Math Trek Part 1

MONOPOLY
MATH AND SCIENCE TREK
CREATORS:
BISNAUTH, CHRISTINA
LI, MAYBO
MANSON, COSETTE
RIVANDO, JANELLE
TABLE OF CONTENTS
Title Page ..................................................................................................................................................................................................................... 1
Table of Contents ............................................................................................................................................................................................... 2 - 3
Project Description ................................................................................................................................................................................................... 4
Resources and References ............................................................................................................................................................................. 5 - 6
Conclusions ......................................................................................................................................................................................................... 7 - 10
Game Invitation ......................................................................................................................................................................................................... 11
Game Rules ....................................................................................................................................................................................................... 12 - 14
Math Trek .......................................................................................................................................................................................................... 15 - 83
Cover Page ................................................................................................................................................................................................................. 15
Grade 4 .............................................................................................................................................................................................................. 16 - 38
Grade 4: Number ....................................................................................................................................................................................... 17
Curriculum Connection ............................................................................................................................................................................ 18
Grade 4: Algebra ....................................................................................................................................................................................... 21
Curriculum Connection ........................................................................................................................................................................... 22
Grade 4: Data ............................................................................................................................................................................................ 25
Grade 4: Spatial Sense ........................................................................................................................................................................... 30
Grade 4: Financial Literacy .................................................................................................................................................................. 34
Grade 5 ............................................................................................................................................................................................................... 39 - 61
Grade 5: Number ...................................................................................................................................................................................... 40
Grade 5: Algebra ...................................................................................................................................................................................... 44
Grade 5: Data ............................................................................................................................................................................................ 48
Grade 5: Financial Literacy ................................................................................................................................................................... 58
Grade 6 .............................................................................................................................................................................................................. 62 - 83
Grade 6: Number ....................................................................................................................................................................................... 63
Grade 6: Algebra ....................................................................................................................................................................................... 67
Grade 6: Data .............................................................................................................................................................................................. 71
Grade 6: Financial Literacy ................................................................................................................................................................... 80
Halfway Checkpoint ............................................................................................................................................................................................. 84
2
TABLE OF CONTENTS
Science Trek .................................................................................................................................................................................................. 85 - 147
Cover Page ................................................................................................................................................................................................................ 85
Grade 4 ............................................................................................................................................................................................................ 86 - 105
Grade 4: Understanding Life Systems ............................................................................................................................................. 87
Grade 4: Understanding Structures and Mechanisms ................................................................................................................ 91
Grade 4: Understanding Matter and Energy ................................................................................................................................. 96
Grade 4: Understanding Earth and Space Systems ................................................................................................................. 102
Curriculum Connection ......................................................................................................................................................................... 103
Grade 5 ........................................................................................................................................................................................................... 106 - 128
Grade 5: Understanding Life Systems ............................................................................................................................................ 107
Grade 5: Understanding Structures and Mechanisms ............................................................................................................... 113
Curriculum Connection .......................................................................................................................................................................... 114
Grade 5: Understanding Matter and Energy ................................................................................................................................ 119
Grade 5: Understanding Earth and Space Systems .................................................................................................................. 125
Grade 6 ........................................................................................................................................................................................................... 129 - 147
Grade 6: Understanding Life Systems ............................................................................................................................................ 130
Grade 6: Understanding Structures and Mechanisms ............................................................................................................. 134
Grade 6: Understanding Matter and Energy ................................................................................................................................ 139
Grade 6: Understanding Earth and Space Systems .................................................................................................................. 143
Grand Total Calculation .................................................................................................................................................................................... 148
Finish Line ................................................................................................................................................................................................................ 149
End .............................................................................................................................................................................................................................. 150
3
Project Description
Welcome to Monopoly: Math and Science Trek!
This project consists of a fun, interactive workbook designed to be

completed by students in the Junior division (Grades 4, 5, and 6). The
workbook reflects a unique edition of Monopoly, a classic board game
based on property trading.
The purpose of this workbook is to assess student knowledge and

understanding of the different strands in the Mathematics (2020) and
Science and Technology (2007) curricula in Ontario.
This workbook incorporates a variety of question types, ranging from

multiple choice, true/false, and short-answer to tables, graphs, and fill-in-
the-blank. The questions are organized according to subject area and
strand.
The first half of the game pertains to the Mathematics strands:

[B] Number
[C] Algebra
[D] Data
[E] Spatial Sense
[F] Financial Literacy
The second half of the game involves the Science and Technology strands:
Understanding Life Systems
Understanding Structures and Mechanisms
Understanding Matter and Energy
Understanding Earth and Space Systems
Students will play and progress through the game

