Mathematics Delivery Plan
Measurement
Geometry & Spatial Sense Patterning & Algebra
Mathematics Delivery Plan (term-by-term organizer)
Data Management & Probability
Grade 4 Based on: The Ontario Curriculum Grades 1-8: Mathematics REVISED, 2011
Number Sense & Numeration
Mathematics Delivery Plan – Grade 4
The Hamilton-Wentworth District School Board
Mathematics Delivery Plan
The following is HWDSB’s mandated term-by-term organizer which was developed to assist you with planning your mathematics program. It is based on The Ontario Curriculum Grades 1-8 Mathematics REVISED document. Teachers are required to report on each strand once over the course of the year with a minimum of four strands being reported on each term. The order in which the big ideas/expectations are addressed within each term is up to the individual teacher.
Also included are suggested resources that support the teaching and assessing of the big ideas being addressed each term. These resources are reference points for teachers to use to gain an understanding of the content, tools and strategies to support learners; identify lessons or investigations; and to gather assessment and/or evaluation ideas.
It is important to note that Problem Solving is not a separate strand but rather an approach that should be woven throughout all of the strands. The mathematics Process Expectations are something that should be built into the teaching and assessing of all of the mathematics. Having students explore mathematical concepts, through Problem Solving, to gain a conceptual understanding prior to any direct instruction should be an integral part of every mathematics program.
Mathematics Delivery Plan – Grade 4
The Mathematical Processes The mathematical processes are a set of seven expectations that describe how students acquire and apply their mathematical knowledge and skills (as found on pg. 11 of the curriculum). Students should be actively engaged in applying these processes throughout their math program. Students must problem solve, communicate, reason, reflect, and so on, as they develop the knowledge, the understanding of concepts, and the skills required in all the strands in every grade. Problem Solving
apply developing problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding;
Reasoning and Proving
apply developing reasoning skills (e.g., pattern recognition, classification) to make and investigate conjectures (e.g., through discussion with others);
Reflecting
demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by explaining to others why they think their solution is correct);
Selecting Tools and Computational Strategies
select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems;
Connecting
make connections among simple mathematical concepts and procedures, and relate mathematical ideas to situations drawn from everyday contexts;
Representing
create basic representations of simple mathematical ideas (e.g., using concrete materials; physical actions, such as hopping or clapping; pictures; numbers; diagrams; invented symbols), make connections among them, and apply them to solve problems;
Communicating
communicate mathematical thinking orally, visually, and in writing, using everyday language, a developing mathematical vocabulary, and a variety of representations.
The Mathematical Processes are embedded within the Achievement Chart – Mathematics Grades 1-8, on pages 22-23 of the Revised Curriculum.
Mathematics Delivery Plan – Grade 4
Grade 4
Mathematics Delivery Plan Term 1
Number Sense and Numeration
Quantity Relationships whole numbers to 10 000 money to $100
Term 2 Quantity Relationships fractions ⋅ fraction notation decimal numbers to tenths
Operational Sense addition and subtraction ⋅ mental math strategies for 2-digit whole numbers ⋅ 4-digit whole numbers ⋅ money to $100 multiplication ⋅ to 9x9 using mental math strategies ⋅ whole numbers by 10, 100 and 1000 ⋅ 2-digit by 1-digit whole numbers
Operational Sense division ⋅ to 81÷9 using mental math strategies ⋅ whole numbers by 10, and 100 ⋅ 2-digit by 1-digit whole numbers addition and subtraction ⋅ decimal numbers to tenths
Proportional Relationships multiplicative relationships
Counting forward by halves, thirds, fourths, and tenths beyond one whole forward by tenths Proportional Relationships relationship: fractions/decimals
Measurement
Attributes, Units, and Measurement Sense length; m, cm, m, km perimeter and area ⋅ polygons Measurement Relationships length ⋅ relationship between: mm, cm, dm, m, and km perimeter and area ⋅ relationship to side lengths ⋅ distinguish between perimeter and area
Attributes, Units, and Measurement Sense mass; g, kg capacity; ml, L volume; non-standard time; nearest minute and elapsed time
Measurement Relationships volume relationship: volume and capacity mass; mg, g, kg ⋅ relationship of g to kg capacity; ml, L ⋅ compare and order measured objects relationship of ml to L time ⋅ relationship: year/decade/century
Mathematics Delivery Plan – Grade 4
Grade 4
Mathematics Delivery Plan Term 1
Term 2
Geometry and Spatial Sense
Geometric Properties 2-D shapes ⋅ quadrilaterals ⋅ benchmark angles symmetry in the environment ⋅ 2-D shapes 3-D figures ⋅ prisms and pyramids Geometric Relationships 3-D figures ⋅ nets of rectangular prisms ⋅ skeletons Location and Movement grid system reflections symmetry ⋅ reflecting shapes
Mathematics Delivery Plan – Grade 4
Grade 4
Mathematics Delivery Plan
Data Management and Probability
Patterning and Algebra
Term 1 Patterns and Relationships growing and shrinking patterns ⋅ term and term numbers ⋅ addition, subtraction repeating patterns ⋅ numeric and geometric ⋅ make predictions growing and shrinking patters ⋅ term and term number ⋅ multiplication
Term 2 Patterns and Relationships repeating patterns ⋅ (numeric) and geometric ⋅ make predictions ⋅ reflections Expressions and Equality division ⋅ inverse relationship
Expressions and Equality multiplication/division ⋅ commutative proper of multiplication ⋅ distributive property of multiplication missing numbers in equations ⋅ multiplication
Collection and Organization of Data surveys and experiments discrete data charts and graphs including stem and leaf and double bar graphs
Data Relationships primary and secondary data median shape of data comparing related sets of data
Probability simple probability experiments
Mathematics Delivery Plan – Grade 4
STRAND:
Number Sense and Numeration
Overall Expectations for the Term read, represent, compare, and order whole numbers to 10 000, (decimal numbers to tenths, and simple fractions), and represent money amounts to $100
Big Ideas Addressed and Related Specific Expectations Quantity Relationships - numbers to 10 000 - money to $100 Specific Expectations represent, compare, and order whole numbers to 10 000, using a variety of tools demonstrate an understanding of place value in whole numbers (and decimal numbers from 0.1) to 10 000, using a variety of tools and strategies read and print in words whole numbers to one thousand, using meaningful contexts round four-digit whole numbers to the nearest ten, hundred, and thousand, in problems arising from real-life situations read and represent money amounts to $100 solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 10 000.
