grade 5 planning tool: readiness tasks, next steps & ontario curriculum (2020) grade 5 ... · 2021....

Mathology 5 Planning Tool – Ontario

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Grade 5 Planning Tool: Readiness Tasks, Next Steps & Ontario Curriculum (2020)

Grade 5

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 5 (ON)

Prior Grade Lessons: Math Makes Sense 4 (ON)

Grade 5 Curriculum Specific Expectations

Task Key Concepts

Number Relationships

Representing and describing numbers to 100 000. Understanding place value to 100 000. Comparing and Ordering numbers to 100 000. Using estimation to solve problems.

Unit 2 Whole Numbers 1: Representing, Comparing and Ordering Numbers

Unit 2 Whole Numbers 1: Whole Numbers to 10 000 3: Comparing and Ordering Numbers 8: Estimating Differences

B1.1 read, represent, compose, and decompose whole numbers up to and including 100 000, 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 100 000, in various contexts


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Grade 5

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 5 (ON)



Task

Key Concepts

Whole Number

Operations

(Addition and

Subtraction)

Using personal strategies to add greater numbers. Using personal strategies to subtract greater numbers. Estimating sums and differences.

Unit 2 Whole Numbers 2: Using Mental Math to Add 3: Adding 3- and 4-Digit Numbers 4: Adding Three Numbers 5: Using Mental Math to Subtract 6: Subtracting with 4-Digit Numbers 13: Solving Problems Unit 4 Decimals 5: Estimating Sums and Differences 6: Adding Decimals 7: Subtracting Decimals

Unit 2 Whole Numbers 4: Estimating Sums 7: Adding 4-Digit Numbers 11: Subtracting from a 4-Digit Number

B2.1 use the properties of operations, and the relationships between operations, to solve problems involving whole numbers and decimal 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 100 000, and of decimal numbers up to hundredths, using appropriate tools, strategies, and algorithms


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Grade 5

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)

Investigating number patterns. Identifying pattern rules to make predictions and extend patterns.

Unit 1 Patterns 1: Number Patterns and Pattern Rules 2: Creating Number Patterns 3: Modelling Patterns 4: Using Patterns to Solve Problems 5: Strategies Toolkit Unit 2 Whole Numbers 8: Multiplying with Multiples of 10 Unit 10 Patterns in Number and Geometry 1: Patterns in Multiplication 2: Exploring Patterns in Decimals with a Calculator Repeating patterns are not addressed. Identifying missing elements in repeating patterns is not addressed

Unit 1 Number Patterns 2: Exploring Number Patterns 3: Number Patterns with a Calculator

C1.1 identify and describe repeating, growing, and shrinking patterns, including patterns found in real-life contexts C1.2 create and translate growing and shrinking 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, growing, and shrinking patterns C1.4 create and describe patterns to illustrate relationships among whole numbers and decimal tenths and hundredths


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Grade 5

ALGEBRA

Overall Expectation C2. EQUATIONS AND INEQUALITIES

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


On-Grade Lessons:

Math Makes Sense 5 (ON)



Task

Key Concepts

Patterning and Algebra (Algebra)

Solving one-step equations involving addition, subtraction, multiplication, or division. Writing and solve a one-step equation.

Variables and expressions are not addressed. Evaluating algebraic expressions is not addressed. Solving equations is not addressed. See Math Makes Sense 6, Unit 1, Lesson 4 for solving equations. Solving inequalities is not addressed.

Unit 1 Number Patterns 4: Equations Involving Addition

C2.1 translate among words, algebraic expressions, and visual representations that describe equivalent relationships C2.2 evaluate algebraic expressions that involve whole numbers C2.3 solve equations that involve whole numbers up to 100 in various contexts, and verify solutions C2.4 solve inequalities that involve one operation and whole numbers up to 50, and verify and graph the solutions


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Grade 5

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

Mathology Readiness Task On-Grade Lessons:




Task Key Concepts

Geometry (2D Shapes and 3D Solids)

Distinguishing among regular and irregular polygons. Identifying and classifying angles. Measuring and constructing angles.

Unit 3 Geometry 1: Naming and Sorting Polygons by Sides 4: Naming and Sorting Polygons by Angles 5: Constructing Triangles Constructing rectangles and parallelograms is not addressed. See Math Makes Sense 6, Unit 3, Lesson 4, for constructing rectangles and parallelograms. Drawing views of objects is not addressed. See Math Makes Sense 6, Unit 3, Lesson 6 for drawing top, front, and side views. Measuring and comparing angles using non-standard units is not addressed. See Math Makes Sense 4, Unit 3, Lessons 2 and 3, for measuring and comparing angles using non-standard units.

