Grade 5

Year at a Glance - Supported Long Range Plans

Ontario Math Curriculum

Building the Environment and Getting to Know the Learners

2 weeks

Year Long Expectations

To be addressed throughout the year in the units

Numbers All Around You

4 weeks

Additive / Subtractive Thinking

4 weeks

Multiplicative Thinking
4 weeks

Shapes All Around Us

3 weeks

Patterns All Around Us

4 weeks

Data Relationships
4 weeks

Fractional Thinking
5 weeks

Divisional / Proportional Reasoning

4 weeks

** Three additional weeks of flex time has been allocated to use as needed **
 Unit 0 - Year Long Expectations

Strands Addressed: Number, Algebra

Within these year long expectations students will:

● Development flexibility and fluency with properties of operations
● Demonstrate multiplication and related division facts
● Build a variety of mental math strategies
● Build mathematical modelling skills for real life situations

Resources to Support Educator Math Content Knowledge

Specific Expectations to be
Addressed all Year Long
Breakdown and Progression of
Expectations to support
Assessment for As and Of
Learning
● B2.1 use the properties of operations, and the relationships between
operations, to solve problems involving whole numbers and decimal
numbers, including those requiring more than one operation, and check
calculations
● B2.2 recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and
related division facts
● B2.3 use mental math strategies to multiply whole numbers by 0.1 and
0.01 and estimate sums and differences of decimal numbers up to
hundredths, and explain the strategies used
● C4. Mathematical Modelling apply the process of mathematical modelling
to represent, analyse, make predictions, and provide insight into real-life
situations
Progression of Learning
“I can……” Statements
Assessment Tracking Tool (can be found within each unit)

** Please note these supports do not provide a complete unit, please ensure that you modify and adjust tasks to meet
the needs of the students and to be sure to include the students' social identities and lived experiences of the class.

All Year Long Mathematical Modelling

Opening Task Starting Points with Looks Fors

Student Support Sequence of Thinking and Unit

Materials Connections
*please note that the suggested
Mini Lessons
tasks could be used in any
category*

Unit 1 - Numbers All Around Us

Strands Addressed: Number, Algebra

In this unit students will:

● Understand the relationship within and between whole numbers
● Understand the relationship within hundredth in decimal and fraction form
● Relations to converting units of measure.
● Equivalence of decimal and fraction hundredths
● Number patterns within the relationships

Resources to Support Educator Math Content Knowledge

Specific Expectations to be
Addressed all Year Long
● B2.1 use the properties of operations, and the relationships between operations, to solve problems involving
whole numbers and decimal numbers, including those requiring more than one operation, and check
calculations
● B2.2 recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division facts
● B2.3 use mental math strategies to multiply whole numbers by 0.1 and 0.01 and estimate sums and differences
of decimal numbers up to hundredths, and explain the strategies used
● C4. Mathematical Modelling apply the process of mathematical modelling to represent, analyse, make
predictions, and provide insight into real-life situations

Cluster 1 - Whole Number and Students begin to develop their understanding of the relationships within and between whole numbers within the
Place Value place value system.

Specific Expectations
Breakdown and Progression of
Expectations to support
Assessment for As and Of
Learning
● B1.1 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
● B1.2 compare and order whole numbers up to and including 100 000, in various contexts
Progression of Learning
“I can……” Statements
Assessment Tracking Tool

Cluster 2 - Parts of a Whole and Students begin to develop their understanding of the relationship within hundredths in decimal and fraction form,
Place Value while making the connection to converting units of measure.

