LB 3-4 Ontario Correlation Grade 4 - Nelson

[Pages:29]Correlation to Ontario Curriculum and Grade 4 Classroom Resources

Note: Leaps and Bounds 3/4 is a math intervention resource and therefore does not include new content and concepts being introduced to students for the first time in Grade 4. Leaps and Bounds includes content from Grades 1 to 3 that will prepare students who are struggling for work at the Grade 3 or 4 level.

GRADE 4 Expectations and Resources

INTERVENTION Resources and Expectations

Correlation between Grade 4 Ontario expectations and

Correlation between Leaps and Bounds 3/4 and prerequisite expectations from Ontario Grades 1 to 3

core programs

Number Sense and Numeration: Quantity Relationships

Grade 4 Ontario

Nelson

Math Makes

Leaps and Bounds 3/4

Grade 3 Ontario

Grade 2 Ontario

Grade 1 Ontario

expectations Mathematics 4

Sense 4

Topics

expectations

expectations

expectations

? represent,

Chapter 2 Getting Chapter 2 Whole Representing Whole

? represent, compare, ? represent, compare, ? represent, compare,

compare, and

Started, 2.1, 2.2, Numbers, 2.1,

Numbers

and order whole

and order whole

and order whole

order whole

2.3, 2.4, 2.7, Ch. 2.3

Pathway 1: Representing numbers to 1000, using numbers to 100,

numbers to 50, using a

numbers to 10

2 Task

Numbers to 1000

a variety of tools (e.g., including money

variety of tools (e.g.,

000, using a

Pathway 2: Representing base ten materials or amounts to 100?, using connecting cubes, ten

variety of tools

Numbers to 100

drawings of them,

a variety of tools (e.g., frames, base ten

(e.g., drawings of

Pathway 3: Representing number lines with

ten frames, base ten

materials, number lines,

base ten

Numbers to 20

increments of 100 or materials, coin

hundreds charts) and

materials,

other appropriate

manipulatives, number contexts (e.g., real-life

number lines with

Comparing and

amounts)

lines, hundreds charts experiences, number

increments of

Ordering

and hundreds carpets) stories)

100 or other

Pathway 1: Comparing

appropriate

and Ordering to 1000

amounts)

Pathway 2: Comparing

and Ordering to 100

Pathway 3: Comparing

and Ordering to 20

Leaps and Bounds 3/4 Correlation to Ontario curriculum and classroom resources

1

Number Sense and Numeration: Quantity Relationships ctd.

Grade 4 Ontario

Nelson

Math Makes

Leaps and Bounds 3/4

expectations Mathematics 4

Sense 4

Topics

? demonstrate an Ch. 2 Getting Chapter 2

Representing Whole

understanding of

Started, 2.1,

Whole

Numbers

place value in

2.2, 2.4, Ch. 2 Numbers, 2.1, Pathway 1: Representing

whole numbers and Task, 12.4,

2.3, Chapter 8 Numbers to 1000

decimal numbers 12.5

Fractions and Pathway 2: Representing

from 0.1 to 10 000,

Decimals, 8.8 Numbers to 100

using a variety of

Pathway 3: Representing

tools and strategies

Numbers to 20

(e.g., use base ten

materials to

Comparing and Ordering

represent 9307 as

Pathway 1: Comparing and

9000 + 300 + 0 + 7)

Ordering to 1000

Pathway 2: Comparing and

Ordering to 100

Pathway 3: Comparing and

Ordering to 20

? read and print in 2.2 words whole numbers to one thousand, using meaningful contexts (e.g., books, highway distance signs)

Chapter 2 Whole Numbers, 2.1

Representing Whole Numbers Pathway 1: Representing Numbers to 1000 Pathway 2: Representing Numbers to 100 Pathway 3: Representing Numbers to 20

Grade 3 Ontario expectations

? identify and represent the value of a digit in a number according to its position in the number (e.g. use base ten materials to show that the 3 in 324 represents 300) ? compose and decompose three-digit numbers into hundreds, tens, and ones in a variety of ways, using concrete materials (e.g., use base ten materials to decompose 327 into 3 hundreds, 2 tens, and 7 ones, or into 2 hundreds, 12 tens, and 7 ones) ? represent and explain, using concrete materials, the relationship among the numbers 1, 10, 100, and 1000

