Ontario Curriculum

1.2.1: develop and apply reasoning skills (e.g., classification, recognition of relationships, use of counter-examples) to make and investigate conjectures and construct and defend arguments;

1.7.1: communicate mathematical thinking orally, visually, and in writing, using everyday language, a basic mathematical vocabulary, and a variety of representations, and observing basic mathematical conventions.

2.1.1: represent, compare, and order whole numbers and decimal numbers from 0.001 to 1 000 000, using a variety of tools (e.g., number lines with appropriate increments, base ten materials for decimals);

Adding Whole Numbers and Decimals (Base-10 Blocks)

Comparing and Ordering Decimals

Modeling Decimals (Area and Grid Models)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

2.1.2: demonstrate an understanding of place value in whole numbers and decimal numbers from 0.001 to 1 000 000, using a variety of tools and strategies (e.g. use base ten materials to represent the relationship between 1, 0.1, 0.01, and 0.001) (Sample problem: How many thousands cubes would be needed to make a base ten block for 1 000 000?);

Adding Whole Numbers and Decimals (Base-10 Blocks)

Comparing and Ordering Decimals

Modeling Decimals (Area and Grid Models)

Multiplying Decimals (Area Model)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Sums and Differences with Decimals

2.1.4: represent, compare, and order fractional amounts with unlike denominators, including proper and improper fractions and mixed numbers, using a variety of tools (e.g., fraction circles, Cuisenaire rods, drawings, number lines, calculators) and using standard fractional notation (Sample problem: Use fraction strips to show that 1 1/2 is greater than 5/4.);

Adding Fractions (Fraction Tiles)

Dividing Mixed Numbers

Estimating Sums and Differences

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Fractions with Unlike Denominators

Improper Fractions and Mixed Numbers

Modeling Fractions (Area Models)

Rational Numbers, Opposites, and Absolute Values

Toy Factory (Set Models of Fractions)

2.1.7: identify composite numbers and prime numbers, and explain the relationship between them (i.e., any composite number can be factored into prime factors) (e.g., 42 = 2 x 3 x 7).

Chocomatic (Multiplication, Arrays, and Area)

Factor Trees (Factoring Numbers)

Finding Factors with Area Models

2.2.2: solve problems involving the multiplication and division of whole numbers (four-digit by two-digit), using a variety of tools (e.g., concrete materials, drawings, calculators) and strategies (e.g., estimation, algorithms);

Chocomatic (Multiplication, Arrays, and Area)

2.2.3: add and subtract decimal numbers to thousandths, using concrete materials, estimation, algorithms, and calculators;

Adding Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Sums and Differences with Decimals

2.2.4: multiply and divide decimal numbers to tenths by whole numbers, using concrete materials, estimation, algorithms, and calculators (e.g., calculate 4 x 1.4 using base ten materials; calculate 5.6 ÷ 4 using base ten materials);

Multiplying Decimals (Area Model)

Multiplying with Decimals

2.2.5: multiply whole numbers by 0.1, 0.01, and 0.001 using mental strategies (e.g., use a calculator to look for patterns and generalize to develop a rule);

Multiplying Decimals (Area Model)

2.2.8: explain the need for a standard order for performing operations, by investigating the impact that changing the order has when performing a series of operations (Sample problem: Calculate and compare the answers to 3 + 2 x 5 using a basic four-function calculator and using a scientific calculator.).

2.3.1: represent ratios found in real-life contexts, using concrete materials, drawings, and standard fractional notation (Sample problem: In a classroom of 28 students, 12 are female. What is the ratio of male students to female students?);

Beam to Moon (Ratios and Proportions) - Metric

Part-to-part and Part-to-whole Ratios

Percents, Fractions, and Decimals

Proportions and Common Multipliers

2.3.2: determine and explain, through investigation using concrete materials, drawings, and calculators, the relationships among fractions (i.e., with denominators of 2, 4, 5, 10, 20, 25, 50, and 100), decimal numbers, and percents (e.g., use a 10 x 10 grid to show that 1/4 = 0.25 or 25%.);

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

Part-to-part and Part-to-whole Ratios

Percents, Fractions, and Decimals

2.3.3: represent relationships using unit rates (Sample problem: If 5 batteries cost $4.75, what is the cost of 1 battery?).

3.1.2: estimate, measure, and record length, area, mass, capacity, and volume, using the metric measurement system.