Specific Expectations
Breakdown and Progression of
Expectations to support
Assessment for As and Of
Learning
● B1.5 read, represent, compare, and order decimal numbers up to hundredths, in various
contexts
● B1.6 round decimal numbers to the nearest tenth, in various contexts
● C1.4 create and describe patterns to illustrate relationships among whole numbers and
decimal tenths and hundredths
● B1.7 describe relationships and show equivalences among fractions, decimal numbers up to
hundredths, and whole number percents, using appropriate tools and drawings, in various
contexts
● E2.1 use appropriate metric units to estimate and measure length, area, mass, and capacity
● E2.2 solve problems that involve converting larger metric units into smaller ones, and describe
the base ten relationships among metric units
Progression of Learning
“I can……” Statements
Assessment Tracking Tool

** Please note these supports do not provide a complete unit, please ensure that you modify and adjust tasks to meet
the needs of the students and to be sure to include the students' social identities and lived experiences of the class.

Cluster 1- Whole Number and Place Value Cluster 2- Parts of a Whole and Place Value

Opening Task Starting Points with Looks fors Starting Points with Looks fors

Student Support Mini Lessons Mini Lessons

Materials
Tasks Tasks
*please note that the
suggested tasks could Purposeful Practice Purposeful Practice
be used in any
category*
Check for Understanding Check for Understanding

Unit 2 - Additive / Subtractive Thinking

Strands Addressed: Number, Algebra, Financial Literacy

In this unit students will:

 ● Understand the relationship between addition and subtraction
● Engage in additive and subtractive thinking around a financial context
● Develop algebraic reasoning skills within addition and subtraction
● Begin to develop the additive and subtractive thinking around like fractional amounts

Resources to Support Educator Math Content Knowledge

Specific Expectations to be
Addressed all Year Long
● B2.1 use the properties of operations, and the relationships between operations, to solve problems involving
whole numbers and decimal numbers, including those requiring more than one operation, and check
calculations
● B2.2 recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division facts
● B2.3 use mental math strategies to multiply whole numbers by 0.1 and 0.01 and estimate sums and differences
of decimal numbers up to hundredths, and explain the strategies used
● C4. Mathematical Modelling apply the process of mathematical modelling to represent, analyse, make
predictions, and provide insight into real-life situations

Cluster 1 - Whole Numbers and Students build on the previous units' understanding of the relationships within and between whole numbers to
Place Value add and subtraction whole numbers and decimal hundredth. All while being able to round numbers and engage
with tasks within a financial literacy context.

Specific Expectations
● B2.4 represent and solve problems involving the addition and subtraction of whole numbers that add up to no
more than 100 000, and of decimal numbers up to hundredths, using appropriate tools, strategies, and algorithms
● B2.1 use the properties of operations, and the relationships between operations, to solve problems involving
whole numbers and decimal numbers, including those requiring more than one operation, and check calculations
● B1.6 round decimal numbers to the nearest tenth, in various contexts
● F1.3 design sample basic budgets to manage finances for various earning and spending scenarios
● F1.2 estimate and calculate the cost of transactions involving multiple items priced in dollars and cents,
including sales tax, using various strategies

Breakdown and Progression of Progression of Learning

Expectations to support
Assessment for As and Of “I can……” Statements
Learning
Assessment Tracking Tool

Cluster 2 - Algebraic Reasoning Students begin to develop their understanding of algebraic reasoning within an additive and subtractive context
with whole numbers.

Specific Expectations
● C2.1 translate among words, algebraic expressions, and visual representations that describe equivalent
relationships
● C2.2 evaluate algebraic expressions that involve whole numbers
● C2.4 solve inequalities that involve one operation and whole numbers up to 50, and verify and graph the solutions
● C2.3 solve equations that involve whole numbers up to 100 in various contexts, and verify solutions

Breakdown and Progression of Progression of Learning

Expectations to support
Assessment for As and Of “I can……” Statements
Learning
Assessment Tracking Tool

Cluster 3 - Fractional Students begin to develop their understanding of additive and subtractive thinking with like fractional parts.
Relationships

Specific Expectations ● B2.5 add and subtract fractions with like denominators, in various contexts

Breakdown and Progression of Progression of Learning

Expectations to support
Assessment for As and Of “I can……” Statements
Learning
Assessment Tracking Tool

** Please note these supports do not provide a complete unit, please ensure that you modify and adjust tasks to meet
the needs of the students and to be sure to include the students' social identities and lived experiences of the class.