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 2 ⋅ Chapter 4 ⋅ Chapter 6 ⋅ Chapter 9 Math Makes Sense ⋅ Unit 2 ⋅ Unit 4 ⋅ Unit 6 – Lessons 1-5 A Guide to Effective Instruction in Mathematics; (Grades 4 -6) Number Sense and Numeration ⋅ Volume 1 ⋅ Volume 2 ⋅ Volume 3 ⋅ Volume 4 Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 2 ⋅ Chapter 3 ⋅ Chapter 4 Super Source
NS&N (
) indicates skills and/or concepts to be addressed in alternate term
Mathematics Delivery Plan – Grade 4
STRAND:
Number Sense and Numeration (continued)
Overall Expectations for the Term solve problems involving the addition, subtraction, multiplication (and division) of single- and multi-digit whole numbers, (and involving the addition and subtraction of decimal numbers to tenths) and money amounts, using a variety of strategies
(
Big Ideas Addressed and Related Specific Expectations Operational Sense - addition and subtraction ⋅ 2-digit whole numbers ⋅ money to $100 - multiplication ⋅ to 9 x 9 using mental math strategies ⋅ whole numbers by 10, 100 and 1000 ⋅ 2-digit by 1-digit whole numbers Specific Expectations add and subtract two-digit numbers, using a variety of mental strategies solve problems involving the addition and subtraction of four-digit numbers, using student-generated algorithms and standard algorithms add and subtract money amounts by making simulated purchases and providing change for amounts up to $100, using a variety of tools multiply whole numbers by 10, 100 and 1000, and divide whole numbers by 10 and 100, using mental strategies use estimation when solving problems involving the addition, subtraction, (and multiplication) of whole numbers, to help judge the reasonableness of a solution multiply to 9 x 9 (and divide to 81 ÷ 9) using a variety of mental strategies solve problems involving the multiplication of one-digit whole numbers, using a variety of mental strategies multiply whole numbers by 10, 100, and 1000, (and divide whole numbers by 10 and 100), using mental strategies multiply two-digit whole numbers by one-digit whole numbers, using a variety of tools, student-generated algorithms, and standard algorithms multiply two-digit whole numbers by one-digit whole numbers, using a variety of tools, student-generated algorithms, and standard algorithms use estimation when solving problems involving the addition, subtraction, and multiplication of whole numbers, to help judge the reasonableness of a solution
) indicates skills and/or concepts to be addressed in alternate term
TERM: 1 Suggested Resources for Strand and Term Tools for Term and Strand ⋅ base ten materials ⋅ drawings of base ten materials ⋅ number lines ⋅ currency manipulatives ⋅ drawings ⋅ colour tiles ⋅ calculators ⋅ 100’s chart ⋅ grid paper ⋅ place value mats ⋅ The Learning Carpet ⋅ arrays
NS&N
Mathematics Delivery Plan – Grade 4
STRAND:
Number Sense and Numeration (continued)
Overall Expectations for the Term demonstrate an understanding of proportional reasoning by investigating whole-number unit rates
(
Big Ideas Addressed and Related Specific Expectations
TERM: 1 Suggested Resources for Strand and Term
Proportional Relationships - multiplicative relationships Specific Expectations describe relationships that involve simple whole-number multiplication demonstrate an understanding of simple multiplicative relationships involving unit rates, through investigation using concrete materials and drawings
) indicates skills and/or concepts to be addressed in alternate term
NS&N
Mathematics Delivery Plan – Grade 4
STRAND:
Measurement
Overall Expectations for the Term estimate, measure, and record length, perimeter, area, (mass, capacity, volume, and elapsed time), using a variety of strategies
Term 1 Big Ideas Addressed and Related Specific Expectations
Attributes, Units and Measurement - length; cm, m, km - perimeter and area ⋅ polygons Specific Expectations estimate, measure, and record length, height, and distance, using standard units draw items using a ruler, given specific lengths in millimetres or centimetres estimate, measure using a variety of tools and strategies, and record the perimeter and area of polygons
determine the relationships among units and measurable attributes, including the area and perimeter of rectangles
Measurement Relationships - length ⋅ relationship between: mm, cm, dm, m, and km - perimeter and area ⋅ relationship to side lengths ⋅ distinguish between perimeter and area Specific Expectations describe, through investigation, the relationship between various units of length select and justify the most appropriate standard unit determine, through investigation, the relationship between the side lengths of a rectangle and its perimeter and area pose and solve meaningful problems that require the ability to distinguish perimeter and area compare, using a variety of tools, two-dimensional shapes that have the same perimeter or the same area
Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 5 ⋅ Chapter 8 Math Makes Sense ⋅ Unit 9 Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 9 Super Source Tools for Term and Strand ⋅ ruler (cm and mm) ⋅ analogue clocks ⋅ time lines ⋅ cm grid paper ⋅ geoboard ⋅ pattern blocks ⋅ dot paper
M (
) indicates skills and/or concepts to be addressed in alternate term
Mathematics Delivery Plan – Grade 4
STRAND:
Patterning and Algebra
Overall Expectations for the Term describe, extend, and create a variety of numeric (and geometric) patterns, make predictions related to the patterns, (and investigate repeating patterns involving reflections)
Big Ideas Addressed and Related Specific Expectations Patterns and Relationships - growing and shrinking patterns ⋅ term and term number ⋅ addition, subtraction Specific Expectations extend, describe, and create (repeating) growing, and shrinking number patterns connect each term in a growing or shrinking pattern with its term number, and record the patterns in a table of values that shows the term number and the term create a number pattern involving addition, subtraction, (or multiplication) given a pattern rule expressed in words
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 1 Math Makes Sense ⋅ Unit 1 ⋅ Unit 10 – Lessons 1-5 A Guide to Effective Instruction in Mathematics; (Grade 4-6) Patterning and Algebra Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 10 Super Source Tools for Term and Strand ⋅ counters ⋅ hundreds chart ⋅ number line ⋅ colour tiles ⋅ calculators
(
) indicates skills and/or concepts to be addressed in alternate term
P&A
Mathematics Delivery Plan – Grade 4
STRAND:
Data Management and Probability
Overall Expectations for the Term collect and organize discrete primary data and display the data using charts and graphs, including stem-and leaf plots and double bar graphs