as they answer stimulating questions related to these
particular subject areas of the curriculum.
4
Resources
https://www.brainpop.com/science/
https://www.dreambox.com/
https://www.explorelearning.com/
https://kids.nationalgeographic.com/
https://letstalkscience.ca/
http://studyjams.scholastic.com/studyjams/
https://thelearningexchange.ca/
5
References
Bailey, K. (2019). How can understanding physics help me go faster on my bike? Let's Talk Science.
https://letstalkscience.ca/educational-resources/stem-in-context/how-can-understanding-
physics-help-me-go-faster-on-my-bike
Institute of Physics. (2020). How could we live on the moon? Explore physics.
https://www.iop.org/explore-physics/moon//how-could-we-live-on-the-moon
Let's Talk Science. (2019). Simple machines: Pulleys. Educational resources.
https://letstalkscience.ca/educational-resources/picture-collections/simple-machines-pulleys
Let's Talk Science. (2019). Simple machines: Wheels and axles. Educational resources.
https://letstalkscience.ca/educational-resources/picture-collections/simple-machines-wheels-
and-axles
NASA. (2012). The four forces of flight. Educator features.
https://www.nasa.gov/audience/foreducators/k-4/features/F_Four_Forces_of_Flight.html
Nath, M. (2020). Physical and chemical changes in the kitchen. Let's Talk Science.
https://letstalkscience.ca/educational-resources/stem-in-context/physical-and-chemical-
changes-in-kitchen
National Geographic. (2020). Global biodiversity. Resource library.
https://www.nationalgeographic.org/article/global-biodiversity/
National Geographic. (2020). Habitat. Resource library.
https://www.nationalgeographic.org/encyclopedia/habitat/
National Geographic. (2020). The organization and structure of the human body. Resource library.
https://www.nationalgeographic.org/media/organization-and-structure-human-body/
Ontario Ministry of Education and Training. (2007). The Ontario Curriculum Grades 1-8 Science
and Technology (Revised). Toronto: Queen's Printer.
Ontario Ministry of Education and Training. (2020). The Ontario Curriculum Grades 1-8
Mathematics Curriculum Context. Toronto: Queen's Printer. (and associated strands)
Pierce, R. (2020). Math is fun. Math is fun. http://www.mathsisfun.com/index.htm
Science World. (2020). Four forces of flight. Science World.
https://www.scienceworld.ca/resource/four-forces-flight/
6
Conclusions
CHRISTINA BISNAUTH
This assignment has enhanced my knowledge of both the
science and math curriculum and topics. I am now much more
familiar and confident in my own knowledge of the strands and
expectations and so, my confidence in teaching these two
subject areas has also increased. Working on the grade 6
financial literacy question, the rocks and minerals topic and the
space topic taught me a lot of content that I was not familiar
with. For example, I only learned about taxes in grade 6 math, so
working on this question forced me to re familiarize myself with
interest rates and I had to ask question and discuss it with my
mom and my sister. I enjoyed learning so much not only for
teaching purposes but also for personal reasons since these are
all topics that are relevant to our everyday lives and the world in
which we live in. Another thing I learned from completing this
assignment, especially from working on the same strand for 3
different grade levels is the progression of skills and the
connections that can be made from prior grade levels,
specifically in the math curriculum. I also learned that the
science curriculum topics vary greatly between the grades
within a single strand, so the inquiry skills become the
foundation and what students will build upon. Furthermore, I am
much more comfortable navigating the curriculum and I really
appreciate the examples given for each strand. This helps me be
less nervous and worried about not being an expert in these
subject matters in my future career as a teacher. Overall, I really
enjoyed completing this assignment with my team and it showed
me that both curriculums can be made engaging and fun for
both the students and me as a teacher.
7
Conclusions
MAYBO LI
The completion of this assignment has provided me with valuable
insight into the manner in which Mathematics and Science may be
taught at the Junior grade level — specifically Grades 4, 5, and 6 —
and has greatly contributed to building my confidence as a teacher in
these particular subject areas. Throughout my work, I have been able
to thoroughly familiarize myself with both the Mathematics and
Science curricula at the Junior grade levels, along with the Overall and
Specific Expectations outlined in each chapter. This project has
allowed me to not only conduct research on my question topics, but
also identify classroom resources that are pertinent and visually
appealing to young students. In addition, I have learned to simplify
and adapt the language of the learning content to be “student-
friendly”, such that children at a certain age and grade level will find it
comprehensible, engaging, and easy to follow. Moreover, I have
developed many strategies to cultivate students’ curiosity and wonder
about a wide range of subjects. I have designed learning content for
students using a variety of question types, thus presenting multiple
opportunities for them to demonstrate their knowledge and
understanding. I was surprised to find that there are in fact so many
different ways a question may be phrased, and that each way elicits a
specific response! As a future educator, it is essential to create unique
opportunities for students to showcase their abilities beyond the
surface. Using "Monopoly" as the guiding theme for our project was a
brilliant decision that made the question development process so
much more entertaining, contextualized, and creative. I thoroughly
enjoyed this experience with my wonderful team members, and I am
grateful for their insights and support. In light of the curriculum
connections examined throughout this assignment, I am now much
more prepared to establish a classroom climate that both encourages
students to engage in the process of inquiry and motivates them to
discover more about the world around them.
8
Conclusions
COSETTE MANSON
This assignment was extremely engaging, fun, and
helped me in many ways. In high school, my favourite
way to study class material was by writing down sample
questions. For this assignment, by writing questions for
both Math and Science, I was able to familiarize myself
with the Math and Science curriculum. This was also a
great way to review topics that I learned in elementary
school. I used to fear teaching Math, but after this
assignment, I feel more comfortable. This experience has
taught me that I’m more knowledgeable in Math than I
thought. I would recommend reading through curriculum
documents and creating sample questions to any
teacher candidate who doesn’t feel comfortable with
teaching any subject. This assignment also required a lot
of teamwork, collaboration, and cooperation. As a future
teacher, being a good team player is extremely
important. I had a great time working with my
teammates on this assignment!
9
Conclusions
JANELLE RIVANDO
This assignment has helped me by exploring all of the strands in
mathematics and science as I was able to learn lots of new
information about the subjects. For example, I enjoyed learning
about the new strand in mathematics: Financial Literacy. I
believe it is very important for students to learn as for my
experience, I was very lost when I went to University and had to
start saving money and manage my credit card. This
assignment also helped me by applying the knowledge while
creating example questions. Creating these questions will help
me in the future when I need to create lesson plans and
worksheets for my students. It also makes me feel a lot more
confident in creating lessons that have variety (involving
different types of questions like multiple choice, short answer,
etc.) To add, I really had fun with the trek as it brought out my
creative side by exploring different themes that can be applied
to math and science to make it more exciting and engaging for
my future students. For example, different probability games
that can be applied to the Data strand. On another note, this
assignment asked us to explore the achievement charts and
math & science processes which I was very unfamiliar with at
first. I can honestly say that this assignment has made teaching
math (specifically) seem a lot more fun than I thought it would
be. Once you know the material and what needs to be applied, it
is quite easy and relaxing to be creating questions for students.
Finally, I have learned much more than I thought I would in just
one class. These assignments are amazing in exploring ALL the
strands of both the math and science curriculums.
10
MONOPOLY:
MATH AND SCIENCE TREK
You're in luck — You've just been
invited to play a game of Monopoly!
You gladly accept the invitation. How exciting!
R.S.V.P. to the game by