Cluster 1- Whole Numbers and Place Cluster 2- Algebraic Reasoning Cluster 3- Fractional Relationships
Value

Opening Task Starting Points with Looks fors Starting Points with Looks fors Starting Points with Looks fors

Student Support Mini Lessons Mini Lessons Mini Lessons

Materials
Tasks Tasks Tasks
*please note that the
suggested tasks could Purposeful Practice Purposeful Practice Purposeful Practice
be used in any
category*
Check for Understanding Check for Understanding Check for Understanding

Unit 3- Multiplicative Thinking

Strands Addressed: Number, Algebra, Spatial, Financial Literacy

In this unit students will:

 ● Apply previous additive thinking to multiplicative thinking
● Use a variety of strategies to solve problems that involve multiplication in context of measurement and financial literacy
● Continue to play with variables of unknown quantities with multiplication

Resources to Support Educator Math Content Knowledge

Specific Expectations to be Addressed all ● B2.1 use the properties of operations, and the relationships between operations, to solve
Year Long problems involving whole numbers and decimal numbers, including those requiring more than
one operation, and check calculations
● B2.2 recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division facts
● B2.3 use mental math strategies to multiply whole numbers by 0.1 and 0.01 and estimate sums
and differences of decimal numbers up to hundredths, and explain the strategies used
● C4. Mathematical Modelling apply the process of mathematical modelling to represent, analyse,
make predictions, and provide insight into real-life situations

Cluster 1 - Multiplicative Thinking
Building off the previous unit, students are now taking their knowledge of additive thinking and
applying it to multiplicative thinking. Being able to use a variety of strategies to solve problems that
involve multiplication while including the context of measurement (e.g. area) and financial
transactions. Thus also creating more opportunities to continue playing with variables of unknown
quantities with multiplication.

Specific Expectations
● B2.6 represent and solve problems involving the multiplication of two-digit whole numbers by two-
digit whole numbers using the area model and using algorithms, and make connections between the
two methods
● B2.1 use the properties of operations, and the relationships between operations, to solve
problems involving whole numbers and decimal numbers, including those requiring more than one
operation, and check calculations
● F1.2 estimate and calculate the cost of transactions involving multiple items priced in dollars and
cents, including sales tax, using various strategies
● C2.1 translate among words, algebraic expressions, and visual representations that describe
equivalent relationships
● C2.2 evaluate algebraic expressions that involve whole numbers
● C2.4 solve inequalities that involve one operation and whole numbers up to 50, and verify and
graph the solutions
● C2.3 solve equations that involve whole numbers up to 100 in various contexts, and verify solutions
● E1.1 identify geometric properties of triangles, and construct different types of triangles when
given side or angle measurements
● E2.5 use the area relationships among rectangles, parallelograms, and triangles to develop the
formulas for the area of a parallelogram and the area of a triangle, and solve related problems
● E2.6 show that two-dimensional shapes with the same area can have different perimeters, and
solve related problems

Breakdown and Progression of Expectations Progression of Learning

to support Assessment for As and Of
Learning “I can……” Statements

Assessment Tracking Tool

** Please note these supports do not provide a complete unit, please ensure that you modify and adjust tasks to meet
the needs of the students and to be sure to include the students' social identities and lived experiences of the class.