Unit 3 Geometry 3: Measuring Angles 5: Exploring Angles in Quadrilaterals 6: Attributes of Quadrilaterals

E1.1 identify geometric properties of triangles, and construct different types of triangles when given side or angle measurements E1.2 identify and construct congruent triangles, rectangles, and parallelograms E1.3 draw top, front, and side views of objects, and match drawings with objects E2.3 compare angles and determine their relative size by matching them and by measuring them using appropriate non-standard units E2.4 explain how protractors work, use them to measure and construct angles up to 180°, and use benchmark angles to estimate the size of other angles

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


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Grade 5

NUMBER






Task Key Concepts

Whole Number Operations (Multiplication and Division)

Using mental math strategies to recall Multiplication facts to 9 × 9. Multiplying two 2-digit numbers. Dividing a 3-digit number by a 1-digit number, with a remainder.

Unit 2 Whole Numbers 7: Multiplication and Division Facts to 144 Game: Multiplication Tis-Tac-Toe 8: Multiplying with Multiples of 10 9: Using Mental Math to Multiply 10: Multiplying 2-Digit Numbers 13: Solving Problems Unit 4 Decimals 5: Estimating Sums and Differences Multiplying whole numbers by 0.1 and 0.01 is not addressed. See Math Makes Sense 6, Unit 4, Lesson 9 for multiplying whole numbers by 0.1 and 0.01.

Unit 4 Multiplication and Division 2: Multiplying by Numbers to 9 6: Strategies for Multiplication 8: Dividing by Numbers from 1 to 7

B2.1 use the properties of operations, and the relationships between operations, to solve problems involving whole numbers and decimal numbers, including those requiring more than one operation, and check calculations B2.2 recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division facts B2.3 use mental math strategies to multiply whole numbers by 0.1 and 0.01, and estimate sums and differences of decimal numbers up to hundredths, and explain the strategies used B2.6 represent and solve problems involving the multiplication of two-digit whole numbers by two-digit whole numbers using the area


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Dividing 3-digit numbers by 2-digit numbers is not addressed. See Math Makes Sense 6 Student Text, Unit 2, Lessons 11 and 12 for strategies for dividing by 2-digit numbers. Ratios and rates are not addressed. See Math Makes Sense 6 Student Text, Unit 8, Lessons 9, 10, and 11 for equivalent ratios and rates.

model and using algorithms, and make connections between the two methods B2.7 represent and solve problems involving the division of three-digit whole numbers by two-digit whole numbers, using the area model and using algorithms, and make connections between the two methods, while expressing any remainder appropriately B2.9 represent and create equivalent ratios and rates, using a variety of tools and models, in various contexts


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Grade 5

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

Displaying data in a graph, including a stacked-bar graph. Asking and answering questions about data, then drawing conclusions. Determining the mode for a data set involving decimals and explaining what it indicates about the data. Determining the median for a data set involving decimals and explaining what it indicates about the data.

Unit 5 Data Management 1: Interpreting Data 2: Mean and Mode 3: Drawing Bar Graphs 4: Line Graphs 5: Interpreting Survey Results 6: Bias in Displaying data The importance of sampling techniques is not addressed. Selecting the best graph is not addressed. See Math Makes Sense 6, Unit 5, Lesson 4 for selecting the best graph. Stacked-bar graphs are not addressed. Creating infographics is not addressed. The median is not addressed. See Math Makes Sense 6, Unit 5, Lesson 2 for determining the median.

Unit 5 Data Management 2: Reading Pictographs and Bar Graphs 5: Drawing Bar Graphs

D1.1 explain the importance of various sampling techniques for collecting a sample of data that is representative of the population D1.2 collect data, using appropriate sampling techniques as needed, to answer questions of interest about a population, and organize the data in relative-frequency tables D1.3 select from among a variety of graphs, including stacked-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 graph D1.4 create an infographic about a data set, representing the data in appropriate ways, including in relative-frequency tables, and stacked-bar


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Stacked-bar graphs are not addressed.

graphs, and incorporating any other relevant information that helps to tell a story about the data D1.5 determine the mean and the median and identify the mode(s), if any, for various data sets involving whole numbers and decimal numbers, and explain what each of these measures indicates about the data D1.6 analyse different sets of data presented in various ways, including in stacked-bar graphs and in misleading graphs, by asking and answering questions about the data, challenging preconceived notions, and drawing conclusions, then make convincing arguments and informed decisions


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Grade 5

SPATIAL SENSE

Overall Expectation E2. MEASUREMENT

compare, estimate, and determine measurements in various contexts

Mathology Readiness Tasks On-Grade Lessons: Math Makes Sense 5 (ON)


Grade 5 Curriculum Specific Expectations Task Key Concepts

Measurement (Mass & Capacity)

Using appropriate units to estimate and measure mass. Using appropriate units to estimate and measure capacity. Estimating and measuring the areas of polygons. Estimating and measuring volume in cubic centimetres and cubic metres.