read, describe, and interpret primary data and secondary data presented in charts and graphs, including stem-and-leaf plots and double bar graphs
(
Big Ideas Addressed and Related Specific Expectations Collection and Organization of Data - surveys and experiments - discrete data - charts and graphs including stem-and-leaf and double bar graphs Specific Expectations collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or the community, or content from another subject, and record observations or measurements collect and organize discrete primary data and display the data in charts, tables, and graphs that have appropriate titles, labels that suit the range and distribution of the data, using a variety of tools
Data Relationships -
primary and secondary data median shape of data comparing related sets of data
Specific Expectations read, interpret, and draw conclusions from primary data and from secondary data presented in charts, tables, and graphs demonstrate, through investigation, an understanding of, and determine the median of a set of data describe the shape of a set of data across its range of values, using charts, tables, and graphs compare similarities and differences between two related sets of data, using a variety of strategies
) indicates skills and/or concepts to be addressed in alternate term
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 3 Math Makes Sense ⋅ Unit 5 A Guide to Effective Instruction in Mathematics; (Grades 4-6) Data Management and Probability Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 11 Super Source Tools for Term and Strand ⋅ graph paper ⋅ simple spreadsheets ⋅ dynamic statistical software
DM&P
Mathematics Delivery Plan – Grade 4
STRAND:
Number Sense and Numeration
Overall Expectations for the Term solve problems involving the (addition, subtraction, multiplication and) division of single- and multi-digit whole numbers, and involving the addition and subtraction of decimal numbers to tenths (and money amounts) using a variety of strategies
Big Ideas Addressed and Related Specific Expectations Operational Sense - division ⋅ to 81 ÷ 9 using mental math strategies ⋅ whole numbers by 10, and 100 ⋅ 2-digit by 1-digit whole numbers - addition and subtraction ⋅ decimal numbers to tenths Specific Expectations (multiply whole numbers by 10, 100, and 1000) and divide whole numbers by 10 and 100, using mental strategies add and subtract decimal numujbers to tenths, using concrete and studentgenerated algorithms (multiply whole numbers by 10, 100, and 1000, and) divide whole numbers by 10 and 100, using mental strategies divide two-digit whole numbers by one-digit whole numbers, using a variety of tools
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 6 – Lesson 2, 3, 7 ⋅ Chapter 10 Math Makes Sense ⋅ Unit 4 – Lesson 8, 9, 10, 11, 12 ⋅ Unit 8 A Guide to Effective Instruction in Mathematics; (Grades 4-6) Number Sense and Numeration ⋅ Volume1 ⋅ Volume 3 ⋅ Volume 4 ⋅ Volume 5 ⋅ Volume 6 Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 3 ⋅ Chapter 4 ⋅ Chapter 5 ⋅ Chapter 7 Super Source
(
) indicates skills and/or concepts to be addressed in alternate term
NS&N
Mathematics Delivery Plan – Grade 4
STRAND:
Number Sense and Numeration (continued)
Overall Expectations for the Term
Big Ideas Addressed and Related Specific Expectations Quantity Relationships - fractions ⋅ fraction notation - decimal numbers to tenths Specific Expectations demonstrate an understanding of place value in (whole numbers and) decimal numbers from 0.1 to 10 000, using a variety of tools and strategies represent, compare, and order decimal numbers to tenths, using a variety of and using standard decimal notation represent fractions using concrete materials, words, and standard fractional notation, and explain the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered compare and order fractions by considering the size and the number of fractional parts compare fractions to the benchmarks of 0, ½, and 1 demonstrate and explain the relationship between equivalent fractions, using concrete materials and drawings
demonstrate an understanding of proportional reasoning by investigating whole-number unit rates
Proportional Relationships
demonstrate an understanding of magnitude by counting forward and backwards by 0.1 and by fractional amounts
Counting
(
TERM: 2 Suggested Resources for Strand and Term Tools for Term and Strand ⋅ base ten materials ⋅ drawings of base ten materials ⋅ arrays ⋅ calculator ⋅ concrete materials ⋅ drawings ⋅ concrete materials ⋅ paper strips ⋅ number lines ⋅ fraction circles and strips ⋅ pattern blocks
- relationship: fractions/decimals Specific Expectations determine and explain, through investigation, the relationship between and decimals to tenths, using a variety of tools and strategies
- forward by halves, thirds, fourths, and tenths beyond one whole - forward by tenths Specific Expectations count forward by halves, thirds, fourths, and tenths to beyond one whole, using concrete materials and number lines count forward by tenths from any decimal number expressed to one decimal place, using concrete materials and number lines
) indicates skills and/or concepts to be addressed in alternate term
NS&N
Mathematics Delivery Plan – Grade 4
STRAND:
Measurement
Overall Expectations for the Term estimate, measure, and record (length, perimeter, area), mass, capacity, volume, and elapsed time, using a variety of strategies
Term 2 Big Ideas Addressed and Related Specific Expectations
Attributes, Units and Measurement -
mass; g, kg capacity; ml, L volume; non-standard time; nearest minute and elapsed time
Specific Expectations estimate, measure, and represent time intervals to the nearest minute estimate and determine elapsed time, with and without using a time line, given the durations of events expressed in five-minute intervals, hours, days, weeks, months, or years estimate, measure, and record the mass of objects, using the standard units of the kilogram and the gram estimate, measure, and record the capacity of containers, using the standard units of the litre and the millilitre estimate, measure using concrete materials, and record volume, and relate volume to the space taken up by an object determine the relationships among units and measurable attributes, including the area and perimeter of rectangles
Measurement Relationships - volume - relationship: volume and capacity - mass; mg, g, kg ⋅ compare and order measured objects; relationship of g to kg - capacity; ml, L ⋅ compare and order measured objects; relationship of ml to L - time; relationship: year/decade; decade/century
Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 5 – Lesson 6 & 7 ⋅ Chapter 11 Math Makes Sense ⋅ Unit 6 A Guide to Effective Instruction in Mathematics; (Gr. 4-6) Measurement Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 9 Super Source Tools for Term and Strand ⋅ Analogue clocks ⋅ concrete materials - juice can - juice box - drinking glass ⋅ centimetre cubes ⋅ connecting cubes ⋅ scale