Cluster 1- Multiplicative Thinking

Opening Task Starting Points with Looks fors

Student Support Mini Lessons

Materials
*please note that the Tasks
suggested tasks could be
used in any category*
Purposeful Practice

Check for Understanding

Unit 4 - Shapes All Around Us

Strands Addressed: Number, Algebra and Spatial

In this unit students will learn about:

● Properties of shapes (i.e. triangles, parallelograms and rectangles)
 ● Properties of angles and measuring angles
● Transformations on a grid
● Coding a transformation

Resources to Support Educator Math Content Knowledge

Specific Expectations to be Addressed all ● B2.1 use the properties of operations, and the relationships between operations, to solve
Year Long problems involving whole numbers and decimal numbers, including those requiring more than
one operation, and check calculations
● B2.2 recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division facts
● B2.3 use mental math strategies to multiply whole numbers by 0.1 and 0.01 and estimate sums
and differences of decimal numbers up to hundredths, and explain the strategies used
● C4. Mathematical Modelling apply the process of mathematical modelling to represent, analyse,
make predictions, and provide insight into real-life situations

Cluster 1 - Properties of Shapes and Angles Building off the previous unit and the understanding of area of rectangles and other shapes,
students begin to demonstrate their understanding of geometric properties and angles.

Specific Expectations
● E1.1 identify geometric properties of triangles, and construct different types of triangles when given
side or angle measurements
● E1.2 identify and construct congruent triangles, rectangles, and parallelograms
● E2.3 compare angles and determine their relative size by matching them and by measuring them
using appropriate non-standard units
● E2.4 explain how protractors work, use them to measure and construct angles up to 180°, and use
benchmark angles to estimate the size of other angles

Breakdown and Progression of Expectations Progression of Learning

to support Assessment for As and Of
Learning “I can……” Statements

Assessment Tracking Tool

Cluster 2 - Transformation and Coding Students begin to understand plotting and reading coordinates in the first quadrant, to make the
connections as they move into describing transformations on a grid and drawing objects from
different perspectives. This then provides the basis for students to begin coding and being able to
code a transformation.

Specific Expectations
● E1.4 plot and read coordinates in the first quadrant of a Cartesian plane using various scales, and
describe the translations that move a point from one coordinate to another
● E1.5 describe and perform translations, reflections, and rotations up to 180° on a grid, and predict
the results of these transformations
● C3.1 solve problems and create computational representations of mathematical situations by
writing and executing code, including code that involves conditional statements and other control
structures
● C3.2 read and alter existing code, including code that involves conditional statements and other
control structures, and describe how changes to the code affect the outcomes
● E1.3 draw top, front, and side views of objects, and match drawings with objects

Breakdown and Progression of Expectations Progression of Learning

to support Assessment for As and Of
Learning “I can……” Statements

Assessment Tracking Tool

** Please note these supports do not provide a complete unit, please ensure that you modify and adjust tasks to meet
the needs of the students and to be sure to include the students' social identities and lived experiences of the class.

Cluster 1- Properties of Shapes and Angles Cluster 2 - Transformations and Coding

Opening Task Starting Points with Looks fors Starting Points with Looks fors

Student Support Mini Lessons Mini Lessons

Materials
*please note that the Tasks Tasks
suggested tasks could be
used in any category*
Purposeful Practice Purposeful Practice

Check for Understanding Check for Understanding

Unit 5 - Patterns All Around Us

Strands Addressed: Number , Algebra and Spatial

In this unit students will:

