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About the course

Mathematics is integral to every aspect of daily life – social, economic, cultural, and environmental. It is part of the story of human history. People around the world have used and continue to use mathematical knowledge, skills, and attitudes to make sense of the world around them and develop new mathematical thinking and appreciation for mathematics. The relationships between cultures and mathematics are conceptualized and practiced in many different ways across many different contexts. From counting systems, measurement, and calculation to arithmetic, geometry, and spatial sense, mathematics has been evident in the daily lives of people across history.

The Mathematics program is designed to ensure that students build a solid foundation in mathematics and develop a positive mathematical identity by connecting and applying mathematical concepts in a variety of ways. At My Learning Oasis, to support this process, teachers capitalize on students’ prior knowledge, skills, and experiences; integrate concepts from across the strands; and often apply the mathematics that students are learning to types of situations that might occur outside the classroom. Mathematics skills are necessary when we buy goods and services online, complete our taxes, create art, and play sports.

The math courses have been striving to equip all students with the knowledge, skills, and habits of mind that are essential to understanding and enjoying the importance and beauty of mathematics. Student learning in the math curriculum is described in five areas with social emotional learning skills and mathematical processes being taught and assessed through all areas. In Grade 3 students’ will cover Grade 4 Ontario Math curriculum to develop understanding of fundamental mathematical concepts by exploring strands related to number, algebra, data, spatial sense, social emotional learning skills in mathematics, and financial literacy. Students will participate in STEAM based activities that will encourage them to build their social-emotional learning skills specifically focusing on critical thinking skills, including creative and flexible ways of solving various problems.

Grade 3 - Mathematics

Course length

10 Months

Course Price

CAD $ 1000.00

Course Developer

My Learning Oasis

Course Code


Instructor Name

Mathematics 3



Curriculum Policy Document

The Ontario Curriculum: Grade 4 Mathematics

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Strands &
Learning Outcomes

Strand: Social Emotional Learning

Learning Outcomes: To learn about positive motivation, students will use a variety of tools and strategies in spatial sense as they try different non-standard units to measure the area of a table top, adjusting as they go in order to reach a solution.

Strand: Number

Learning Outcomes: Students work with numbers up to 10,000 and are introduced to decimals. They learn how decimal numbers are used in life, such as taking a person’s temperature on a thermometer and when making and recording precise measurements. Students will begin to divide two- and three-digit whole numbers by one-digit whole number and are expected to know multiplication facts from 1 × 1 to 10 × 10. They also begin to solve problems that require more than one operation with whole numbers.

Strand: Algebra

Learning Outcomes: Students build their knowledge of patterning as they begin to classify patterns as repeating or increasing. They also begin to determine the values that make algebraic statements true – for example, if n + 3 = 10, then n must be 7. Students learn to write and read code to create geometric designs. They will also use the modelling process to analyse and create solutions for real-life situations, such as raising money through a walk-a-thon.

Strand: Data

Learning Outcomes: Students continue to develop an understanding of data as students collect, organize and display two or more data sets using frequency tables and multiple-bar graphs. Students begin to learn how to create an infographic, so that they can tell a story about data.

Strand: Spatial Sense

Learning Outcomes: Students learn the characteristics and properties of a rectangle, one of the most common shapes in our everyday life. Students learn how to determine the area of a rectangle and the relationship between the various units in the metric system – a measurement system used throughout Canada and most of the world.

Strand: Financial Literacy

Learning Outcomes: Students learn that there are different ways to pay for goods and services. Students also learn how consumers determine whether an item is good value for the price.

Resources Required

This course is entirely online and does not require nor rely on any textbook. Students will require the following resources:

- A scanner, smartphone camera, or similar device to digitize handwritten or hand-drawn work.

- A smartphone camera or similar device to take pictures of student work.

- A device to record audio.

- A printer.

- A physical binder, folder, or notebook for offline activities.

- Scissors, stapler, ruler, glue, baking soda, salt, dish soap, food colouring, vinegar, cardboard, dice, a plastic bottle.

- Centimetre grid paper.

- Various household items to complete offline activities.

Overall Curriculum Expectation

A. Social Emotional Learning Skills in Mathematics
A1. apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with the expectations in the other five strands of the mathematics curriculum.

B. Numbers
B1. demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life.

B2. use knowledge of numbers and operations to solve mathematical problems encountered in everyday life.

C. Algebra
C1. identify, describe, extend, create, and make predictions about a variety of patterns, including those found in real-life contexts.

C2. demonstrate an understanding of variables, expressions, equalities, and inequalities, and apply this understanding in various contexts.

C3. solve problems and create computational representations of mathematical situations using coding concepts and skills.

C4. apply the process of mathematical modelling to represent, analyse, make predictions, and provide insight into real-life situations.

D. Data
D1. manage, analyse, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life.

D2. describe the likelihood that events will happen, and use that information to make predictions.

E. Spatial Sense
E1. describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them.

E2. compare, estimate, and determine measurements in various contexts.

Final reporting

Assessment is the process of gathering information from a variety of sources, such as assignments, day-to-day observations, conversations or conferences, demonstrations, projects, and performances. Teachers follow guidelines from Growing Success to analyze how well a student is achieving the curriculum expectations in a subject. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. The final grade reflects the student’s most consistent level of achievement throughout the course, although special consideration is given to more recent evidence of achievement. There may be a final assessment, such as an exam, in this course.

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