Specific Expectations compare and order a collection of objects, using standard units of mass and/or capacity determine, through investigation, the relationship between grams and kilograms determine, through investigation, the relationship between millilitres and litres select and justify the most appropriate standard unit to measure mass solve problems involving the relationship between years and decades, and between decades and centuries
(
) indicates skills and/or concepts to be addressed in alternate term
M
Mathematics Delivery Plan – Grade 4
STRAND:
Geometry & Spatial Sense
Overall Expectations for the Term identify quadrilaterals and three-dimensional figures and classify them by their geometric properties, and compare various angles to benchmarks
Big Ideas Addressed and Related Specific Expectations Geometric Properties - 2-D shapes ⋅ quadrilaterals ⋅ benchmark angles - symmetry ⋅ 2-D shapes - 3-D figures ⋅ prisms and pyramids Specific Expectations identify and describe prisms and pyramids, and classify them by their geometric properties draw the lines of symmetry of two-dimensional shapes, through investigation using a variety of tools and strategies identify and compare different types of quadrilaterals and sort and classify them by their geometric properties identify benchmarks angles, using a reference tool, and compare other angles to these benchmarks (e.g. straight angle, right angle, half a right angle) relate the names of the benchmark angles to their measures in degrees
construct threedimensional figures, using two-dimensional shapes
Term 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 7 ⋅ Chapter 11 ⋅ Chapter 14 Math Makes Sense ⋅ Unit 3 ⋅ Unit 7 A Guide to Effective Instruction in Mathematics; (Grades 4-6) Geometry and Spatial Sense Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 8 Super Source
Geometric Relationships - 3-D figures ⋅ nets of rectangular prisms ⋅ skeletons Specific Expectations construct a three-dimensional figure from a picture or model of the figure, using connecting cubes construct skeletons of three-dimensional figures, using a variety of tools, and sketch the skeletons draw and describe nets of rectangular and triangular prisms construct prisms and pyramids from given nets construct three-dimensional figures
(
) indicates skills and/or concepts to be addressed in alternate term
G&SS
Mathematics Delivery Plan – Grade 4
STRAND:
Geometry & Spatial Sense (continued)
Overall Expectations for the Term identify and describe the location of an object, using a grid map, and reflect twodimensional shapes
Big Ideas Addressed and Related Specific Expectations Location and Movement - grid system - reflections - symmetry ⋅ reflecting shapes Specific Expectations identify and describe the general location of an object using a grid system identify, perform, and describe reflections using a variety of tools create and analyze symmetrical designs by reflecting a shape, or shapes, using a variety of tools, and identify the congruent shapes in the designs
(
Term 2 Suggested Resources for Strand and Term Tools for Term and Strand ⋅ Mira ⋅ grid paper ⋅ angle reference tools - paper and fasteners - pattern blocks - straws ⋅ dot paper ⋅ technology ⋅ drawings ⋅ concrete materials - straws, modelling clay, toothpicks, marshmallows ⋅ connecting cubes ⋅ Polydrons ⋅ grid paper
) indicates skills and/or concepts to be addressed in alternate term
G&SS
Mathematics Delivery Plan – Grade 4
STRAND:
Patterning and Algebra
Overall Expectations for the Term describe, extend, and create a variety of numeric and geometric patterns, make predictions related to the patterns, and investigate repeating patterns involving reflections
Big Ideas Addressed and Related Specific Expectations Patterns and Relationships - repeating patterns ⋅ (numeric and) geometric ⋅ make predictions - reflections - growing and shrinking patterns ⋅ term and term number ⋅ multiplication Specific Expectations make predictions related to repeating geometric (and numeric patterns) extend and create repeating patterns that result from reflections, through investigation using a variety of tools
demonstrate an understanding of equality between pairs of expressions, using addition, subtraction, and multiplication
(
Expressions and Equality - multiplication/division ⋅ inverse relationship Specific Expectations determine, through investigation, the inverse relationship between multiplication and division
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 1 – Lesson 1 & 3 ⋅ Chapter 6 ⋅ Chapter 14 Math Makes Sense ⋅ Unit 4 – Lesson 8 & 9 ⋅ Unit 7 ⋅ Unit 10 – Lesson 1 & 9 A Guide to Effective Instruction in Mathematics; (Grades 4-6) Patterning and Algebra Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 10 Super Source Tools for Term and Strand ⋅ pattern blocks ⋅ dynamic geometry software ⋅ dot paper ⋅ calculator ⋅ concrete materials ⋅ arrays ⋅ drawing
) indicates skills and/or concepts to be addressed in alternate term
P&A
Mathematics Delivery Plan – Grade 4
STRAND:
Data Management & Probability
Overall Expectations for the Term predict the results of a simple probability experiment, then conduct the experiment and compare the prediction to the results
Big Ideas Addressed and Related Specific Expectations Probability - simple probability experiments Specific Expectations predict the frequency of an outcome in a simple probability experiment, explaining their reasoning; conduct the experiment; and compare the result with the prediction determine, through investigation, how the number of repetitions of a probability experiment can affect the conclusions drawn
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 13 Math Makes Sense ⋅ Unit 11 Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 12 Super Source
Tools for Term and Strand ⋅ two-sided counters ⋅ coins ⋅ dice
(
) indicates skills and/or concepts to be addressed in alternate term
DM&P
Geometry & Spatial Sense Patterning & Algebra
Mathematics Delivery Plan (term-by-term organizer)
Data Management & Probability
Grade 4 Based on: The Ontario Curriculum Grades 1-8: Mathematics REVISED, 2011
Number Sense & Numeration
Mathematics Delivery Plan – Grade 4
The Hamilton-Wentworth District School Board
Mathematics Delivery Plan
The following is HWDSB’s mandated term-by-term organizer which was developed to assist you with planning your mathematics program. It is based on The Ontario Curriculum Grades 1-8 Mathematics REVISED document. Teachers are required to report on each strand once over the course of the year with a minimum of four strands being reported on each term. The order in which the big ideas/expectations are addressed within each term is up to the individual teacher.