Unit 6 Measurement 6: Capacity 9: Measuring Mass 10: Exploring Larger Masses E2.1 use appropriate metric units to estimate and measure length, area, mass, and capacity E2.2 solve problems that involve converting larger metric units into smaller ones, and describe the base ten relationship among metric units

Unit 6 Measurement 8: Measuring Capacity 9: Measuring Mass Unit 9 Length, Perimeter and Area 9: Measuring Area in Square Centimetres

E2.1 use appropriate metric units to estimate and measure length, area, mass, and capacity E2.2 solve problems that involve converting larger metric units into smaller ones, and describe the base ten relationship among metric units


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Grade 5

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


On-Grade Lessons:




Task Key Concepts

Geometry (Transformations)

Plotting and reading coordinates. Describing and performing translations, rotations, and reflections on a grid.

Unit 7 Transformational Geometry 2: Transformations Graphing on a Cartesian plane is not addressed. See Math Makes Sense 6, Unit 5, Lesson 5 for graphing on a coordinate grid. See Math Makes Sense 6, Unit 7, Lesson 1 for translating figures on a coordinate grid. Rotations in degrees are not addressed.

Unit 7 Motion Geometry 1: Grids and Coordinates 3: Reflections 5: Rotations

E1.4 plot and read coordinates in the first quadrant of a Cartesian plane using various scales, and describe the translations that move a point from one coordinate to another E1.5 describe and perform translations, reflections, and rotations up to 180° on a grid, and predict the results of these transformations



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Grade 5

ALGEBRA

Overall Expectation C3. CODING

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





Task

Key Concepts

Coding

Reading code that involves conditional statements. Reading and altering existing code and describing how changes to the code affect the outcomes. Solving problems by writing and executing code that involves conditional statements.

Coding is not addressed.

C3.1 solve problems and create

computational representations of mathematical situations by writing and executing code, including code that involves conditional statements and other control structures C3.2 read and alter existing code, including code that involves conditional statements and other control structures, and describe how changes to the code affect the outcomes


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Grade 5

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

Comparing fractions with like and unlike denominators. Relating fractions to decimals and decimals to fractions. Representing decimals (tenths, hundredths). Comparing and ordering decimals to thousandths.

Unit 8 Fractions 1: Equivalent Fractions 2: Fractions and Mixed Numbers 3: Comparing and Ordering Fractions 4: Relating Fractions to Decimals

Unit 4 Decimals 1: Tenths and Hundredths 2: Equivalent Decimals 3: Comparing and Ordering Decimals Comparing and ordering improper fractions and mixed numbers are not addressed. See Math Makes Sense 6, Unit 8, Lesson 3 for comparing and ordering mixed numbers and fractions. Rounding decimals to the nearest tenth is not addressed. See Math Makes Sense 6, Unit 4, Lesson 4 for rounding decimals to the nearest tenth. Percents are not addressed. See Math Makes Sense 6, Unit 8, Lessons 6 and 7 for relating fractions, decimals, and percents.

Unit 8 Exploring Fractions 3: Fractions of a Set 7: Comparing and Ordering Fractions 8: Exploring Tenths 9: Exploring Hundredths 10: Comparing and Ordering Decimals

B1.3 represent equivalent fractions from halves to twelfths, including improper fractions and mixed numbers, using appropriate tools, in various contexts B1.4 compare and order fractions from halves to twelfths, including improper fractions and mixed numbers, in various contexts B1.5 read, represent, compare, and order decimal numbers up to hundredths, in various contexts B1.6 round decimal numbers to the nearest tenth, in various contexts B1.7 describe relationships and show equivalences among fractions, decimal numbers up to hundredths, and whole number percents, using appropriate tools and drawing, in various contexts


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Grade 5

NUMBER







Task

Key Concepts

Decimal and Fraction Operations

Adding decimals to hundredths Subtracting decimals to hundredths

Unit 4 Decimals 5: Estimating Sums and Differences 6: Adding Decimals 7: Subtracting Decimals Multiplying whole numbers by 0.1 and 0.01 is not addressed. See Math Makes Sense 6, Unit 4, Lesson 9 for multiplying whole numbers by 0.1 and 0.01. Adding and subtracting fractions with like denominators is not addressed. Multiplying and dividing 1-digit whole numbers by unit fractions is not addressed. See Math Makes Sense 7, Unit 4, Lesson 4.6 for multiplying a 1-digit whole number by a proper fraction.