3.2.2: 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?);

3.2.4: determine, through investigation using a variety of tools (e.g., pattern blocks, Power Polygons, dynamic geometry software, grid paper) and strategies (e.g., paper folding, cutting, and rearranging), the relationship between the area of a rectangle and the areas of parallelograms and triangles, by decomposing (e.g., cutting up a parallelogram into a rectangle and two congruent triangles) and composing (e.g., combining two congruent triangles to form a parallelogram) (Sample problem: Decompose a rectangle and rearrange the parts to compose a parallelogram with the same area. Decompose a parallelogram into two congruent triangles, and compare the area of one of the triangles with the area of the parallelogram.);

Area of Parallelograms

Area of Triangles

3.2.5: develop the formulas for the area of a parallelogram (i.e., Area of parallelogram = base x height) and the area of a triangle [i.e., Area of triangle = (base x height) ÷ 2], using the area relationships among rectangles, parallelograms, and triangles (Sample problem: Use dynamic geometry software to show that parallelograms with the same height and the same base all have the same area.);

Area of Parallelograms

Area of Triangles

Perimeter and Area of Rectangles

3.2.6: solve problems involving the estimation and calculation of the areas of triangles and the areas of parallelograms (Sample problem: Calculate the areas of parallelograms that share the same base and the same height, including the special case where the parallelogram is a rectangle.);

Area of Parallelograms

Area of Triangles

Perimeter and Area of Rectangles

3.2.10: solve problems involving the estimation and calculation of the surface area and volume of triangular and rectangular prisms (Sample problem: How many square centimetres of wrapping paper are required to wrap a box that is 10 cm long, 8 cm wide, and 12 cm high?).

Balancing Blocks (Volume)

Prisms and Cylinders

Surface and Lateral Areas of Prisms and Cylinders

4.1.1: sort and classify quadrilaterals by geometric properties related to symmetry, angles, and sides, through investigation using a variety of tools (e.g., geoboard, dynamic geometry software) and strategies (e.g., using charts, using Venn diagrams);

4.2.1: build three-dimensional models using connecting cubes, given isometric sketches or different views (i.e., top, side, front) of the structure (Sample problem: Given the top, side, and front views of a structure, build it using the smallest number of cubes possible.);

4.2.2: sketch, using a variety of tools (e.g., isometric dot paper, dynamic geometry software), isometric perspectives and different views (i.e., top, side, front) of three-dimensional figures built with interlocking cubes.

3D and Orthographic Views

Surface and Lateral Areas of Prisms and Cylinders

4.3.1: explain how a coordinate system represents location, and plot points in the first quadrant of a Cartesian coordinate plane;

City Tour (Coordinates)

Elevator Operator (Line Graphs)

Points in the Coordinate Plane

4.3.2: identify, perform, and describe, through investigation using a variety of tools (e.g., grid paper, tissue paper, protractor, computer technology), rotations of 180º and clockwise and counterclockwise rotations of 90°, with the centre of rotation inside or outside the shape;

Rock Art (Transformations)

Rotations, Reflections, and Translations

4.3.3: create and analyse designs made by reflecting, translating, and/or rotating a shape, or shapes, by 90º or 180º (Sample problem: Identify rotations of 90° or 180° that map congruent shapes, in a given design, onto each other.).

Holiday Snowflake Designer

Rock Art (Transformations)

Rotations, Reflections, and Translations

5.1.1: identify geometric patterns, through investigation using concrete materials or drawings, and represent them numerically;

5.1.4: describe pattern rules (in words) that generate patterns by adding or subtracting a constant, or multiplying or dividing by a constant, to get the next term (e.g., for 1, 3, 5, 7, 9, …, the pattern rule is “start with 1 and add 2 to each term to get the next term”), then distinguish such pattern rules from pattern rules, given in words, that describe the general term by referring to the term number (e.g., for 2, 4, 6, 8, …, the pattern rule for the general term is “double the term number”);

Arithmetic and Geometric Sequences

Finding Patterns

5.2.1: demonstrate an understanding of different ways in which variables are used (e.g., variable as an unknown quantity; variable as a changing quantity);

Simplifying Algebraic Expressions I

Simplifying Algebraic Expressions II

Solving Equations on the Number Line

Using Algebraic Equations

Using Algebraic Expressions

5.2.3: solve problems that use two or three symbols or letters as variables to represent different unknown quantities (Sample problem: If n + l = 15 and n + l + s = 19, what value does the s represent?);

Solving Equations on the Number Line

5.2.4: 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.).

