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 5 students’ will cover Grade 6 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 5 - Mathematics
CAD $ 1000.00
My Learning Oasis
Curriculum Policy Document
The Ontario Curriculum: Grade 6 Mathematics
Strand: Social Emotional Learning
Learning Outcomes: Students will continue to deepen their sense of self. Students will track different aspects that impact their physical and mental health, such as the number of steps they take each day, minutes of screen time or how they feel after physical activity. They will use graphs and data visualization tools to provide information for reflection and learning.
Learning Outcomes: In addition to working with numbers up to 1 million, students are introduced to integers, such as -2, -1, 0, 1, 2. They are learning the divisibility rules of 2, 3, 4, 5, 6, 8, 9, and 10. For example, a number is divisible by 5 if it ends in a 5 or 0. Expanding operational skills include dividing a whole number by a fraction or mixed number, such as 2 ½. Students also solve problems that involve more than one operation and the use of whole numbers, decimals and fractions.
Learning Outcomes: Students continue to work with patterns and start to identify patterns that grow at a constant rate. For example, the distance travelled over time increases by 100 kilometers for each hour. They solve algebraic expressions involving whole numbers and decimal tenths, and algebraic equations involving multiple terms, such as 2x + 3x = 5. Students use code to solve problems that involve optimization, such as finding the maximum area for a given perimeter. They will also use the process of mathematical modelling to solve problems drawn from real life, such as finding several different ways to maximize the play area in a playground design and calculating the costs of each.
Learning Outcomes: Students learn to distinguish between discrete data, such as the number of students, and continuous data, such as the amount of precipitation in centimeters. They can choose how to display these different types of data, including the use of broken-line graphs to show the change over time. In addition, students learn different ways to describe probability. For example, there is a one in four chance of winning a prize at the school fun fair, or there is a 40 percent chance of rain tomorrow.
Strand: Spatial Sense
Learning Outcomes: Developing spatial sense continues with an emphasis on four-sided shapes. Students learn the characteristics and properties of different kinds of four-sided shapes and find their areas. They also build three-dimensional structures and learn to calculate surface area. Students learn to convert from one unit to another in the metric system. They also focus on extending their ability to measure angles.
Strand: Financial Literacy
Learning Outcomes: The advantages and disadvantages of using different methods of payment for goods and services are explored. Students investigate different types of financial goals, identify and describe factors that could affect these goals, and outline steps to achieve them. Students explain the concept of interest rates and identify interest rates and fees offered by banks and other financial institutions. They also learn how trading, lending, borrowing and donating are different ways to distribute resources.
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 ruler, protractor, scissors, calculator, cards.
- 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.
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.
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.
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.
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.