? read and print in words whole numbers to 100, using meaningful contexts (e.g., books, speed limits signs)

Grade 2 Ontario expectations

? determine, using concrete materials, the ten that is nearest to a given two-digit number, and justify the answer (e.g., use counters on ten frames to determine that 47 is closer to 50 than to 40) ? compose and decompose two-digit numbers in a variety of ways, using concrete materials (e.g., place 42 counters on ten frames to show 4 tens and 2 ones; compose 37? using one quarter, one dime, and two pennies)

? read and print in words whole numbers to twenty, using meaningful contexts (e.g., storybooks, posters, signs)

Grade 1 Ontario expectations

? demonstrate, using concrete materials, the concept of conservation of number (e.g., 5 counters represent the number 5, regardless whether they are close together or far apart) ? relate numbers to the anchors of 5 and 10 (e.g., 7 is 2 more than 5 and 3 less than 10) ? compose and decompose numbers up to 20 in a variety of ways, using concrete materials (e.g., 7 can be decomposed using connecting cubes into 6 and 1, or 5 and 2, or 4 and 3) ? read and print in words whole numbers to ten, using meaningful contexts (e.g., storybooks, posters)

Comparing and Ordering

Pathway 1: Comparing and

Ordering to 1000

Pathway 2: Comparing and

Ordering to 100

Pathway 3: Comparing and

Ordering to 20

Leaps and Bounds 3/4 Correlation to Ontario curriculum and classroom resources

2

Number Sense and Numeration: Quantity Relationships ctd.

Grade 4 Ontario

Nelson

Math Makes Leaps and Bounds 3/4

expectations

Mathematics 4 Sense 4

Topics

? round four-digit

2.6, Ch. 2 Task Chapter 2

whole numbers to the

Whole

nearest ten, hundred,

Numbers 2.2

and thousand, in

problems arising from

real-life situations

? represent, compare, and order decimal numbers to tenths, using a variety of tools (e.g., concrete materials such as paper strips divided into tenths and base ten materials, number lines, drawings) and using standard decimal notation ? represent fractions using concrete materials, words, and standard fractional notation, and explain the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered

12.4, 12.5, Ch. 12 Task

Ch. 12 Getting Started, 12.1, Ch. 12 Task

Chapter 8 Fractions and Decimals, 8.8

Chapter 8 Fractions and Decimals, 8.1, 8.3

Fractions Pathway 1: Fractions as Parts of Sets Pathway 2: Fractions as Parts of Wholes Pathway 3: Halves

Leaps and Bounds 3/4 Correlation to Ontario curriculum and classroom resources

Grade 3 Ontario expectations

? round two-digit numbers to the nearest ten, in problems arising from real-life situations

Grade 2 Ontario expectations

Grade 1 Ontario expectations

? estimate the number of objects in a set, and check by counting (e.g., "I guessed that there were 20 cubes in the pile. I counted them and there were only 17 cubes. 17 is close to 20.")

? divide whole objects and sets of objects into equal parts, and identify the parts using fractional names (e.g., one half; three thirds; two fourths or two quarters), without using numbers in standard fractional notation

? determine, through investigation using concrete materials, the relationship between the number of fractional parts of a whole and the size of the fractional parts (e.g., a paper plate divided into fourths has larger parts than a paper plate divided into eighths) ? regroup fractional parts into wholes, using concrete materials (e.g., combine nine fourths to form two wholes and one fourth)

? divide whole objects into parts and identify and describe, through investigation, equal-sized parts of the whole, using fractional names (e.g., halves; fourths or quarters)

3

Number Sense and Numeration: Quantity Relationships ctd.

Grade 4 Ontario

Nelson

Math Makes Leaps and Bounds 3/4

expectations

Mathematics 4 Sense 4

Topics

? compare and order 12.1

Chapter 8

Fractions

fractions (i.e., halves,

Fractions and Pathway 2: Fractions as

thirds, fourths, fifths,

Decimals, 8.7 Parts of Wholes

tenths) by

with

considering the size

supporting

and the number of

TG note

fractional parts (e.g.,

4/5 is greater than

3/5 because there

are more parts in 4/5;

1/4 is greater than

1/5 because the size

of the part is larger in

1/4)

? compare fractions Ontario

Chapter 8

to the benchmarks of Supplement: Fractions and

0, 1/2, and 1 (e.g.,

Ch. 12 Lesson Decimals, 8.2

1/8 is closer to 0 than C: Equivalent

1/2; 3/5 is more than Fractions

1/2)

? demonstrate and Ontario

Chapter 8

explain the

Supplement: Fractions and

relationship between Ch. 12 Lesson Decimals, 8.5

equivalent fractions, C: Equivalent

using concrete

Fractions

materials (e.g.,

fraction circles,

fraction strips, pattern

blocks) and drawings

(e.g., "I can say that

3/6 of my cubes are

white, or that half of

the cubes are white.

