Strand

Grade 4 Expectation Grade 5 Expectation Grade 6 Expectation

Number Sense and

Numeration

students will use

estimation when
solving problems
involving the addition,
subtraction, and
multiplication of
whole numbers, to
help judge the
reasonableness of a
solution (Sample
problem: A school is
ordering pencils that
come in boxes of
100. If there are 9
classes and each
class needs about
110 pencils, estimate
how many boxes the
school should buy.)

students will use

estimation when
solving problems
involving the addition,
subtraction,
multiplication, and
division of whole
numbers, to help
judge the
reasonableness of a
solution

students will use

estimation when
solving problems
involving the addition
and subtraction of
whole numbers and
decimals, to help
judge the
reasonableness of a
solution (Sample
problem: Mori used a
calculator to add 7.45
and 2.39.The
calculator display
showed 31.35.
Explain why this
result is not
reasonable,and
suggest where you
think Mori made his
mistake.)

Measurement

students will select

and justify the most
appropriate standard
unit to measure mass
(i.e., milligram, gram,
kilogram) and the
most appropriate
standard unit to
measure the capacity
of a container (i.e.,
millilitre, litre)

students will select

and justify the most
appropriate standard
unit to measure mass
(i.e., milligram, gram,
kilogram, tonne)

students will solve

problems requiring
conversion from
larger to smaller
metric units (e.g.,
metres to
centimetres,
kilograms to grams,
litres to millilitres)
(Sample problem:
How many grams are
in one serving if 1.5
kg will serve six
people?)

Geometry and
Spatial Sense

students will
identify and describe
prisms and pyramids,
and classify them by
their geometric
properties (i.e., shape
of faces, number of
edges, number of
vertices), using
concrete materials

students will
construct triangles,
using a variety of
tools (e.g., protractor,
compass, dynamic
geometry software),
given acute or right
angles and side
measurements
(Sample problem:

students will
construct polygons
using a variety of
tools, given angle
and side
measurements
(Sample problem:
Use dynamic
geometry software to
construct trapezoids

Use a protractor,
ruler, and pencil to
construct a scalene
triangle with a 30
angle and a side
measuring 12 cm.).

with a 45 angle and

a side measuring 11
cm.).

Patterning and
Algebra

students will
identify, through
investigation (e.g., by
using sets of objects
in arrays, by drawing
area models), and
use the distributive
property of
multiplication over
addition to facilitate
computation with
whole numbers
(e.g.,I know that 9 x
52 equals 9 x 50 + 9
x 2. This is easier to
calculate in my head
because I get 450 +
18 = 468.).

students will
determine the
missing number in
equations involving
addition, subtraction,
multiplication, or
division and one- or
twodigit numbers,
using a variety of
tools and strategies
(e.g., modelling with
concrete materials,
using guess and
check with and
without the aid of a
calculator) (Sample
problem:What is the
missing number in
the equation 8 = 88
?).

students will
determine the
solution to a simple
equation with one
variable, through
investigation using a
variety of tools and
strategies (e.g.,
modelling with
concrete materials,
using guess and
check with and
without the aid of a
calculator) (Sample
problem: Use the
method of your
choice to determine
the value of the
variable in the
equation 2 x n + 3 =
11. Is there more than
one possible
solution? Explain
your reasoning.).

Data Management
and Probability

students will
compare similarities
and differences
between two related
sets of data, using a
variety of strategies
(e.g., by representing
the data using tally
charts, stem-and-leaf
plots, or double bar
graphs; by
determining the mode
or the median; by
describing the shape
of a data set across
its range of values).

students will
compare similarities
and differences
between two related
sets of data, using a
variety of strategies
(e.g., by representing
the data using tally
charts, stem-and-leaf
plots, double bar
graphs, or brokenline graphs; by
determining
measures of central
tendency [i.e., mean,
median, and mode];
by describing the
shape of a data set

students will
demonstrate, through
investigation, an
understanding of how
data from charts,
tables, and graphs
can be used to make
inferences and
convincing
arguments (e.g.,
describe examples
found in newspapers
and magazines).

across its range of

values).