filling out the form below.
Let's get started!
Name: Grade:
Date: Teacher:
11
HOW TO PLAY: MONOPOLY!
The goal of the game is to
become the wealthiest player!
You will start with a total of $1500, consisting

of the following bills in your bank account:
2 x $500
2 x $100
2 x $50
6 x $20
5 x $10
5 x $5
5 x $1
Grand Total: $1500
Don't forget to keep track

of your money as you play!
12
HOW TO PLAY: MONOPOLY!
When you land on a lot, you can buy
the property by paying the listed price.
Once you own a property:

Build houses on your property for $100.
Upgrade your houses to hotels for $250.
Read and answer the questions

to travel around the board!
Use your knowledge of mathematics and

science to guide you through the questions.
Remember, you must answer each question

and show your work to advance in the game!
Are you ready to play?
13
PICK YOUR GAME PIECE!
Choose a token to represent yourself
as you travel around the board.
Start on the corner marked "GO".
As Mr. Monopoly says... "Own it all!"
May the best player win! Good luck!
14
Math Trek
GRADE
MATHEMATICS
GRADE 4
Number
MATHEMATICS
CREATED BY:
COSETTE
MANSON
Curriculum
CONNECTION
MATHEMATICS
Grade Level: 4
Strand: [B] Number
Overall Expectation: [B1] Students will demonstrate an

understanding of numbers and make connections to the
way numbers are used in everyday life.
Specific Expectation: [B1.9] Students will describe

relationships and show equivalences among fractions and
decimal tenths, in various contexts.
Achievement Categories: Knowledge and Understanding

(Knowledge of Content), Thinking (Use of planning skills),
Communication (Expression and organization of ideas and
information in oral, visual, and/or written forms)
Mathematical Processes: Problem Solving, Representing,

Selecting Tools and Strategies
18
Oh no, you landed on the Jail space!
Don't worry, you're just visiting.
When Mr. Monopoly was in jail, he was

allowed to eat pizza on Fridays. The shaded
part of the circle represents the amount of
pizza that he was allowed to eat.
1. Which of the following answers correctly

represents the shaded part of the circle as a
decimal and a fraction?
a) 0.01 and ⅒
b) 0.1 and ⅒
c) 1 and ⅒
d) 0.1 and ⅛
19
SOLUTION:
1. Which of the following answers correctly
represents the shaded part of the circle as a
decimal and a fraction?
a) 0.01 and ⅒
b) 0.1 and ⅒
c) 1 and ⅒
d) 0.1 and ⅛
The pizza contains 10 slices in total,

with 1 slice coloured in.
∴ The fraction is 1/10.

Divide 1 by 10 to find the decimal, which is 0.1.
20
GRADE 4
Algebra
MATHEMATICS
CREATED BY:
MAYBO
LI
Curriculum
CONNECTION
MATHEMATICS
Grade Level: 4
Strand: [C] Algebra
Overall Expectation: [C1] Students will identify, describe, extend,

create, and make predictions about a variety of patterns, including
those found in real-life contexts.
Specific Expectation: [C1.3] Students will determine pattern rules

and use them to extend patterns, make and justify predictions, and
identify missing elements in repeating and growing patterns.

(Understanding of content), Thinking (Use of planning skills),
information in oral, visual, and/or written forms), Application
(Application of knowledge and skills in familiar contexts)
Mathematical Processes: Problem Solving, Reasoning and Proving
Cross-Curricular Connections: Mathematics (Financial Literacy)
22
1. Mr. Monopoly is hosting a special promotion!
You collect money for every house built on
Park Place. The relationship between the
number of houses built and the amount of
money collected is shown in the table below.
Number of Houses Built 3 4 5 6
Money Collected ($) 450 600 750 900
a) What is the pattern rule?
b) How much money would you collect if

there were 14 houses built on the property?
* Add a sixth of this amount

to your bank account!
23
SOLUTION:
1. a) What is the pattern rule?
The pattern rule is to multiply the number of

houses built by 150 (Monopoly dollars) to find
the amount of money collected.
Start at 450, add by 150.
b) How much money would you collect if

there were 14 houses built on the property?
Amount of Money Collected

= (Number of Houses Built) x $150
= (14) x $150
= $2100
∴ A total of $2100 would be collected if there

were 14 houses built on the property.
+ $350 in your bank account!
24
GRADE 4
Data
MATHEMATICS
CREATED BY:
JANELLE
RIVANDO
Curriculum
CONNECTION
MATHEMATICS
Grade Level: 4
Strand: [D] Data
Overall Expectation: [D1] Students will manage, analyse, and

use data to make convincing arguments and informed
decisions, in various contexts drawn from real life.
Specific Expectation: [D1.5] Determine the mean and the

median and identify the mode(s), if any, for various data sets
involving whole numbers, and explain what each of these
measures indicates about the data.