This means that 3/6

and 1/2 are equal)

Grade 3 Ontario expectations

Grade 2 Ontario expectations

? compare fractions using concrete materials, without using standard fractional notation (e.g., use fraction pieces to show that three fourths are bigger than one half, but smaller than one whole)

Grade 1 Ontario expectations

Leaps and Bounds 3/4 Correlation to Ontario curriculum and classroom resources

4

Number Sense and Numeration: Quantity Relationships ctd.

Grade 4 Ontario

Nelson

Math Makes Leaps and Bounds 3/4

expectations

Mathematics 4 Sense 4

Topics

? read and represent 2.8

Chapter 6

Skip Counting

money amounts to

Measurement, Pathway 1: Skip Counting

$100 (e.g., five

6.5, 6.6

to 1000

dollars, two quarters,

Pathway 2: Skip Counting

one nickel, and four

to 100

cents is $5.59)

Grade 3 Ontario expectations

? represent and describe the relationships between coins and bills up to $10 (e.g., "There are eight quarters in a toonie and ten dimes in a loonie.") ? estimate, count, and represent (using the $ symbol) the value of a collection of coins and bills with a maximum value of $10

Grade 2 Ontario expectations

? estimate, count, and represent (using the ? symbol) the value of a collection of coins with a maximum value of one dollar.

? solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 10 000

Ch. 2 Getting Started, 2.1, 2.2, 2.3, 2.6, 2.7, Ch. 2 Task

Chapter 2 Whole Numbers, 2.1 with supporting BLM

Representing Whole Numbers

Comparing and Ordering

Skip Counting

? solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 1000

Grade 1 Ontario expectations

? identify and describe various coins (i.e., penny, nickel, dime, quarter, $1 coin, $2 coin), using coin manipulatives or drawings, and state their value (e.g., the value of a penny is one cent; the value of a toonie is two dollars) ? represent money amounts to 20?, through investigation using coin manipulatives

Leaps and Bounds 3/4 Correlation to Ontario curriculum and classroom resources

5

Number Sense and Numeration: Counting

Grade 4 Ontario

Nelson

Math Makes

expectations

Mathematics 4

Sense 4

Leaps and Bounds 3/4 Topics

Skip Counting Pathway 1: Skip Counting to 1000 Pathway 2: Skip Counting to 100 Pathway 3: Skip Counting to 20

Grade 3 Ontario expectations

? count forward by 1's, 2's, 5's, 10's, and 100's to 1000 from various starting points, and by 25's to 1000 starting from multiples of 25, using a variety of tools and strategies (e.g., skip count with and without the aid of a calculator; skip count by 10's using dimes) ? count backwards by 2's, 5's, and 10's from 100 using multiples of 2, 5, and 10 as starting points, and count backwards by 100's from 1000 and any number less than 1000, using a variety of tools (e.g., number lines, calculators, coins) and strategies

Grade 2 Ontario expectations

? count forward by 1's, 2's, 5's, 10's, and 25's to 200, using number lines and hundreds charts, starting from multiples of 1, 2, 5, and 10 (e.g., count by 5's from 15; count by 25's from 125) ? count backwards by 1's from 50 and any number less than 50, and count backwards by 10's from 100 and any number less than 100, using number lines and hundreds charts ? locate whole numbers to 100 on a number line and on a partial number line (e.g., locate 37 on a partial number line that goes from 34 to 41)

Grade 1 Ontario expectations

? demonstrate, using concrete materials, the concept of one-to-one correspondence between number and objects when counting ? count forward by 1's, 2's, 5's, and 10's to 100, using a variety of tools and strategies (e.g., move with steps; skip count on a number line; place counters on a hundreds chart; connect cubes to show equal groups; count groups of pennies, nickels, or dimes) ? count backwards by 1's from 20 and any number less than 20 (e.g., count backwards from 18 to 11), with and without the use of concrete materials and number lines ? count backwards from 20 by 2's and 5's, using a variety of tools (e.g., number lines, hundreds charts) ? use ordinal numbers to thirty-first in meaningful contexts (e.g., identify the days of the month on a calendar)