Also included are suggested resources that support the teaching and assessing of the big ideas being addressed each term. These resources are reference points for teachers to use to gain an understanding of the content, tools and strategies to support learners; identify lessons or investigations; and to gather assessment and/or evaluation ideas.
It is important to note that Problem Solving is not a separate strand but rather an approach that should be woven throughout all of the strands. The mathematics Process Expectations are something that should be built into the teaching and assessing of all of the mathematics. Having students explore mathematical concepts, through Problem Solving, to gain a conceptual understanding prior to any direct instruction should be an integral part of every mathematics program.
Mathematics Delivery Plan – Grade 4
The Mathematical Processes The mathematical processes are a set of seven expectations that describe how students acquire and apply their mathematical knowledge and skills (as found on pg. 11 of the curriculum). Students should be actively engaged in applying these processes throughout their math program. Students must problem solve, communicate, reason, reflect, and so on, as they develop the knowledge, the understanding of concepts, and the skills required in all the strands in every grade. Problem Solving
apply developing problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding;
Reasoning and Proving
apply developing reasoning skills (e.g., pattern recognition, classification) to make and investigate conjectures (e.g., through discussion with others);
Reflecting
demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by explaining to others why they think their solution is correct);
Selecting Tools and Computational Strategies
select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems;
Connecting
make connections among simple mathematical concepts and procedures, and relate mathematical ideas to situations drawn from everyday contexts;
Representing
create basic representations of simple mathematical ideas (e.g., using concrete materials; physical actions, such as hopping or clapping; pictures; numbers; diagrams; invented symbols), make connections among them, and apply them to solve problems;
Communicating
communicate mathematical thinking orally, visually, and in writing, using everyday language, a developing mathematical vocabulary, and a variety of representations.
The Mathematical Processes are embedded within the Achievement Chart – Mathematics Grades 1-8, on pages 22-23 of the Revised Curriculum.
Mathematics Delivery Plan – Grade 4
Grade 4
Mathematics Delivery Plan Term 1
Number Sense and Numeration
Quantity Relationships whole numbers to 10 000 money to $100
Term 2 Quantity Relationships fractions ⋅ fraction notation decimal numbers to tenths
Operational Sense addition and subtraction ⋅ mental math strategies for 2-digit whole numbers ⋅ 4-digit whole numbers ⋅ money to $100 multiplication ⋅ to 9x9 using mental math strategies ⋅ whole numbers by 10, 100 and 1000 ⋅ 2-digit by 1-digit whole numbers
Operational Sense division ⋅ to 81÷9 using mental math strategies ⋅ whole numbers by 10, and 100 ⋅ 2-digit by 1-digit whole numbers addition and subtraction ⋅ decimal numbers to tenths
Proportional Relationships multiplicative relationships
Counting forward by halves, thirds, fourths, and tenths beyond one whole forward by tenths Proportional Relationships relationship: fractions/decimals
Measurement
Attributes, Units, and Measurement Sense length; m, cm, m, km perimeter and area ⋅ polygons Measurement Relationships length ⋅ relationship between: mm, cm, dm, m, and km perimeter and area ⋅ relationship to side lengths ⋅ distinguish between perimeter and area
Attributes, Units, and Measurement Sense mass; g, kg capacity; ml, L volume; non-standard time; nearest minute and elapsed time
Measurement Relationships volume relationship: volume and capacity mass; mg, g, kg ⋅ relationship of g to kg capacity; ml, L ⋅ compare and order measured objects relationship of ml to L time ⋅ relationship: year/decade/century
Mathematics Delivery Plan – Grade 4
Grade 4
Mathematics Delivery Plan Term 1
Term 2
Geometry and Spatial Sense
Geometric Properties 2-D shapes ⋅ quadrilaterals ⋅ benchmark angles symmetry in the environment ⋅ 2-D shapes 3-D figures ⋅ prisms and pyramids Geometric Relationships 3-D figures ⋅ nets of rectangular prisms ⋅ skeletons Location and Movement grid system reflections symmetry ⋅ reflecting shapes
Mathematics Delivery Plan – Grade 4
Grade 4
Mathematics Delivery Plan
Data Management and Probability
Patterning and Algebra
Term 1 Patterns and Relationships growing and shrinking patterns ⋅ term and term numbers ⋅ addition, subtraction repeating patterns ⋅ numeric and geometric ⋅ make predictions growing and shrinking patters ⋅ term and term number ⋅ multiplication
Term 2 Patterns and Relationships repeating patterns ⋅ (numeric) and geometric ⋅ make predictions ⋅ reflections Expressions and Equality division ⋅ inverse relationship
Expressions and Equality multiplication/division ⋅ commutative proper of multiplication ⋅ distributive property of multiplication missing numbers in equations ⋅ multiplication
Collection and Organization of Data surveys and experiments discrete data charts and graphs including stem and leaf and double bar graphs
Data Relationships primary and secondary data median shape of data comparing related sets of data
Probability simple probability experiments
Mathematics Delivery Plan – Grade 4
STRAND:
Number Sense and Numeration
Overall Expectations for the Term read, represent, compare, and order whole numbers to 10 000, (decimal numbers to tenths, and simple fractions), and represent money amounts to $100
Big Ideas Addressed and Related Specific Expectations Quantity Relationships - numbers to 10 000 - money to $100 Specific Expectations represent, compare, and order whole numbers to 10 000, using a variety of tools demonstrate an understanding of place value in whole numbers (and decimal numbers from 0.1) to 10 000, using a variety of tools and strategies read and print in words whole numbers to one thousand, using meaningful contexts round four-digit whole numbers to the nearest ten, hundred, and thousand, in problems arising from real-life situations read and represent money amounts to $100 solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 10 000.