(Understanding of content), Thinking (Use of planning skills),
information in oral, visual, and/or written forms)
Mathematical Processes: Problem Solving, Reasoning and

Proving, Reflecting, Selecting Tools and Strategies
26
You landed on Community Chest!
Answer the following questions to collect $500.
The table below shows data that was collected

to see which colour of the Monopoly game
board was the most popular among students.
Monopoly Board Colours Number of Students
Red 7
Yellow 6
Green 7
Dark Blue 5
Pink 9
Brown 3
Light Blue 10
1. a) Find the mode, median, and mean for the

number of students.
b) Explain how the median is found.
* Add $500 to your bank account!
27
SOLUTION:
1. a) Find the mode, median, and mean for the
number of students.
Mode:
The mode is the value that appears most frequently.
The number 7 is the only value that appears twice.
∴ The mode is 7.
Median:
Arrange the values in order,
from smallest to greatest.
3, 5, 6, 7, 7, 9, 10
∴ The median is 7.
Mean:
The mean is the sum of all of the values,
divided by the total number of values.
Mean = (Sum of All Values) ÷ (Total Number of Values)

= [(3) + (5) + (6) + (7) + (7) + (9) + (10)] ÷ (7)
= (47) ÷ (7)
= 6.71
∴ The mean is 6.71.
28
SOLUTION:
1. b) Explain how the median is found.
The median is the middle number in a sorted list

of values.
If the data set has an even number of values,

the median is the average between the two
middle numbers.
Example:
Median = [(First Middle #) + (Second Middle #)] ÷ 2
= [(2) + (3)] ÷ 2
= (5) ÷ 2
= 2.5
∴ The median is 2.5.
29
GRADE 4
Spatial Sense
MATHEMATICS
CREATED BY:
CHRISTINA
BISNAUTH
Curriculum
CONNECTION
MATHEMATICS
Grade Level: 4
Strand: [E] Spatial Sense
Overall Expectation: [E1] Students will describe and represent

shape, location, and movement by applying geometric properties
and spatial relationships in order to navigate the world around
them.
Specific Expectation: [E1.2] Students will plot and read coordinates

in the first quadrant of a Cartesian plane, and describe the
translations that move a point from one coordinate to another.

(Knowledge of content; Understanding of content), Thinking (Use of
processing skills), Communication (Expression and organization of
ideas and information in oral, visual, and/or written forms; Use of
conventions, vocabulary, and terminology of the discipline in oral,
visual, and/or written forms), Application (Application of knowledge
and skills in familiar contexts)
Mathematical Processes: Communicating, Representing, Selecting

Tools and Strategies
31
Hurray, you are at GO! Collect $200.
You are currently at GO (3,3) and the next

Chance space is at (8,5).
1. Plot the coordinates of GO and Chance on

the Cartesian plane.
2. How many spaces do you need to travel to

get to Chance? Each square on the Cartesian
plane represents one board space.
a) What number do you need to roll?
b) Describe the translation from (3,3) GO to

(8,5) Chance.
32
SOLUTION:
1. Plot the coordinates of GO and Chance on
the Cartesian plane.
2. a) What number do you need to roll?
There are 7 squares between the two points on the

Cartesian plane. Since each square represents one
board space, I need to roll a 7 to travel 7 spaces.
b) Describe the translation from (3,3) GO to

(8,5) Chance.
As a translation from (3,3), the point (8,5) is right 5

units and up 2 units.
33
GRADE 4
Financial Literacy
MATHEMATICS
CREATED BY:
JANELLE
RIVANDO
Curriculum
CONNECTION
MATHEMATICS
Grade Level: 4
Strand: [F] Financial Literacy
Overall Expectation: [F1] Students will demonstrate the knowledge

and skills needed to make informed financial decisions.
Specific Expectation: [F1.2] Students will estimate and

calculate the cost of transactions involving multiple items priced in
whole-dollar amounts, not including sales tax, and the amount of
change needed when payment is made in cash, using mental math.

(Understanding of content), Thinking (Use of processing skills; Use
of critical/creative thinking processes), Communication (Expression
and organization of ideas and information in oral, visual, and/or
written forms; Use of conventions, vocabulary, and terminology of
the discipline in oral, visual, and/or written forms), Application
(Making connections within and between various contexts)
Mathematical Processes: Problem Solving, Reflecting, Connecting
Cross-Curricular Connections: Mathematics (Number)
35
Lucky roll! You landed on Chance!
Answer the following questions to collect $150.
Mr. Monopoly is very hungry and goes to the

General Store. Here is his receipt:
Monopoly General Store
Customer: Mr. Monopoly

1 x Chocolate Bar ....................... $2
1 x Can of Soda .......................... $4
1 x Bag of Chips ......................... $5
1 x Ice Cream Cone .................... $3
1. a) Mr. Monopoly uses a twenty-dollar bill to pay.