Absolute Value Equations and Inequalities

Modeling One-Step Equations

Modeling and Solving Two-Step Equations

Solving Algebraic Equations II

Solving Equations on the Number Line

Solving Two-Step Equations

6.1.1: collect data by conducting a survey (e.g., use an Internet survey tool) or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements;

Describing Data Using Statistics

Estimating Population Size

Polling: City

Polling: Neighborhood

Reaction Time 2 (Graphs and Statistics)

Real-Time Histogram

6.1.2: collect and organize discrete or continuous primary data and secondary data (e.g., electronic data from websites such as E-Stat or Census At Schools) and display the data in charts, tables, and graphs (including continuous line graphs) that have appropriate titles, labels (e.g., appropriate units marked on the axes), and scales (e.g., with appropriate increments) that suit the range and distribution of the data, using a variety of tools (e.g., graph paper, spreadsheets, dynamic statistical software);

Graphing Skills

Histograms

Mascot Election (Pictographs and Bar Graphs)

6.1.3: select an appropriate type of graph to represent a set of data, graph the data using technology, and justify the choice of graph (i.e., from types of graphs already studied, such as pictographs, horizontal or vertical bar graphs, stem-and-leaf plots, double bar graphs, broken-line graphs, and continuous line graphs);

Forest Ecosystem

Graphing Skills

Histograms

Mascot Election (Pictographs and Bar Graphs)

Reaction Time 2 (Graphs and Statistics)

Stem-and-Leaf Plots

6.1.4: determine, through investigation, how well a set of data represents a population, on the basis of the method that was used to collect the data (Sample problem: Would the results of a survey of primary students about their favourite television shows represent the favourite shows of students in the entire school? Why or why not?).

6.2.1: read, interpret, and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data (e.g., sports data in the newspaper, data from the Internet about movies), presented in charts, tables, and graphs (including continuous line graphs);

Elevator Operator (Line Graphs)

Graphing Skills

Histograms

Polling: City

Prairie Ecosystem

Real-Time Histogram

6.2.2: compare, through investigation, different graphical representations of the same data (Sample problem: Use technology to help you compare the different types of graphs that can be created to represent a set of data about the number of runs or goals scored against each team in a tournament. Describe the similarities and differences that you observe.);

Histograms

Mascot Election (Pictographs and Bar Graphs)

Movie Reviewer (Mean and Median)

Reaction Time 2 (Graphs and Statistics)

6.2.3: explain how different scales used on graphs can influence conclusions drawn from the data;

6.2.4: demonstrate an understanding of mean (e.g., mean differs from median and mode because it is a value that “balances” a set of data – like the centre point or fulcrum in a lever), and use the mean to compare two sets of related data, with and without the use of technology (Sample problem: Use the mean to compare the masses of backpacks of students from two or more Grade 6 classes.);

Describing Data Using Statistics

Mean, Median, and Mode

Movie Reviewer (Mean and Median)

Populations and Samples

Reaction Time 2 (Graphs and Statistics)

Real-Time Histogram

6.2.5: 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).

Elevator Operator (Line Graphs)

Graphing Skills

Polling: City

Real-Time Histogram

6.3.1: express theoretical probability as a ratio of the number of favourable outcomes to the total number of possible outcomes, where all outcomes are equally likely (e.g., the theoretical probability of rolling an odd number on a six-sided number cube is 3/6 because, of six equally likely outcomes, only three are favourable – that is, the odd numbers 1, 3, 5);

Geometric Probability

Probability Simulations

Spin the Big Wheel! (Probability)

Theoretical and Experimental Probability

6.3.2: represent the probability of an event (i.e., the likelihood that the event will occur), using a value from the range of 0 (never happens or impossible) to 1 (always happens or certain);

Probability Simulations

Spin the Big Wheel! (Probability)

6.3.3: predict the frequency of an outcome of a simple probability experiment or game, by calculating and using the theoretical probability of that outcome (e.g., “The theoretical probability of spinning red is 1/4 since there are four different-coloured areas that are equal. If I spin my spinner 100 times, I predict that red should come up about 25 times.”). (Sample problem: Create a spinner that has rotational symmetry. Predict how often the spinner will land on the same sector after 25 spins. Perform the experiment and compare the prediction to the results.).

Independent and Dependent Events

Probability Simulations

Theoretical and Experimental Probability

Correlation last revised: 1/22/2020

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.