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 2 ⋅ Chapter 4 ⋅ Chapter 6 ⋅ Chapter 9 Math Makes Sense ⋅ Unit 2 ⋅ Unit 4 ⋅ Unit 6 – Lessons 1-5 A Guide to Effective Instruction in Mathematics; (Grades 4 -6) Number Sense and Numeration ⋅ Volume 1 ⋅ Volume 2 ⋅ Volume 3 ⋅ Volume 4 Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 2 ⋅ Chapter 3 ⋅ Chapter 4 Super Source
NS&N (
) indicates skills and/or concepts to be addressed in alternate term
Mathematics Delivery Plan – Grade 4
STRAND:
Number Sense and Numeration (continued)
Overall Expectations for the Term solve problems involving the addition, subtraction, multiplication (and division) of single- and multi-digit whole numbers, (and involving the addition and subtraction of decimal numbers to tenths) and money amounts, using a variety of strategies
(
Big Ideas Addressed and Related Specific Expectations Operational Sense - addition and subtraction ⋅ 2-digit whole numbers ⋅ money to $100 - multiplication ⋅ to 9 x 9 using mental math strategies ⋅ whole numbers by 10, 100 and 1000 ⋅ 2-digit by 1-digit whole numbers Specific Expectations add and subtract two-digit numbers, using a variety of mental strategies solve problems involving the addition and subtraction of four-digit numbers, using student-generated algorithms and standard algorithms add and subtract money amounts by making simulated purchases and providing change for amounts up to $100, using a variety of tools multiply whole numbers by 10, 100 and 1000, and divide whole numbers by 10 and 100, using mental strategies use estimation when solving problems involving the addition, subtraction, (and multiplication) of whole numbers, to help judge the reasonableness of a solution multiply to 9 x 9 (and divide to 81 ÷ 9) using a variety of mental strategies solve problems involving the multiplication of one-digit whole numbers, using a variety of mental strategies multiply whole numbers by 10, 100, and 1000, (and divide whole numbers by 10 and 100), using mental strategies multiply two-digit whole numbers by one-digit whole numbers, using a variety of tools, student-generated algorithms, and standard algorithms multiply two-digit whole numbers by one-digit whole numbers, using a variety of tools, student-generated algorithms, and standard algorithms use estimation when solving problems involving the addition, subtraction, and multiplication of whole numbers, to help judge the reasonableness of a solution
) indicates skills and/or concepts to be addressed in alternate term
TERM: 1 Suggested Resources for Strand and Term Tools for Term and Strand ⋅ base ten materials ⋅ drawings of base ten materials ⋅ number lines ⋅ currency manipulatives ⋅ drawings ⋅ colour tiles ⋅ calculators ⋅ 100’s chart ⋅ grid paper ⋅ place value mats ⋅ The Learning Carpet ⋅ arrays
NS&N
Mathematics Delivery Plan – Grade 4
STRAND:
Number Sense and Numeration (continued)
Overall Expectations for the Term demonstrate an understanding of proportional reasoning by investigating whole-number unit rates
(
Big Ideas Addressed and Related Specific Expectations
TERM: 1 Suggested Resources for Strand and Term
Proportional Relationships - multiplicative relationships Specific Expectations describe relationships that involve simple whole-number multiplication demonstrate an understanding of simple multiplicative relationships involving unit rates, through investigation using concrete materials and drawings
) indicates skills and/or concepts to be addressed in alternate term
NS&N
Mathematics Delivery Plan – Grade 4
STRAND:
Measurement
Overall Expectations for the Term estimate, measure, and record length, perimeter, area, (mass, capacity, volume, and elapsed time), using a variety of strategies
Term 1 Big Ideas Addressed and Related Specific Expectations
Attributes, Units and Measurement - length; cm, m, km - perimeter and area ⋅ polygons Specific Expectations estimate, measure, and record length, height, and distance, using standard units draw items using a ruler, given specific lengths in millimetres or centimetres estimate, measure using a variety of tools and strategies, and record the perimeter and area of polygons
determine the relationships among units and measurable attributes, including the area and perimeter of rectangles
Measurement Relationships - length ⋅ relationship between: mm, cm, dm, m, and km - perimeter and area ⋅ relationship to side lengths ⋅ distinguish between perimeter and area Specific Expectations describe, through investigation, the relationship between various units of length select and justify the most appropriate standard unit determine, through investigation, the relationship between the side lengths of a rectangle and its perimeter and area pose and solve meaningful problems that require the ability to distinguish perimeter and area compare, using a variety of tools, two-dimensional shapes that have the same perimeter or the same area
Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 5 ⋅ Chapter 8 Math Makes Sense ⋅ Unit 9 Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 9 Super Source Tools for Term and Strand ⋅ ruler (cm and mm) ⋅ analogue clocks ⋅ time lines ⋅ cm grid paper ⋅ geoboard ⋅ pattern blocks ⋅ dot paper
M (
) indicates skills and/or concepts to be addressed in alternate term
Mathematics Delivery Plan – Grade 4
STRAND:
Patterning and Algebra
Overall Expectations for the Term describe, extend, and create a variety of numeric (and geometric) patterns, make predictions related to the patterns, (and investigate repeating patterns involving reflections)
Big Ideas Addressed and Related Specific Expectations Patterns and Relationships - growing and shrinking patterns ⋅ term and term number ⋅ addition, subtraction Specific Expectations extend, describe, and create (repeating) growing, and shrinking number patterns connect each term in a growing or shrinking pattern with its term number, and record the patterns in a table of values that shows the term number and the term create a number pattern involving addition, subtraction, (or multiplication) given a pattern rule expressed in words
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 1 Math Makes Sense ⋅ Unit 1 ⋅ Unit 10 – Lessons 1-5 A Guide to Effective Instruction in Mathematics; (Grade 4-6) Patterning and Algebra Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 10 Super Source Tools for Term and Strand ⋅ counters ⋅ hundreds chart ⋅ number line ⋅ colour tiles ⋅ calculators
(
) indicates skills and/or concepts to be addressed in alternate term
P&A
Mathematics Delivery Plan – Grade 4
STRAND:
Data Management and Probability