How much change will the cashier give back to him?
Show your work without using a calculator.
b) If the cashier gives the change only in toonies, how

many toonies will Mr. Monopoly receive?
(Use your previous answer from Part A.)
c) If the cashier gives the change only in toonies and

loonies, how many of each coin will Mr. Monopoly
receive? (Use your previous answer from Part A.)
* Note: There are multiple answers, but provide just one!
36
SOLUTION:
1. a) Mr. Monopoly uses a twenty-dollar bill to
pay. How much change will the cashier give
back to him? Show your work without using a
calculator.
Total Cost = ($2) + ($4) + ($5) + ($3)

= $14
Change = (Payment) - (Total Cost)

= ($20) - ($14)
= $6
∴ Mr. Monopoly will receive $6 in change.
37
SOLUTION:
1. b) If the cashier gives the change only in
toonies, how many toonies will Mr. Monopoly
receive?
Change = $6
Toonie = $2
Change in Toonies = ($2) + ($2) + ($2)

= ($2) x 3
∴ Mr. Monopoly will receive 3 toonies.

c) If the cashier gives the change only in
toonies and loonies, how many of each coin
will Mr. Monopoly receive?
Change = $6
Toonie = $2
Loonie = $1
Change in Toonies and Loonies = ($2) + ($2) + ($1) + ($1)

= [($2) x 2] + [($1) x 2]
∴ Mr. Monopoly will receive 2 toonies and 2 loonies.

38
GRADE
MATHEMATICS
GRADE 5
Number
MATHEMATICS
CREATED BY:
COSETTE
MANSON
Curriculum
CONNECTION
MATHEMATICS
Grade Level: 5
Strand: [B] Number
Overall Expectation: [B1] Students will demonstrate an understanding of

numbers and make connections to the way numbers are used in everyday
life.
Specific Expectation: [B1.1] Students will read, represent, compose, and

decompose whole numbers up to and including 100 000, using appropriate
tools and strategies, and describe various ways they are used in everyday
life.
Achievement Categories: Knowledge and Understanding (Knowledge of

content; Understanding of content), Thinking (Use of planning skills; Use of
processing skills), Communication (Expression and organization of ideas and
information in oral, visual, and/or written forms; Use of conventions,
vocabulary, and terminology of the discipline in oral, visual, and/or written
forms), Application (Making connections within and between various
contexts)
Mathematical Processes: Problem Solving, Reasoning and Proving,

Connecting, Representing
Cross-Curricular Connections: Mathematics (Spatial Sense)
41
You landed on Reading Railroad! Mr. Monopoly
is currently in Pennsylvania and wants to visit
his niece in Delaware. The distance between
those two states is 98 722 m, but crossing the
railroad would be a shortcut.
Answer the following questions to purchase

Reading Railroad for $200!
1. a) Decompose the number of meters that Mr.

Monopoly and his niece must travel to visit each
other.
b) Are meters the most appropriate unit of

measurement to measure the distance between
Mr. Monopoly and his niece? Why or why not?
* Subtract $200 from your bank account!
42
SOLUTION:
1. a) Decompose the number of meters that Mr.
Monopoly and his niece must travel to visit each
other.
90 000 m + 8 000 m + 700 m + 20 m + 2 m
b) Are meters the most appropriate unit of

measurement to measure the distance between
Mr. Monopoly and his niece? Why or why not?
No, kilometres should be used to measure the

distance between Mr. Monopoly and his niece.
Kilometres are used to measure the distance
between two places (such as two cities or
states).
- $200 in your bank account!
43
GRADE 5
Algebra
MATHEMATICS
CREATED BY:
MAYBO
LI
Curriculum
CONNECTION
MATHEMATICS
Grade Level: 5
Strand: [C] Algebra
Overall Expectation: [C2] Students will demonstrate an

understanding of variables, expressions, equalities, inequalities, and
apply this understanding in various contexts.
Specific Expectation: [C2.3] Students will solve equations that involve

whole numbers up to 100 in various contexts, and verify solutions.

(Understanding of content), Thinking (Use of processing skills),
vocabulary, and terminology of the discipline in oral, visual, and/or
written forms), Application (Making connections within and between
various contexts)
Mathematical Processes: Problem Solving, Connecting, Representing
45
1. You have landed on Community Chest! It is
time to make general repairs on all your
property. The repair company charges $41
per house (a cost represented by "c") and $87
per hotel (a cost represented by "d").
The total cost of repairs in Monopoly dollars

($) is represented by "R". The number of
houses owned is represented by "m", while
the number of hotels owned is represented
by "t".
a) You currently own 5 houses. Calculate the

total cost of repairs for your property.
b) You currently own 3 hotels. Calculate the

* Subtract both amounts

from your bank account!
46
SOLUTION:
1. a) You currently own 5 houses. Calculate

the total cost of repairs for your property.
R = (Number of Houses) x (House Repair Cost)

= mc
= (5)(41)
= 205
∴ The total cost of repairs for houses is $205.

b) You currently own 3 hotels. Calculate the
R = (Number of Hotels) x (Hotel Repair Cost)

= td
= (3)(87)
= 261
∴ The total cost of repairs for houses is $261.

47
GRADE 5
Data
MATHEMATICS
CREATED BY:
JANELLE
RIVANDO
Curriculum
CONNECTION
MATHEMATICS
Grade Level: 5
Strand: [D] Data
Overall Expectation: [D2] Students will describe the likelihood that

events will happen, and use that information to make predictions.
Specific Expectation: [D2.1] Students will use fractions to express

the probability of events happening, represent this probability on a
probability line, and use it to make predictions and informed
decisions.