● Describe patterns from a concrete and/or visual representations
● Represent patterns in a table and graphically
 ● Justify and make predictions using a variety of patterns
● Coding with a pattern
Specific Expectations to be Addressed all
Year Long
Cluster 1 - Patterns All Around Us
Specific Expectations
Breakdown and Progression of Expectations Progression of Learning
to support Assessment for As and Of
Learning
** Please note these supports do not provide a complete unit, please ensure that you modify and adjust tasks to meet
the needs of the students and to be sure to include the students' social identities and lived experiences of the class.
Opening Task
Student Support Materials
*please note that the suggested tasks
could be used in any category*
Strands Addressed: Number, Data, Financial Literacy
In this unit students will:
Resources to Support Educator Math Content Knowledge
● B2.1 use the properties of operations, and the relationships between operations, to solve
problems involving whole numbers and decimal numbers, including those requiring more than
one operation, and check calculations
● B2.2 recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division facts
● B2.3 use mental math strategies to multiply whole numbers by 0.1 and 0.01 and estimate sums
and differences of decimal numbers up to hundredths, and explain the strategies used
● C4. Mathematical Modelling apply the process of mathematical modelling to represent, analyse,
make predictions, and provide insight into real-life situations
Students begin to identify and describe patterns from a concrete and visual representation,
translating them to graphical or table of value representations. Using these different
representations to make and justify predictions of a variety of patterns. Thus creating a great
opportunity to code with a pattern.
● C1.1 identify and describe repeating, growing, and shrinking patterns, including patterns
found in real-life contexts
● C1.2 create and translate growing and shrinking patterns using various representations,
including tables of values and graphs
● C1.3 determine pattern rules and use them to extend patterns, make and justify
predictions, and identify missing elements in repeating, growing, and shrinking patterns
● C2.1 translate among words, algebraic expressions, and visual representations that
describe equivalent relationships
● C2.2 evaluate algebraic expressions that involve whole numbers
● C2.3 solve equations that involve whole numbers up to 100 in various contexts, and verify
solutions
● D1.3 select from among a variety of graphs, including stacked-bar graphs, the type of
graph best suited to represent various sets of data; display the data in the graphs with
proper sources, titles, and labels, and appropriate scales; and justify their choice of graphs
● C3.1 solve problems and create computational representations of mathematical
situations by writing and executing code, including code that involves conditional
statements and other control structures
● C3.2 read and alter existing code, including code that involves conditional statements
and other control structures, and describe how changes to the code affect the outcomes
“I can……” Statements
Assessment Tracking Tool
Cluster 1- Patterns all Around Us
Starting Points with Looks fors
Mini Lessons
Tasks
Purposeful Practice
Check for Understanding
Unit 6 - Data Relationships
 ● Collect and organize different sets of data ● Analyzing components of data in a variety of contexts
● Measures of central tendency (i.e. mean, median, mode) ● Create an infographic
● Describe and explain components of financial literacy

Resources to Support Educator Math Content Knowledge

Specific Expectations to be
Addressed all Year Long
● B2.1 use the properties of operations, and the relationships between operations, to solve problems involving
whole numbers and decimal numbers, including those requiring more than one operation, and check
calculations
● B2.2 recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division facts
● B2.3 use mental math strategies to multiply whole numbers by 0.1 and 0.01 and estimate sums and
differences of decimal numbers up to hundredths, and explain the strategies used
● C4. Mathematical Modelling apply the process of mathematical modelling to represent, analyse, make
predictions, and provide insight into real-life situations

Cluster 1 - Collecting and Students begin to collect and organize different sets of data (i.e. questions or interest, sampling techniques)
Organizing Data and organize different components of the data into relative frequency tables and stacked bar graphs.

Specific Expectations
● D1.1 explain the importance of various sampling techniques for collecting a sample of data that is representative
of a population
● D1.2 collect data, using appropriate sampling techniques as needed, to answer questions of interest about a
population, and organize the data in relative-frequency tables
● D1.3 select from among a variety of graphs, including stacked-bar graphs, the type of graph best suited to
represent various sets of data; display the data in the graphs with proper sources, titles, and labels, and
appropriate scales; and justify their choice of graphs

Breakdown and Progression of Progression of Learning

Expectations to support
Assessment for As and Of “I can……” Statements
Learning
Assessment Tracking Tool

Cluster 2 - Analysing Data Students continue to collect different types of data and analyse (e.g. mean, median and mode) it as it is
presented in different ways. Students can analyse different data sets that relate to financial literacy ideas (i.e.
concepts of how many can be transferred, credit and debt, transactions, taxes).

