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 4 students’ will cover Grade 5 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 4 - Mathematics
Course length
10 Months
Course Price
CAD $ 1000.00
Course Developer
My Learning Oasis
Course Code
Department
Instructor Name
Mathematics 4
Junior
TBD
Curriculum Policy Document
The Ontario Curriculum: Grade 5 Mathematics
Strands &
Learning Outcomes
Strand: Social Emotional Learning
Learning Outcomes: Students will continue to develop healthy relationship skills while working with numbers. Students will play games with classmates that involve fractions, decimals and whole numbers. They will learn how to have positive interactions and be patient with others as students take different amounts of time to figure out the answer when it is their turn.
Strand: Number
Learning Outcomes: Students continue to work with numbers up to 100,000. Students are introduced to percentages and continue to build their understanding of decimals and fractions. Students are introduced to adding and subtracting fractions with the same denominator. Students are expected to know multiplication facts from 0 × 0 to 12 × 12. They also solve problems involving more than one operation with whole and decimal numbers.
Strand: Algebra
Learning Outcomes: Students continue to classify patterns as repeating, growing and shrinking. Students begin to write and solve algebraic equations involving whole numbers, such as 3 + x = 24 - 5. Students apply their understanding of multiplication and ratios to create and execute code for patterns that grow. They use the process of mathematical modelling to solve problems drawn from real life, such as creating a design for a school playground and calculating how much the play structures they have chosen would cost.
Strand: Data
Learning Outcomes: Students learn about the importance of using various sampling techniques to get “good” data. They create infographics and learn how to identify when graphs are misleading. Students begin to use experiments to understand the concept of probability.
Strand: Spatial Sense
Learning Outcomes: The development of spatial sense continues as students study the triangle. Students learn the characteristics and properties of different kinds of triangles, including their angles and measurements. Work continues in understanding and using the metric system to measure length, area, mass and capacity, and to convert from larger units to smaller ones.
Strand: Financial Literacy
Learning Outcomes: Students learn about different ways to transfer money between people and organizations, such as e-transfers and cheques. They calculate the total cost and change required for cash transactions involving items priced in dollars and cents, using mental math and other strategies. Students will learn how to determine the best value for an item – for example, five apples for $1.00 versus three apples for 75 cents. Students prepare basic budgets and learn about the concepts of credit and debt.
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.
- A calculator, protractors, sticky notes, ruler, scissors, glue, dice, cards, coins, grid paper.
- Dot 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.