Overall Expectations for the Term collect and organize discrete primary data and display the data using charts and graphs, including stem-and leaf plots and double bar graphs
read, describe, and interpret primary data and secondary data presented in charts and graphs, including stem-and-leaf plots and double bar graphs
(
Big Ideas Addressed and Related Specific Expectations Collection and Organization of Data - surveys and experiments - discrete data - charts and graphs including stem-and-leaf and double bar graphs Specific Expectations collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or the community, or content from another subject, and record observations or measurements collect and organize discrete primary data and display the data in charts, tables, and graphs that have appropriate titles, labels that suit the range and distribution of the data, using a variety of tools
Data Relationships -
primary and secondary data median shape of data comparing related sets of data
Specific Expectations read, interpret, and draw conclusions from primary data and from secondary data presented in charts, tables, and graphs demonstrate, through investigation, an understanding of, and determine the median of a set of data describe the shape of a set of data across its range of values, using charts, tables, and graphs compare similarities and differences between two related sets of data, using a variety of strategies
) indicates skills and/or concepts to be addressed in alternate term
TERM: 1 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 3 Math Makes Sense ⋅ Unit 5 A Guide to Effective Instruction in Mathematics; (Grades 4-6) Data Management and Probability Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 11 Super Source Tools for Term and Strand ⋅ graph paper ⋅ simple spreadsheets ⋅ dynamic statistical software
DM&P
Mathematics Delivery Plan – Grade 4
STRAND:
Number Sense and Numeration
Overall Expectations for the Term solve problems involving the (addition, subtraction, multiplication and) division of single- and multi-digit whole numbers, and involving the addition and subtraction of decimal numbers to tenths (and money amounts) using a variety of strategies
Big Ideas Addressed and Related Specific Expectations Operational Sense - division ⋅ to 81 ÷ 9 using mental math strategies ⋅ whole numbers by 10, and 100 ⋅ 2-digit by 1-digit whole numbers - addition and subtraction ⋅ decimal numbers to tenths Specific Expectations (multiply whole numbers by 10, 100, and 1000) and divide whole numbers by 10 and 100, using mental strategies add and subtract decimal numujbers to tenths, using concrete and studentgenerated algorithms (multiply whole numbers by 10, 100, and 1000, and) divide whole numbers by 10 and 100, using mental strategies divide two-digit whole numbers by one-digit whole numbers, using a variety of tools
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 6 – Lesson 2, 3, 7 ⋅ Chapter 10 Math Makes Sense ⋅ Unit 4 – Lesson 8, 9, 10, 11, 12 ⋅ Unit 8 A Guide to Effective Instruction in Mathematics; (Grades 4-6) Number Sense and Numeration ⋅ Volume1 ⋅ Volume 3 ⋅ Volume 4 ⋅ Volume 5 ⋅ Volume 6 Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 3 ⋅ Chapter 4 ⋅ Chapter 5 ⋅ Chapter 7 Super Source
(
) indicates skills and/or concepts to be addressed in alternate term
NS&N
Mathematics Delivery Plan – Grade 4
STRAND:
Number Sense and Numeration (continued)
Overall Expectations for the Term
Big Ideas Addressed and Related Specific Expectations Quantity Relationships - fractions ⋅ fraction notation - decimal numbers to tenths Specific Expectations demonstrate an understanding of place value in (whole numbers and) decimal numbers from 0.1 to 10 000, using a variety of tools and strategies represent, compare, and order decimal numbers to tenths, using a variety of and using standard decimal notation represent fractions using concrete materials, words, and standard fractional notation, and explain the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered compare and order fractions by considering the size and the number of fractional parts compare fractions to the benchmarks of 0, ½, and 1 demonstrate and explain the relationship between equivalent fractions, using concrete materials and drawings
demonstrate an understanding of proportional reasoning by investigating whole-number unit rates
Proportional Relationships
demonstrate an understanding of magnitude by counting forward and backwards by 0.1 and by fractional amounts
Counting
(
TERM: 2 Suggested Resources for Strand and Term Tools for Term and Strand ⋅ base ten materials ⋅ drawings of base ten materials ⋅ arrays ⋅ calculator ⋅ concrete materials ⋅ drawings ⋅ concrete materials ⋅ paper strips ⋅ number lines ⋅ fraction circles and strips ⋅ pattern blocks
- relationship: fractions/decimals Specific Expectations determine and explain, through investigation, the relationship between and decimals to tenths, using a variety of tools and strategies
- forward by halves, thirds, fourths, and tenths beyond one whole - forward by tenths Specific Expectations count forward by halves, thirds, fourths, and tenths to beyond one whole, using concrete materials and number lines count forward by tenths from any decimal number expressed to one decimal place, using concrete materials and number lines
) indicates skills and/or concepts to be addressed in alternate term
NS&N
Mathematics Delivery Plan – Grade 4
STRAND:
Measurement
Overall Expectations for the Term estimate, measure, and record (length, perimeter, area), mass, capacity, volume, and elapsed time, using a variety of strategies
Term 2 Big Ideas Addressed and Related Specific Expectations
Attributes, Units and Measurement -
mass; g, kg capacity; ml, L volume; non-standard time; nearest minute and elapsed time
Specific Expectations estimate, measure, and represent time intervals to the nearest minute estimate and determine elapsed time, with and without using a time line, given the durations of events expressed in five-minute intervals, hours, days, weeks, months, or years estimate, measure, and record the mass of objects, using the standard units of the kilogram and the gram estimate, measure, and record the capacity of containers, using the standard units of the litre and the millilitre estimate, measure using concrete materials, and record volume, and relate volume to the space taken up by an object determine the relationships among units and measurable attributes, including the area and perimeter of rectangles