Specific Expectations
● D1.6 analyse different sets of data presented in various ways, including in stacked-bar graphs and in misleading
graphs, by asking and answering questions about the data, challenging preconceived notions, and drawing
conclusions, then make convincing arguments and informed decisions
● D1.5 determine the mean and the median and identify the mode(s), if any, for various data sets involving whole
numbers and decimal numbers, and explain what each of these measures indicates about the data
● B2.4 represent and solve problems involving the addition and subtraction of whole numbers that add up to no
more than 100 000, and of decimal numbers up to hundredths, using appropriate tools, strategies, and algorithms
● F1.1 describe several ways money can be transferred among individuals, organizations, and businesses
● F1.2 estimate and calculate the cost of transactions involving multiple items priced in dollars and cents,
including sales tax, using various strategies
● F1.4 explain the concepts of credit and debt, and describe how financial decisions may be impacted by each
● F1.6 describe the types of taxes that are collected by the different levels of government in Canada, and explain
how tax revenue is used to provide services in the community

Progression of Learning
Breakdown and Progression of
Expectations to support “I can……” Statements
Assessment for As and Of
Assessment Tracking Tool
Learning

Cluster 3 - Infographic Students demonstrate their learning by creating a infographic about financial literacy and civic awareness that includes a
frequency table, stem and leaf plot and multiple bar graph..

Specific Expectations ● D1.4 create an infographic about a data set, representing the data in appropriate ways, including in relative-
frequency tables and stacked-bar graphs, and incorporating any other relevant information that helps to tell a
story about the data

Breakdown and Progression of Progression of Learning

Expectations to support
Assessment for As and Of “I can……” Statements
Learning
Assessment Tracking Tool

** Please note these supports do not provide a complete unit, please ensure that you modify and adjust tasks to meet
the needs of the students and to be sure to include the students' social identities and lived experiences of the class.

Cluster 1- Collecting and Organizing Data Cluster 2- Analysing Data Cluster 2- Infographic

Opening Task Starting Points with Looks fors

Student Support Mini Lessons Mini Lessons Mini Lessons

Materials
*please note that the Tasks Tasks Tasks
suggested tasks could be
used in any category*
Purposeful Practice Purposeful Practice Purposeful Practice

Check for Understanding Check for Understanding Check for Understanding

Unit 7 - Fractional Thinking

Strands Addressed: Number, Algebra, Data

In this unit students will:

● Understand the fractional relationship within and between whole numbers
● Understand the relationship within hundredths in decimal form
 ● Equivalence of decimal and fraction and whole number percent form
● Number patterns within the relationships
● Determine probability (i.e. experimental and theoretical)
● Continue to develop coding skill sets

Resources to Support Educator Math Content Knowledge

Specific Expectations to be
Addressed all Year Long
● B2.1 use the properties of operations, and the relationships between operations, to solve problems involving
whole numbers and decimal numbers, including those requiring more than one operation, and check
calculations
● B2.2 recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division facts
● B2.3 use mental math strategies to multiply whole numbers by 0.1 and 0.01 and estimate sums and differences
of decimal numbers up to hundredths, and explain the strategies used
● C4. Mathematical Modelling apply the process of mathematical modelling to represent, analyse, make
predictions, and provide insight into real-life situations

Cluster 1 - Fractional Thinking Students begin to develop their understanding of the relationships within and between whole numbers with
different representations (i.e. fractions, decimals, percents).

Specific Expectations
● B1.3 represent equivalent fractions from halves to twelfths, including improper fractions and mixed numbers,
using appropriate tools, in various contexts
● B1.4 compare and order fractions from halves to twelfths, including improper fractions and mixed numbers, in
various contexts
● B1.7 describe relationships and show equivalences among fractions, decimal numbers up to hundredths, and
whole number percents, using appropriate tools and drawings, in various contexts
● B2.5 add and subtract fractions with like denominators, in various contexts
● B2.8 multiply and divide one-digit whole numbers by unit fractions, using appropriate tools and drawings

Breakdown and Progression of Progression of Learning

Expectations to support
Assessment for As and Of “I can……” Statements
Learning
Assessment Tracking Tool

Cluster 2 - Probability Students begin to develop their understanding of the relationship of probable outcomes and record them with
fractional notation. This is also a great opportunity to continue to build on coding skills.