(Knowledge of content), Thinking (Use of processing skills),
information in oral, visual, and/or written forms; Use of
visual, and/or written forms), Application (Making connections
within and between various contexts)
Mathematical Processes: Problem Solving, Connecting,

Representing, Selecting Tools and Strategies
49
You have landed on Luxury Tax! Answer the
following question to avoid paying $75.
1. a) Using a model for representation, show

all of the possible outcomes of rolling a die.
Example: In a coin toss, there are

2 possible outcomes (heads or tails).
Representation:
Heads Tails
2. When rolling a die, use a common fraction

to represent the probability of:
a) rolling a 2
b) rolling a 6
c) rolling a 5
50
SOLUTION:
1. a) Using a model for representation, show
all of the possible outcomes of rolling a die.
Since a die has 6 different sides,

there are 6 possible outcomes when rolling.
You can roll a 1, 2, 3, 4, 5, or 6.
The shaded area of the model below

represents the outcome of rolling a 1.
51
SOLUTION:
2. When rolling a die, use a common fraction
to represent the probability of:
a) rolling a 2
Since there are 6 possible outcomes

(2 being one of the 6 sides of a die),
there is 1 out of 6 chances of rolling a 2.
∴ The probability is ⅙.
b) rolling a 6

c) rolling a 5

52
GRADE 5
Spatial Sense
MATHEMATICS
CREATED BY:
CHRISTINA
BISNAUTH
Curriculum
CONNECTION
MATHEMATICS
Grade Level: 5
Overall Expectation: [E2] Students will compare, estimate, and

determine measurements in various contexts.
Specific Expectation: [E2.6] Students will show that two-

dimensional shapes with the same area can have different
perimeters, and solve related problems.

(Understanding of content), Thinking (Use of processing skills;
Use of critical/creative thinking processes), Communication
(Expression and organization of ideas and information in oral,
visual, and/or written forms; Use of conventions, vocabulary, and
terminology of the discipline in oral, visual, and/or written forms),
Application (Making connections within and between various
contexts)
Mathematical Processes: Problem Solving, Reasoning and

Proving, Communicating
54
You landed on your property, Virginia
Avenue! Pay $100 to purchase a house.
You want to build an enclosed yard so that

your dog can run around. You have 100 m of
fencing to work with, but you want to
maximize the area of the enclosed yard.
1. Which of the following rectangles would

give you the largest area? Provide the
dimensions of the chosen fence shape and
prove that it is the best option.
a) b) c)
* Subtract $100 from your bank account!
55
SOLUTION:
1. Which of the following rectangles would

give you the largest area? Provide the
dimensions of the chosen fence shape and
prove that it is the best option.
a) b) c)
Assign different side measurements that

add up to a perimeter of 100 m and find the
area of each rectangle.
l = Length (m)
w = Width (m)
P = Perimeter of Rectangle (m) = 2l + 2w
A = Area of Rectangle (m^2) = lw
56
SOLUTION:
a) Rectangle
l = Length = 40 m
w = Width = 10 m
A = lw
= (40 m)(10 m)
= 400 m^2
b) Square
l = Length = 25 m
w = Width = 25 m
A = lw
= (25 m)(25 m)
= 625 m^2
c) Rectangle
l = Length = 30 m
w = Width = 20 m
A = lw
= (30 m)(20 m)
= 600 m^2
∴ The best option is b), a square,

because it provides the largest area of 625 m^2.
57
GRADE 5
Financial Literacy
MATHEMATICS
CREATED BY:
MAYBO
LI
Curriculum
CONNECTION
MATHEMATICS
Grade Level: 5
Overall Expectation: [F1] Students will demonstrate the knowledge

and skills needed to make informed financial decisions.
Specific Expectation: [F1.5] Students will calculate unit rates for

various goods and services, and identify which rates offer the best
value.
Achievement Category: Knowledge and Understanding

(Understanding of content), Thinking (Use of processing skills; Use
of critical/creative thinking processes), Communication (Expression
and organization of ideas and information in oral, visual, and/or
written forms; Use of conventions, vocabulary, and terminology of
the discipline in oral, visual, and/or written forms), Application
(Making connections within and between various contexts)

Connecting, Communicating
Cross-Curricular Connections: Mathematics (Number)
59
Mr. Monopoly is looking to buy a
brand new top hat.
The first store usually sells top hats for

$78.46 (tax included), but is offering a 45%
discount.
The second store sells top hats at a regular

price of $52.19, but all purchases made today
are tax-free (13% off).
1. Calculate the cost of a top hat from both

stores to find the cheaper option.
60
SOLUTION:
1. Calculate the cost of a top hat from both
stores to find the cheaper option.
Store #1:
Original Price = $78.46
Discount = 45% = $0.45
Money Saved = (Original Price) x (Discount)

= ($78.46) x ($0.45)
= $35.31
New Cost = (Original Price) - (Money Saved)

= ($78.46) - ($35.31)
= $43.15
Store #2:
Original Price = $52.19
Discount = 13% = $0.13
Money Saved = (Original Price) x (Discount)

= ($52.19) x ($0.13)
= $6.78
New Cost = (Original Price) - (Money Saved)

= ($52.19) - ($6.78)
= $45.41
$43.15 < $45.41
∴ Store #1 is the cheaper option.
61
GRADE
MATHEMATICS
GRADE 6
Number
MATHEMATICS
CREATED BY:
COSETTE
MANSON
Curriculum
CONNECTION
MATHEMATICS
Grade Level: 6
Strand: [B] Number
Overall Expectation: [B1] Students will demonstrate an

understanding of numbers and make connections to the
way numbers are used in everyday life.
Specific Expectation: [B1.3] Students will compare and

order integers, decimal numbers, and fractions,
separately and in combination, in various contexts.

(Knowledge of content), Thinking (Use of planning skills;
Use of processing skills), Communication (Use of
conventions, vocabulary, and terminology of the discipline
in oral, visual, and/or written forms)
Mathematical Processes: Problem Solving, Connecting
64
You landed on Community Chest!
Answer the question correctly to collect $175.
1. The winter weather in Atlantic City this year

has been quite different than most winters. In
January, some days were warm, and some
were very cold.
On Sunday, the temperature was -1°C.

