grade 4 planning tool: readiness tasks, next steps & ontario curriculum (2020) grade 4 ... ·...

Mathology 4 Readiness Planning Tool– Ontario

1

Grade 4 Planning Tool: Readiness Tasks, Next Steps & Ontario Curriculum (2020)

Grade 4

NUMBER

Overall Expectation B1: NUMBER SENSE

Demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life

Mathology Readiness Task

On-Grade Lessons: Math Makes Sense 4 (ON)

Prior Grade Lessons: Math Makes Sense 3 (ON)

Grade 4 Curriculum Specific Expectations

Task Key Concepts

Number Relationships

Representing numbers to 10 000. Composing and decomposing numbers to 10 000. Comparing and ordering numbers to 10 000.

Unit 2 Whole Numbers 1: Whole Numbers to 10 000 2: Rounding Numbers 3: Comparing and Ordering Numbers

Unit 1 Patterning and

Place Value

8: Modelling 3-Digit

Numbers

10: Comparing and

Ordering Numbers

13: How Much is 1000?

B1.1 read, represent, compose, and decompose whole numbers up to and including 10 000, using appropriate tools and strategies, and describe various ways they are used in everyday life B1.2 compare and order whole numbers up to and including 10 000, in various contexts B1.3 round whole numbers to the nearest ten, hundred, or thousand, in various contexts


2

Grade 4 NUMBER

Overall Expectation B2: OPERATIONS

Use knowledge of numbers and operations to solve mathematical problems encountered in everyday life

Mathology Readiness Task On-Grade Lessons: Math Makes Sense 4 (ON)



Task

Key Concepts

Whole Number

Operations

(Addition and

Subtraction)

Estimating sums of 3-digit and 4-digit numbers. Using mental math to add and subtract 3-digit and 4-digit numbers. Subtracting 3-digit and 4-digit numbers. Using personal strategies to add 3-digit and 4-digit numbers.

Unit 2 Whole Numbers 4: Estimating Sums 5: Using Mental Math to Add 6: Adding 3-Digit Numbers 7: Adding 4-Digit Numbers 8: Estimating Differences 9: Using Mental Math to Subtract 10: Subtracting 3-Digit Numbers 11: Subtracting from a 4-Digit Number 12: Strategies Toolkit

Unit 2 Patterns in Addition and Subtraction 6: Adding and Subtracting 2-Digit Numbers 7: Using Mental Math to Add 8: Using Mental Math to Subtract 10: Estimating Sums and Differences 11: Adding 3-Digit Numbers 12: Subtracting 3-Digit Numbers 13: A Standard Method for Addition 14: A Standard Method for Subtraction

B2.1 use the properties of operations, and the relationships between addition, subtraction, multiplication, and division, to solve problems involving whole numbers, including those requiring more than one operation, and check calculations B2.4 represent and solve problems involving the addition and subtraction of whole numbers that add up to no more than 10 000 and of decimal tenths, using appropriate tools and strategies, including algorithms


3

Grade 4 ALGEBRA

Overall Expectation C1. PATTERNS AND RELATIONSHIPS

Demonstrate an understanding of variables, expressions, equalities, and inequalities, and apply this understanding in various contexts





Task Key Concepts

Patterning and Algebra (Patterns)

Identifying and describing patterns in tables and charts. Exploring number patterns. Representing patterns in different ways.

Unit 1 Number Patterns 1: Patterns in Charts 2: Exploring Number Patterns 3: Number Patterns with a Calculator Unit 10 Patterns in Number and Geometry 1: Repeating Patterns 2: Patterns in Multiplication 4: Growing Patterns 5: Changing-Step Growing Patterns 6: Strategies Toolkit Graphical representation of patterns is not addressed.

Patterns to illustrate relationships among decimal tenths is not addressed.