Measurement Relationships - volume - relationship: volume and capacity - mass; mg, g, kg ⋅ compare and order measured objects; relationship of g to kg - capacity; ml, L ⋅ compare and order measured objects; relationship of ml to L - time; relationship: year/decade; decade/century
Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 5 – Lesson 6 & 7 ⋅ Chapter 11 Math Makes Sense ⋅ Unit 6 A Guide to Effective Instruction in Mathematics; (Gr. 4-6) Measurement Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 9 Super Source Tools for Term and Strand ⋅ Analogue clocks ⋅ concrete materials - juice can - juice box - drinking glass ⋅ centimetre cubes ⋅ connecting cubes ⋅ scale
Specific Expectations compare and order a collection of objects, using standard units of mass and/or capacity determine, through investigation, the relationship between grams and kilograms determine, through investigation, the relationship between millilitres and litres select and justify the most appropriate standard unit to measure mass solve problems involving the relationship between years and decades, and between decades and centuries
(
) indicates skills and/or concepts to be addressed in alternate term
M
Mathematics Delivery Plan – Grade 4
STRAND:
Geometry & Spatial Sense
Overall Expectations for the Term identify quadrilaterals and three-dimensional figures and classify them by their geometric properties, and compare various angles to benchmarks
Big Ideas Addressed and Related Specific Expectations Geometric Properties - 2-D shapes ⋅ quadrilaterals ⋅ benchmark angles - symmetry ⋅ 2-D shapes - 3-D figures ⋅ prisms and pyramids Specific Expectations identify and describe prisms and pyramids, and classify them by their geometric properties draw the lines of symmetry of two-dimensional shapes, through investigation using a variety of tools and strategies identify and compare different types of quadrilaterals and sort and classify them by their geometric properties identify benchmarks angles, using a reference tool, and compare other angles to these benchmarks (e.g. straight angle, right angle, half a right angle) relate the names of the benchmark angles to their measures in degrees
construct threedimensional figures, using two-dimensional shapes
Term 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 7 ⋅ Chapter 11 ⋅ Chapter 14 Math Makes Sense ⋅ Unit 3 ⋅ Unit 7 A Guide to Effective Instruction in Mathematics; (Grades 4-6) Geometry and Spatial Sense Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 8 Super Source
Geometric Relationships - 3-D figures ⋅ nets of rectangular prisms ⋅ skeletons Specific Expectations construct a three-dimensional figure from a picture or model of the figure, using connecting cubes construct skeletons of three-dimensional figures, using a variety of tools, and sketch the skeletons draw and describe nets of rectangular and triangular prisms construct prisms and pyramids from given nets construct three-dimensional figures
(
) indicates skills and/or concepts to be addressed in alternate term
G&SS
Mathematics Delivery Plan – Grade 4
STRAND:
Geometry & Spatial Sense (continued)
Overall Expectations for the Term identify and describe the location of an object, using a grid map, and reflect twodimensional shapes
Big Ideas Addressed and Related Specific Expectations Location and Movement - grid system - reflections - symmetry ⋅ reflecting shapes Specific Expectations identify and describe the general location of an object using a grid system identify, perform, and describe reflections using a variety of tools create and analyze symmetrical designs by reflecting a shape, or shapes, using a variety of tools, and identify the congruent shapes in the designs
(
Term 2 Suggested Resources for Strand and Term Tools for Term and Strand ⋅ Mira ⋅ grid paper ⋅ angle reference tools - paper and fasteners - pattern blocks - straws ⋅ dot paper ⋅ technology ⋅ drawings ⋅ concrete materials - straws, modelling clay, toothpicks, marshmallows ⋅ connecting cubes ⋅ Polydrons ⋅ grid paper
) indicates skills and/or concepts to be addressed in alternate term
G&SS
Mathematics Delivery Plan – Grade 4
STRAND:
Patterning and Algebra
Overall Expectations for the Term describe, extend, and create a variety of numeric and geometric patterns, make predictions related to the patterns, and investigate repeating patterns involving reflections
Big Ideas Addressed and Related Specific Expectations Patterns and Relationships - repeating patterns ⋅ (numeric and) geometric ⋅ make predictions - reflections - growing and shrinking patterns ⋅ term and term number ⋅ multiplication Specific Expectations make predictions related to repeating geometric (and numeric patterns) extend and create repeating patterns that result from reflections, through investigation using a variety of tools
demonstrate an understanding of equality between pairs of expressions, using addition, subtraction, and multiplication
(
Expressions and Equality - multiplication/division ⋅ inverse relationship Specific Expectations determine, through investigation, the inverse relationship between multiplication and division
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 1 – Lesson 1 & 3 ⋅ Chapter 6 ⋅ Chapter 14 Math Makes Sense ⋅ Unit 4 – Lesson 8 & 9 ⋅ Unit 7 ⋅ Unit 10 – Lesson 1 & 9 A Guide to Effective Instruction in Mathematics; (Grades 4-6) Patterning and Algebra Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 10 Super Source Tools for Term and Strand ⋅ pattern blocks ⋅ dynamic geometry software ⋅ dot paper ⋅ calculator ⋅ concrete materials ⋅ arrays ⋅ drawing
) indicates skills and/or concepts to be addressed in alternate term
P&A
Mathematics Delivery Plan – Grade 4
STRAND:
Data Management & Probability
Overall Expectations for the Term predict the results of a simple probability experiment, then conduct the experiment and compare the prediction to the results
Big Ideas Addressed and Related Specific Expectations Probability - simple probability experiments Specific Expectations predict the frequency of an outcome in a simple probability experiment, explaining their reasoning; conduct the experiment; and compare the result with the prediction determine, through investigation, how the number of repetitions of a probability experiment can affect the conclusions drawn
TERM: 2 Suggested Resources for Strand and Term Nelson Mathematics ⋅ Chapter 13 Math Makes Sense ⋅ Unit 11 Teaching Student-Centered Mathematics by J. Van de Walle Grades 3-5 ⋅ Chapter 12 Super Source
Tools for Term and Strand ⋅ two-sided counters ⋅ coins ⋅ dice
(
) indicates skills and/or concepts to be addressed in alternate term
DM&P