On Monday, the temperature was 14°C.
On Tuesday, the temperature was 12°C.
On Wednesday, the temperature was -12°C.
On Thursday, the temperature was 4°C.
On Friday, the temperature was 1°C.
On Saturday, the temperature was -5°C.
Put the temperatures in order,

from coldest to warmest.
, , , , , ,
65
SOLUTION:
1. Put the temperatures in order,

from coldest to warmest.
-12°C, -5°C, -1°C, 1°C, 4°C, 12°C, 14°C
66
GRADE 6
Algebra
MATHEMATICS
CREATED BY:
MAYBO
LI
Curriculum
CONNECTION
MATHEMATICS
Grade Level: 6
Strand: [C] Algebra
Overall Expectation: [C2] Students will demonstrate an

understanding of variables, expressions, equalities, inequalities, and
apply this understanding in various contexts.
Specific Expectation: [C2.3] Students will solve equations that involve

multiple terms and whole numbers in various contexts, and verify
solutions.

(Understanding of content), Thinking (Use of processing skills),
written forms), Application (Making connections within and between
various contexts)
Mathematical Processes: Problem Solving, Connecting, Representing
68
Oh no! While inspecting a roof, Mr.
Monopoly slipped and fell off a ladder.
Thankfully, he was rushed to the hospital to
be treated and is expected to make a full
recovery. Here is his hospital bill:
Monopoly Hospital
Patient: Mr. Monopoly
Hospital Visit ........................................... $175

Laboratory Work .................................... $94
X-Rays ......................................................... $81
Pharmacy .................................................. $63
Medical Supplies ...................................... $29
1. a) Assign a variable to represent each

individual fee on the hospital bill.
b) Assign a variable to represent the total

cost of the hospital bill. Create an algebraic
equation to calculate this cost.
* To help Mr. Monopoly, you offer to pay

half of his hospital fees. Subtract this
amount from your bank account!
69
SOLUTION:
1. a) Assign a variable to represent each
individual fee on the hospital bill.
v = Hospital Visit
l = Laboratory Work
x = X-Rays
p = Pharmacy
m = Medical Supplies
b) Assign a variable to represent the total

cost of the hospital bill. Create an algebraic
equation to calculate this cost.
C = Total Cost of Hospital Bill
C=v+l+x+p+m
= (175) + (94) + (81) + (63) + (29)
= 442
∴ The total of the hospital bill is $442.

70
GRADE 6
Data
MATHEMATICS
CREATED BY:
JANELLE
RIVANDO
Curriculum
CONNECTION
MATHEMATICS
Grade Level: 6
Strand: [D] Data
Overall Expectation: [D2] Students will describe the likelihood that

events will happen, and use that information to make predictions.
Specific Expectation: [D2.1] Students will use fractions, decimals,

and percents to express the probability of events happening,
represent this probability on a probability line, and use it to make
predictions and informed decisions.

(Knowledge of content; Understanding of content), Thinking (Use of
processing skills), Communication (Expression and organization of
ideas and information in oral, visual, and/or written forms; Use of
visual, and/or written forms), Application (Making connections within
and between various contexts)

72
You have landed on Atlantic Avenue! Your
opponent already owns the property. Answer
the following questions to avoid paying $260.
1. If you roll a die once, represent the

theoretical probability of rolling a 5 as a
fraction, a percentage, and a decimal.
2. Using this data, represent the theoretical

probability of rolling a 5 if you roll the die:
a) 12 times
b) 18 times
c) 60 times
73
SOLUTION:
1. If you roll a die once, represent the
theoretical probability of rolling a 5 as a
fraction, a percentage, and a decimal.
Since there are 6 possible outcomes from rolling a die,

the theoretical probability of rolling a 5 is 1 in 6.
Fraction:
Fraction = 1 in 6
=⅙
∴ The fraction is ⅙.
Decimal:
Decimal = ⅙
=1÷6
= 0.16
∴ The decimal is 0.16.

Percentage:
Percentage = Decimal x 100
= (0.16) x 100
= 16%
∴ The percentage is 16%.
74
SOLUTION:
2. Using this data, represent the theoretical
probability of rolling a 5 if you roll the die:
a) 12 times
Probability = (Probability of Rolling a 5) x (# of Times Rolling)

= (⅙) x (12)
=2
∴ The theoretical probability of rolling a 5 is 2/12 times.

b) 18 times

= (⅙) x (18)
=3

c) 60 times

= (⅙) x (60)
= 10
75
GRADE 6
Spatial Sense
MATHEMATICS
CREATED BY:
CHRISTINA
BISNAUTH
Curriculum
CONNECTION
MATHEMATICS
Grade Level: 6
Overall Expectation: [E1] Students will describe and represent

shape, location, and movement by applying geometric properties
and spatial relationships in order to navigate the world around
them.
Specific Expectation: [E1.4] Students will describe and perform

combinations of translations, reflections, and rotations up to 360°
on a grid, and predict the results of these transformations.