Unit 1 Patterning and

Place Value

1: Patterns in a Hundred

Chart

2: Counting on a Hundred

Chart

3: Counting on a Number

Line

9: Extending Hundred

Chart Patterns

C1.1 identify and describe repeating and growing patterns, including patterns found in real-life contexts C1.2 create and translate repeating and growing patterns using various representations, including tables of values and graphs C1.3 determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in repeating and growing patterns C1.4 create and describe patterns to illustrate relationships among whole numbers and decimal tenths


4

Grade 4 ALGEBRA

Overall Expectation C2. EQUATIONS AND INEQUALITIES

Demonstrate an understanding of variables, expressions, equalities, and inequalities, and apply this understanding in various contexts





Task

Key Concepts

Patterning and Algebra (Algebra)

Determining the missing number in multiplication or division equations. Writing a multiplication or division equation. Using equations to solve problems.

Unit 1 Number Patterns 4: Equations Involving Addition 5: Equations involving Subtraction 6: Strategies Toolkit Inequalities are not addressed.

Unit 2 Patterns in Addition and Subtraction 5: Finding the Missing Number

C2.1 identify and use symbols as variables in expressions and equations C2.2 solve equations that involve whole numbers up to 50 in various contexts, and verify solutions C2.3 solve inequalities that involve addition and subtraction of whole numbers up to 20, and verify and graph the solutions


5

Grade 4 SPATIAL SENSE

Overall Expectation E1. GEOMETRIC AND SPATIAL REASONING

Describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them




Task Key Concepts

Geometry (2D Shapes and 3D Solids)

Identifying, comparing, and sorting different quadrilaterals. Drawing lines of symmetry in 2-D shapes. Identifying benchmark angles.

Unit 3 Geometry 2: Measuring Angles 4: Exploring Sides in Quadrilaterals 5: Exploring Angles in Quadrilaterals 6: Attributes of Quadrilaterals Unit 7 Transformational Geometry 4: Lines of Symmetry The terms right, straight, acute, and obtuse are not addressed. See Math Makes Sense 5, Unit 3, Lesson 2 for an explanation of these terms.

Unit 3 Geometry 1: Describing Figures 2: Describing Angles 3: Naming Figures 5: Congruent Figures 6: Making Pictures with Figures

E1.1 identify geometric properties of rectangles, including the number of right angles, parallel and perpendicular sides, and lines of symmetry E2.4 identify angles and classify them as right, straight, acute, or obtuse

https://www.dcp.edu.gov.on.ca/en/



6

Grade 4 NUMBER






Task Key Concepts

Whole Number Operations 1 (Multiplication and Division)

Using personal strategies for multiplication and division. Using mental math to determine basic multiplication and division facts.

Unit 4 Multiplication and Division 1: Skip Counting 2: Multiplying by Numbers to 9 3: Other Strategies for Multiplying 4: Exploring Multiplication Games: Array! Array! Unit 2 12: Strategies Toolkit Dividing a whole number by 10 is not addressed.

Unit 4 Multiplication and Division 1: Relating Multiplication and Addition 2: Using Arrays to Multiply 4: Multiplying by 10 5: Multiplying by 1 and 0 6: Using a Multiplication Chart 7: Strategies toolkit 8: Modelling Division 9: Use Arrays to Divide

B2.1 use the properties of operations, and the relationships between addition, subtraction, multiplication, and division, to solve problems involving whole numbers, including those requiring more than one operation, and check calculations B2.2 recall and demonstrate multiplication facts for 1 × 1 to 10 × 10, and related division facts B2.3 use mental math strategies to multiply whole numbers by 10, 100, and 1000, divide whole numbers by 10, and add and subtract decimal tenths, and explain the strategies used


7

Grade 4 NUMBER






Task Key Concepts

Whole Number Operations 2 (Multiplication and Division of greater numbers)

Multiplying a 2-digit number by a 1-digit number. Using personal strategies to solve multiplication and division problems. Dividing a 2-digit number by a 1-digit number. Using personal strategies to solve multiplication and division problems.