Specific Expectations
● D2.1 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
● D2.2 determine and compare the theoretical and experimental probabilities of an event happening
● C3.1 solve problems and create computational representations of mathematical situations by writing and
executing code, including code that involves conditional statements and other control structures
● C3.2 read and alter existing code, including code that involves conditional statements and other control
structures, and describe how changes to the code affect the outcomes

Breakdown and Progression of Progression of Learning

Expectations to support
Assessment for As and Of “I can……” Statements
Learning
Assessment Tracking Tool

** Please note these supports do not provide a complete unit, please ensure that you modify and adjust tasks to meet
the needs of the students and to be sure to include the students' social identities and lived experiences of the class.

Cluster 1- Fractional Thinking Cluster 2- Probability

Opening Task Starting Points with Looks fors Starting Points with Looks fors

Student Support Mini Lessons Mini Lessons

Materials
Tasks Tasks
*please note that the
suggested tasks could Purposeful Practice Purposeful Practice
be used in any
category*
Check for Understanding Check for Understanding

Unit 8 - Division / Proportional Reasoning

Strands Addressed: Number, Algebra

In this unit students will:

● Solve problems related to division with remainders
 ● Solve equations and inequalities
● Evaluate expressions
● Build an understanding of proportional reasoning with ratios and rates
Specific Expectations to be
Addressed all Year Long
Cluster 1 - Divisional Thinking
Specific Expectations
Breakdown and Progression of
Expectations to support
Assessment for As and Of
Learning
Cluster 2 - Proportional Thinking Students begin to develop their understanding of proportional reasoning with ratios and rates
Specific Expectations
Breakdown and Progression of
Expectations to support
Assessment for As and Of
Learning
** Please note these supports do not provide a complete unit, please ensure that you modify and adjust tasks to meet
the needs of the students and to be sure to include the students' social identities and lived experiences of the class.
Opening Task
Student Support
Materials
*please note that the
suggested tasks could
be used in any
category*
Resources to Support Educator Math Content Knowledge
● B2.1 use the properties of operations, and the relationships between operations, to solve problems involving
whole numbers and decimal numbers, including those requiring more than one operation, and check
calculations
● B2.2 recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division facts
● B2.3 use mental math strategies to multiply whole numbers by 0.1 and 0.01 and estimate sums and differences
of decimal numbers up to hundredths, and explain the strategies used
● C4. Mathematical Modelling apply the process of mathematical modelling to represent, analyse, make
predictions, and provide insight into real-life situations
Students build on their prior knowledge of divisional thinking with larger quantities using a variety of strategies
(including the array which they played with multiplicative thinking). This also provided a great opportunity to
continue to use variables and solve for unknown values while solving equations and inequalities and evaluating
expressions.
● B2.7 represent and solve problems involving the division of three-digit whole numbers by two-digit
whole numbers using the area model and using algorithms, and make connections between the two
methods, while expressing any remainder appropriately
● C2.1 translate among words, algebraic expressions, and visual representations that describe
equivalent relationships
● C2.2 evaluate algebraic expressions that involve whole numbers
● C2.3 solve equations that involve whole numbers up to 100 in various contexts, and verify solutions
● C2.4 solve inequalities that involve one operation and whole numbers up to 50, and verify and graph
the solutions
Progression of Learning
“I can……” Statements
Assessment Tracking Tool
● B2.9 represent and create equivalent ratios and rates, using a variety of tools and models, in various
contexts
● F1.5 calculate unit rates for various goods and services, and identify which rates offer the best value
Progression of Learning
“I can……” Statements
Assessment Tracking Tool
Cluster 1- Divisional Thinking Cluster 2 - Proportional Reasoning
Starting Points with Looks fors Starting Points with Looks fors
Mini Lessons Mini Lessons
Tasks Tasks
Purposeful Practice Purposeful Practice
Check for Understanding Check for Understanding