Unit 8 Fractions and Decimals 11: Adding Decimals 12: Subtracting Decimals

B2.1 use the properties of operations, and the relationships between operations, to solve problems involving whole numbers and decimal numbers, including those requiring more than one operation, and check calculations B2.3 use mental math strategies to multiply whole numbers by 0.1 and 0.01, and estimate sums and differences of decimal numbers up to hundredths, and explain the strategies used B2.4 represent and solve problems involving the addition and subtraction of whole numbers that add up to no more than 100 000, and of decimal numbers up to hundredths, using appropriate tools, strategies, and algorithms B2.5 add and subtract fractions with like denominators, in various contexts B2.8 multiply and divide one-digit whole numbers by unit fractions, using appropriate tools and drawings


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Grade 5

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 and subtracting decimals to thousandths. Estimating sums of decimals. Solving problems involving decimals.

Unit 6 Measurement 4: Estimating and Counting Money 5: Making Change

Unit 6 Measurement 5: Estimating and Counting Money 6: Making Change Unit 8 13: Adding and Subtracting Money

F1.1 describe several ways that money can be transferred among individuals, organizations, and businesses F1.2 estimate and calculate the cost of transactions involving multiple items priced in dollar and cents, including sales tax, using various strategies F1.3 design sample basic budgets to manage finances for various earning and spending scenarios F1.4 explain the concepts of credit and debt, and describe how financial decisions may be impacted by each F1.5 calculate unit rates for various goods and services, and identify which rates offer the best value F1.6 describe the types of taxes that are collected by the different levels of government in Canada, and explain how tax revenue is used to provide services in the community


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Grade 5 SPATIAL SENSE

Overall Expectation E2. MEASUREMENT

compare, estimate, and determine measurements in various contexts



Grade 5 Curriculum Specific Expectations Task Key Concepts

Measurement (Length, Perimeter and Area)

Measuring the perimeter of regular and irregular polygons. Solving problems involving perimeter and area.

Unit 9 Measurement Length 1: Measuring Linear Dimensions 2: Relating Units of Measure 5: Using Grids to Find Perimeter and Area 6: Measuring to Find Perimeter 7: Calculating the Perimeter of a Rectangle 8: Calculating the Area of a Rectangle 10: Estimating Area The formulas for the areas of parallelograms and triangles are not addressed. See Math Makes Sense 6, Unit 9, Lessons 4, 5, and 6 for the areas of parallelograms and triangles.

The same area with different perimeters is not addressed. See Math Makes Sense 4, Unit 9, Lesson 13 for shapes that have the same area but different perimeters.

Unit 9 Length, Perimeter and Area 7: Finding the Perimeter of a Large Region 11: Finding Area in Square Metres

E2.1 use appropriate metric units to estimate and measure length, area, mass, and capacity E2.2 solve problems that involve converting larger metric units into smaller ones, and describe the base ten relationship among metric units

E2.5 use the area relationships among rectangles, parallelograms, and triangles to develop the formulas for the area of a parallelogram and the area of a triangle, and solve related problems

E2.6 show that two-dimensional shapes with the same area can have different perimeters, and solve related problems



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Grade 5

DATA

Overall Expectation D2. PROBABILITY

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




Curriculum Specific Expectations

Task Key Concepts

Data Management (Probability)

Using fractions to describe the probability of events. Representing probabilities on a probability line. Using probability to make predictions and informed decisions. Determining and comparing the theoretical and experimental probabilities of an event.

Unit 11 Probability 3: Probability and Fractions 4: Tree Diagrams A probability line is not addressed. Theoretical and experimental probabilities are not addressed. See Math Makes Sense 6, Unit 11, Lessons 1 and 5 for theoretical and experimental probabilities.

Unit 11 Probability 1: The Language of Probability 2: Identifying and Predicting Results 5: Predicted and Actual Results

D2.1 use fractions to express the probability of events happening, represent this probability on a probability line, and use it to make predictions and informed decisions D2.2 determine and compare the theoretical and experimental probabilities of an event happening

grade 5 planning tool: readiness tasks, next steps & ontario curriculum (2020) grade 5 ... · 2021....

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