Unit 4 Multiplication and Division 5: Estimating Products 6: Strategies for Multiplication 8: Dividing by Numbers from 1 to 7 9: Dividing by Numbers from 1 to 9 10: Division with Remainders 11: Using Base Ten Blocks to Divide 12: Another Strategy for Division Unit 10 Patterns in Number and Geometry 3: Multiplying a 3-Digit Number by a 1-Digit Number 7: Patterns in Division with Remainders 8: Dividing a 3-Digit Number by a 1-Digit Number Expressing the remainder as a fraction is not addressed. See Math Makes Sense 5, Unit 8, Lesson 6 for relating fractions to division.

Unit 4 Multiplication and Division 2: Using Arrays to Multiply 11: Relating Multiplication and Division 9: Using Arrays to Divide 11: Relating Multiplication and Division

B2.5 represent and solve problems involving the multiplication of two- or three-digit whole numbers by one-digit whole numbers and by 10, 100, and 1000, using appropriate tools, including arrays 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


8

Grade 4 DATA

Overall Expectation D1. Data Literacy

manage, analyse, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life





Task Key Concepts

Data Management Choosing, then drawing the best type of graph to represent given data. Analyzing data by asking and answering questions about the data. Determining the mean and median of a data set and identifying the mode(s).

Unit 5 Data Management 1: Reading Data in Tables 2: Reading Pictographs and Bar Graphs 3: Reading Circle Graphs 4: Drawing Pictographs 5: Drawing Bar Graphs 6: Conducting a Survey

Unit 5 Sorting and Data Management 3: Interpreting Graphs 5: Drawing Pictographs 6: Drawing Bar Graphs

D1.1 describe the difference between qualitative and quantitative data, and describe situations where each would be used D1.2 collect data from different primary and secondary sources to answer questions of interest that involve comparing two or more sets of data, and organize the data in frequency tables and stem-and leaf plots D1.3 select from among a variety of graphs, including multiple-bar graphs, the type of graph best suited to represent various sets of data; display the data in the graphs with proper sources, titles, and labels, and appropriate scales; and justify their choice of graphs D1.5 determine the mean and the median and identify the mode(s), if any,


9

Selecting the type of graph, and multiple-bar graphs are not addressed. Comparing two or more sets of data, and stem-and-leaf plots are not addressed. See Math Makes Sense 7, Unit 5, Lesson 5.3 for stem-and-leaf plots. The mean, median, and mode are not addressed. See Math Makes Sense 5, Unit 5, Lesson 2, for mean and mode. See Math Makes Sense 6, Unit 5, Lesson 2, for median. Creating an infographic, stem-and-leaf plots, and multiple-bar graphs are not addressed. See Math Makes Sense 6, Unit 5, Lesson 1 for examples of multiple-bar graphs. The differences between qualitative and quantitative data is not addressed. Stem-and-leaf plots and multiple-bar graphs are not addressed.

for various data sets involving whole numbers, and explain what each of these measures indicates about the data D1.4 create an infographic about a data set, representing the data in appropriate ways, including in frequency tables, stem-and-leaf plots, and multiple-bar graphs, and incorporating any other relevant information that helps to tell a story about the data D1.6 analyse different sets of data presented in various ways, including in stem-and-leaf plots and multiple-bar graphs, by asking and answering questions about the data and drawing conclusions, then make convincing arguments and informed decisions


10


Overall Expectation E2. MEASUREMENT

compare, estimate, and determine measurements in various contexts

Mathology Readiness Tasks On-Grade Lessons: Math Makes Sense 4 (ON)


Grade 4 Curriculum Specific Expectations Task Key Concepts

Measurement (Time)

Telling time to the nearest minute. Solving problems with time and elapsed time. Estimating and measuring elapsed time.

Unit 6 Measurement 1: Exploring Units of Time 4: Exploring Elapsed Time

Unit 6 Measurement 2: Telling Time 3: Elapsed Time

E2.3 solve problems involving elapsed time by applying the relationships between different units of time

Measurement (Mass & Capacity)

Using appropriate metric units to measure mass and capacity.

