3.SS.1. Relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years).
• 3.SS.2. Relate the number of seconds to a minute, the number of minutes to an hour, and the number of days to a month in a problem-solving context.
• 4.SS.1. Read and record time using digital and analog clocks, including 24-hour clocks.

New Brunswick

• Grade 3-  SS1: Relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years).
• Grade 3- SS2: Relate the number of seconds to a minute, the number of minutes to an hour and the number of days to a month in a problem-solving context.
• Grade 4- SS.1. Read and record time using digital and analog clocks, including 24-hour clocks.

Newfoundland & Labrador

• 3SS1. Relate the passage of time to common activities, using non-standard and standard units (minutes, hours, days, weeks, months, years).
• 3SS2. Relate the number of seconds to a minute, the number of minutes to an hour and the number of days to a month, in a problem solving context.
• 4SS1 Read and record time, using digital and analog clocks, including 24-hour clocks.

Nova Scotia

• Grade 3- M01 Students will be expected to relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years).
• Grade 3- M02 Students will be expected to relate the number of seconds to a minute, the number of minutes to an hour, the number of hours to a day, and the number of days to a month in a problem-solving context.
• Grade 4- M01 Students will be expected to read and record time, using digital and analog clocks, including 24- hour clocks.

Prince Edward Island

• 3.SS1 – Relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years).
• 3.SS2 – Relate the number of seconds to a minute, the number of minutes to an hour and the number of days to a month in a problem-solving context.
• 4.SS1 – Read and record time using digital and analog clocks, including 24-hour clocks.

Saskatchewan

• Grade 3- SS3.1 Demonstrate understanding of the passage of time
• Grade 4- SS4.1 Demonstrate an understanding of time

King Komodo

Ontario

• Grade 3- B2.5 read words, complex sentences, and paragraphs in a variety of texts fluently, with accuracy and appropriate pacing to support comprehension, and read aloud using varied expression and intonation according to the purpose of reading
• Grade 4- B2.3 read a variety of texts fluently, with accuracy and appropriate pacing to support comprehension, and when reading aloud, adjust expression and intonation according to the purpose of reading
• Grade 5- B2.3 read a variety of texts fluently, with accuracy and appropriate pacing to support comprehension, and when reading aloud, adjust expression and intonation according to the purpose of reading

BC

• Grade 3-  Language features, structures, and conventions: word patterns, word families
• Grade 3- Read fluently at grade level
• Grade 4- Strategies and processes: reading strategies
• Grade 5- Strategies and processes: reading strategies

Alberta

• Grade 3- Students investigate how phonics connects to word formation and supports the processes of reading and writing.
• Grade 3- Students apply fluency strategies and develop reading comprehension.
• Grade 4- Students enhance fluency to refine comprehension and proficient reading.

Manitoba

• Grade 3- Identify, analyze, and apply understandings of whole-part-whole relationships (e.g., function and relationship of parts within a whole design, cueing systems, fluency, word study).
• Grade 4- Identify, analyze, and apply understandings of whole-part-whole relationships (e.g., function and relationship of parts within a whole design, cueing systems, fluency, word study).
• Grade 5- Identify, analyze, and apply understandings of whole-part-whole relationships (e.g., function and relationship of parts within a whole design, cueing systems, fluency, word study).

New Brunswick

• Grade 3- Read with accuracy and expression.
• Grade 4- Read with accuracy and expression.
• Grade 5- Read with accuracy and expression.

Newfoundland & Labrador

• Grade 3- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. 18.0 use strategies to make sense of texts
• Grade 4- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. 4.4 use strategies to make sense of texts
• Grade 5- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. 4.3 develop proficient reading and viewing skills

Nova Scotia

• Grade 3- Use and integrate, with support, the various cueing systems (pragmatic, semantic, syntactic, and graphophonic) and a range of strategies to construct meaning
• Grade 4- SCO 4.2 Read widely and experience a variety of children’s literature with an emphasis in genre and authors
• Grade 5- SCO 4.2 Read widely and experience a variety of children’s literature with an emphasis in genre and authors

Prince Edward Island

• Grade 3- Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
• Grade 4- Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
• Grade 5- Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

Saskatchewan

• Grade 3- CR3.4 Read fluently and demonstrate comprehension of grade-appropriate fiction, script, poetry, and non-fiction from various cultures (including First Nations and Métis) and countries (including Canada) and explain reactions and connections to texts read.
• Grade 4- CR4.4 Read for various purposes and demonstrate comprehension of grade-appropriate fiction (including stories and novels), scripts, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures including First Nations and Métis and countries (including Canada).
• Grade 5- CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction, script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures including First Nations, Métis, and Inuit and countries (including Canada).