(Knowledge of content), Thinking (Use of processing skills),
written forms), Application (Application of knowledge and skills in
familiar contexts)
Mathematical Processes: Problem Solving, Reflecting, Representing,

Selecting Tools and Strategies
77
You landed on Free Parking!
You did not spend or receive any money.
The parking lot is a Cartesian plane. The

parking spots are either a translation, a
reflection, or a rotation of each other.
1. Examine the following parking spaces. Label

the transformations as either a translation, a
reflection, or a rotation, then justify your
responses.
a) b) c)
78
SOLUTION:
1. Label the transformations as either a

translation, a reflection, or a rotation, then
justify your responses.
a) Reflection
Every point is the same distance from the
central line (the x-axis or the mirror line), and
the shapes are the same size.
b) Translation
The shape was not rotated or flipped. The
shapes are identical, except they are in
different locations on the Cartesian plane.
c) Rotation
The shape was moved in a circle around one
central point. The rotation is 90°.
79
GRADE 6
Financial Literacy
MATHEMATICS
CREATED BY:
CHRISTINA
BISNAUTH
Curriculum
CONNECTION
MATHEMATICS
Grade Level: 6
Overall Expectation: [F1] Students will demonstrate the knowledge and

skills needed to make informed financial decisions.
Specific Expectation: [F1.4] Students will explain the concept of interest

rates, and identify types of interest rates and fees associated with
different accounts and loans offered by various banks and other
financial institutions.
Achievement Categories: Knowledge and Understanding (Knowledge of

content), Thinking (Use of planning skills; Use of processing skills; Use of
critical/creative thinking processes), Communication (Expression and
organization of ideas and information in oral, visual, and/or written
forms; Use of conventions, vocabulary, and terminology of the
discipline in oral, visual, and/or written forms), Application (Making
connections within and between various contexts)

Cross-Curricular Connections: Mathematics (Algebra)
81
You are almost at the halfway check point!
Before moving on to the second half of the
game, you will need a loan of $3000. You
have three offers for a loan and one year to
pay it back.
* Note: An interest rate is a fee paid to a

lender when borrowing money.
1. Calculate the interest for each loan to find

the best offer.
Offer #1: The Bank offers you $3000

with an interest rate of 2% per year.
Offer #2: Mr. Monopoly offers you $3000

with an interest rate of 2.25% per year.
Offer #3: The Community Chest offers you

$3000 with an interest rate of 1.75% per year.
82
SOLUTION:
1. Calculate the interest for each loan to find
the best offer.
I = Interest
p = Principal = Amount of Loan = $3000
t = Time = 1 Year
Offer #1:
r = Interest Rate = 2% = $0.02
I = prt
= ($3000) x ($0.02) x (1)
= $60.00
Offer #2:
r = Interest Rate = 2.25% = $0.0225
I = prt
= ($3000) x ($0.0225) x (1)
= $67.50
Offer #3:
r = Interest Rate = 1.75% = $0.0175
I = prt
= ($3000) x ($0.0175) x (1)
= $52.50
∴ Option #3 is the best offer.
83
Congratulations!
YOU MADE IT TO THE

HALFWAY CHECKPOINT!
Amazing work on Mathematics!
Now, are you ready for Science?
See you at the Finish Line!

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Math Trek Part 1

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MONOPOLY

MATH AND SCIENCE TREK

Welcome to Monopoly: Math and Science Trek!

This project consists of a fun, interactive workbook designed to be

The purpose of this workbook is to assess student knowledge and

This workbook incorporates a variety of question types, ranging from

The first half of the game pertains to the Mathematics strands:

Students will play and progress through the game

Let's Talk Science. (2019). Simple machines: Pulleys. Educational resources.

NASA. (2012). The four forces of flight. Educator features.

National Geographic. (2020). Global biodiversity. Resource library.

National Geographic. (2020). Habitat. Resource library.

and Technology (Revised). Toronto: Queen's Printer.

Mathematics Curriculum Context. Toronto: Queen's Printer. (and associated strands)

Pierce, R. (2020). Math is fun. Math is fun. http://www.mathsisfun.com/index.htm

Science World. (2020). Four forces of flight. Science World.

You gladly accept the invitation. How exciting!

R.S.V.P. to the game by

Let's get started!

You will start with a total of $1500, consisting

Grand Total: $1500

Don't forget to keep track

Once you own a property:

Read and answer the questions

Use your knowledge of mathematics and

Remember, you must answer each question

Are you ready to play?

Start on the corner marked "GO".

As Mr. Monopoly says... "Own it all!"

May the best player win! Good luck!

Strand: [B] Number

Overall Expectation: [B1] Students will demonstrate an

Specific Expectation: [B1.9] Students will describe

Achievement Categories: Knowledge and Understanding

Mathematical Processes: Problem Solving, Representing,

When Mr. Monopoly was in jail, he was

1. Which of the following answers correctly

The pizza contains 10 slices in total,

∴ The fraction is 1/10.

Strand: [C] Algebra

Overall Expectation: [C1] Students will identify, describe, extend,

Specific Expectation: [C1.3] Students will determine pattern rules

Achievement Categories: Knowledge and Understanding

Mathematical Processes: Problem Solving, Reasoning and Proving

Cross-Curricular Connections: Mathematics (Financial Literacy)

Number of Houses Built 3 4 5 6

Money Collected ($) 450 600 750 900

a) What is the pattern rule?

b) How much money would you collect if

* Add a sixth of this amount

1. a) What is the pattern rule?

The pattern rule is to multiply the number of

Start at 450, add by 150.

b) How much money would you collect if

Amount of Money Collected

∴ A total of $2100 would be collected if there

+ $350 in your bank account!

Strand: [D] Data

Overall Expectation: [D1] Students will manage, analyse, and

Specific Expectation: [D1.5] Determine the mean and the

Achievement Categories: Knowledge and Understanding

Mathematical Processes: Problem Solving, Reasoning and

The table below shows data that was collected