Unit 6 Measurement 8: Measuring Capacity 9: Measuring Mass

Unit 6 Measurement 10: Exploring Capacity (L) 11: Exploring Capacity (mL) 12: Exploring Mass (kg)

E2.1 explain the relationships between grams and kilograms as metric units of mass, and between litres and millilitres as metric units of capacity, and use benchmarks for these units to estimate mass and capacity E2.2 use metric prefixes to describe the relative size of different metric units, and choose appropriate units and tools to measure length, mass, and capacity


11


Overall Expectation E1. GEOMETRIC AND SPATIAL REASONING

describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them





Task Key Concepts

Geometry (Transformations)

Describing and performing translations and reflections on a grid. Plotting and reading coordinates in the first quadrant of a Cartesian plane.

Unit 7 Transformational Geometry 2: Translations 3: Reflections

The Cartesian plane is not addressed. See Math Makes Sense 6, Unit 5, Lesson 5 for plotting and reading coordinates.

Unit 7 Motion Geometry 1: Grids and Maps 2: Looking at Slides 5: Exploring Reflections

E1.2 plot and read coordinates in the first quadrant of a Cartesian plane, and describe the translations that move a point from one coordinate to another E1.3 describe and perform translations and reflections on a grid, and predict the results of these transformations




12

Grade 4 ALGEBRA

Overall Expectation C3. CODING

solve problems and create computational representations of mathematical situations using coding concepts and skills





Task

Key Concepts

Coding

Solving problems by writing and executing code that involves sequential events. Reading code that involves sequential and repeating events. Reading and altering existing code

Coding is not addressed.

C3.1 solve problems and create

computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events C3.2 read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes


13

Grade 4 NUMBER

Overall Expectation B1: NUMBER SENSE

Demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life





Task Key Concepts

Fractions and Decimals (Fractions)

Naming and writing fractions of a set. Identifying fractions of a set. Comparing and ordering fractions of a set.

Unit 8 Fractions and Decimals 1: Fractions of a Whole

3: Fractions of a Set 2: Fraction Benchmarks 3: Fractions of a Set 4: Strategies Toolkit 6: More than One 7: Comparing and Ordering Fractions Counting by fractions is not explicitly addressed.

Unit 8 Exploring Fractions 1: Exploring Equal Parts 2: Exploring Fractions of a Length 3: Exploring Fractions of a Set 4: Finding Fractions of a Set 5: Naming and Writing Fractions

B1.4 represent fractions from halves to tenths using drawings, tools, and standard fractional notation, and explain the meanings of the denominator and the numerator B1.5 use drawings and models to represent, compare, and order fractions representing the individual portions that result from two different fair-share scenarios involving any combination of 2, 3, 4, 5, 6, 8, and 10 sharers B1.6 count to 10 by halves, thirds, fourths, fifths, sixths, eighths, and tenths, with and without the use of tools

Fractions and

Decimals

(Decimals)

Representing

and describing

decimals

(tenths)

Unit 8 Fractions and Decimals 5: Different Names for Fractions 8: Exploring Tenths 10: Comparing and Ordering Decimals Rounding decimals to the nearest whole number is not addressed.

Unit 6 Measurement 5: Exploring Money 6: Estimating and Counting Money

B1.7 read, represent, compare, and order decimal tenths, in various contexts B1.8 round decimal numbers to the nearest whole number, in various contexts B1.9 describe relationships and show equivalences among fractions and decimal tenths, in various contexts


14

Grade 4 NUMBER







Task

Key Concepts

Decimal and Fraction Operations

Adding Decimals. Subtracting Decimals.

Unit 8 Fractions and Decimals 3: Fractions of a Set 11: Adding Decimals 12: Subtracting Decimals Rates are not addressed.

Unit 2 Patterns in Addition and Subtraction 11: Adding 3-Digit Numbers 12: Subtracting 3-Digit Numbers

B2.4 represent and solve problems involving the addition and subtraction of whole numbers that add up to no more than 10 000 and of decimal tenths, using appropriate tools and strategies, including algorithms B2.7 represent the relationship between the repeated addition of a unit fraction and the multiplication of that unit fraction by a whole number, using tools, drawings, and standard fractional notation B2.8 show simple multiplicative relationships involving whole number rates, using various tools and drawings


15

Grade 4 FINANCIAL LITERACY

Overall Expectation F1. MONEY AND FINANCES

demonstrate the knowledge and skills needed to make informed financial decisions





Task Key Concepts

Financial Literacy

Adding decimals to hundredths. Subtracting decimals to hundredths. Using different strategies to calculate totals and make change.

Unit 6 Measurement 5: Estimating and Counting Money 6: Making Change Unit 8 Fractions and Decimals 13: Adding and Subtracting Money Various methods of payment are not addressed. Saving, earning, investing, and donating is not addressed. Relationships between spending and saving is not addressed. Determining good purchases is not addressed.

Unit 2 Patterns in Addition and Subtraction 5: Finding the Missing Number 7: Using Mental Math to Add 8: Using Mental Math to Subtract

F1.1 identify various methods of payment that can be used to purchase goods and services F1.2 estimate and calculate the cost of transactions involving multiple items priced in whole-dollar amounts, not including sales tax, and the amount of change needed when payment is made in cash, using mental math F1.3 explain the concepts of spending, saving, earning, investing, and donating, and identify key factors to consider when making basic decisions related to each F1.4 explain the relationship between spending and saving, and describe how spending and saving behaviours may differ from one person to another F1.5 describe some ways of determining whether something is reasonably priced and therefore a good purchase


16


Overall Expectation E2. MEASUREMENT

compare, estimate, and determine measurements in various contexts



Grade 4 Curriculum Specific Expectations Task Key Concepts

Measurement (Length, Perimeter and Area)

Measuring length, perimeter and area using standard units. Measuring the perimeter and area of polygons.

Unit 9 Length, Perimeter and Area 1: Measuring Linear Dimensions 2: Measuring in Millimetres 3: Measuring in Decimetres 5: Relating Units of Measure 8: Exploring Area 9: Measuring Area in Square Centimetres Calculating the area of a rectangle given its side lengths is not addressed. See Math Makes Sense 5, Unit 9, Lesson 8 for the area of a rectangle as the product of its side lengths. The formula for the area of a rectangle is not addressed. See Math Makes Sense 5, Unit 9, Lesson 8 for solving problems involving the area of a rectangle.

Unit 9 Length, Perimeter and Area 1: Measuring Length in Centimetres 4: Measuring Perimeter in Centimetres 7: Measuring Area in Square Metres

E2.2 use metric prefixes to describe the relative size of different metric units, and choose appropriate units and tools to measure length, mass, and capacity E2.5 use the row and column structure of an array to measure the areas of rectangles and to show that the area of any rectangle can be found by multiplying its side lengths E2.6 apply the formula for the area of a rectangle to find the unknown measurement when given two of the three


17

Grade 4 DATA

Overall Expectation D2. PROBABILITY

describe the likelihood that events will happen, and use that information to make predictions





Task Key Concepts

Data Management (Probability)

Using the terms “impossible”, “unlikely”, “equally likely”, “likely”, and “certain” to describe likelihood of events. Identifying and predicting outcomes.

Unit 11 Probability 1: The Language of Probability 2: Identifying and Predicting Results 3: Strategies Toolkit 4: Exploring Predictions 5: Predicted and Actual Results

Making and testing predictions about the mean, median, and modes is not addressed.

Unit 11 Probability 1: Exploring Possible and Impossible 3: Exploring Probability

D2.1 use mathematical language, including the terms “impossible”, “unlikely”, “equally likely”, “likely”, and “certain”, to describe the likelihood of events happening, represent this likelihood on a probability line, and use it to make predictions and informed decisions D2.2 make and test predictions about the likelihood that the mean, median, and mode(s) of a data set will be the same for data collected from different populations

grade 4 planning tool: readiness tasks, next steps & ontario curriculum (2020) grade 4 ... ·...

Documents