Leaps and Bounds 3/4 Correlation to Ontario curriculum and classroom resources

6

Number Sense and Numeration: Counting

Nelson

Grade 4 Ontario expectations Mathematics 4

? count forward by halves, thirds, Ontario

fourths, and tenths to beyond one Supplement:

whole, using concrete materials and Ch. 12 Lesson

number lines (e.g., use fraction

E: Counting

circles to count fourths: "One fourth, Patterns

two fourths, three fourths, four

fourths, five fourths, six fourths, ...")

? count forward by tenths from any

decimal number expressed to one

decimal place, using concrete

materials and number lines (e.g.,

use base ten materials to represent

3.7 and count forward: 3.8, 3.9, 4.0,

4.1, ...; "Three and seven tenths,

three and eight tenths, three and

nine tenths, four, four and one

tenth, ...")

Number Sense and Numeration: Operational Sense

? add and subtract two-digit

Ch. 1 Mental

numbers, using a variety of mental Math, 4.1, Ch.

strategies (e.g., one way to

4 Mental Math,

calculate 73 ? 39 is to subtract 40 4.5, Ch. 6

from 73 to get 33, and then add 1 Mental Math,

back to get 34)

Ch. 10 Mental

Math

Math Makes Sense 4

Chapter 8 Fractions and Decimals, 8.1, 8.8 with supporting TG note

Chapter 2 Whole Numbers, 2.5, 2.9 with supporting TG notes

Leaps and Bounds 3/4 Topics

Fractions Pathway 1: Fractions as Parts of Sets Pathway 2: Fractions as Parts of Wholes Pathway 3: Halves

Grade 3 Ontario expectations

? divide whole objects and sets of objects into equal parts, and identify the parts using fractional names (e.g., one half; three thirds; two fourths or two quarters), without using numbers in standard fractional notation

Grade 2 Ontario expectations

? determine, through investigation using concrete materials, the relationship between the number of fractional parts of a whole and the size of the fractional parts (e.g., a paper plate divided into fourths has larger parts than a paper plate divided into eighths)

Grade 1 Ontario expectations

? divide whole objects into parts and identify and describe, through investigation, equal-sized parts of the whole, using fractional names (e.g., halves; fourths or quarters)

Adding Whole Numbers Pathway 1: Adding Three-Digit Numbers Pathway 2: Adding TwoDigit Numbers Pathway 3: Adding OneDigit Numbers

Subtracting Whole Numbers Pathway 1: Subtracting Three-Digit Numbers Pathway 2: Subtracting Numbers to 100 Pathway 3: Subtracting Numbers to 20

? solve problems involving the addition and subtraction of two-digit numbers, using a variety of mental strategies (e.g., to add 37 + 26, add the tens, add the ones, then combine the tens and one like this: 30 + 20 = 50, 7 + 6 = 13, 50 + 13 = 63)

? solve problems involving the addition and subtraction of whole numbers to 18, using a variety of mental strategies (e.g., "To add 6 + 8, I could double 6 and get 12 and then add 2 more to get 14.")

? solve problems involving the addition and subtraction of single-digit whole numbers, using a variety of mental strategies (e.g., one more than, one less than, counting on, counting back, doubles)

Mental Math

Pathway 1:

Compensating

Pathway 2: Regrouping

Pathway 3: Relating to 5

or 10

Leaps and Bounds 3/4 Correlation to Ontario curriculum and classroom resources

7

Number Sense and Numeration: Operational Sense ctd.

Nelson

Math Makes

Grade 4 Ontario expectations Mathematics 4

Sense 4

? solve problems involving the

Ch. 4 Getting Chapter 2

addition and subtraction of four-digit Started, 4.4,

Whole

numbers, using student-generated Ch. 4 Math

Numbers, 2.6,

algorithms and standard algorithms Game (Race to 2.7, 2.8, 2.8,

(e.g., "I added 4217 + 1914 using 150), Math

2.10, 2.11

5000 + 1100 + 20 + 11.")

Game (River

Crossing), 4.7,

Ch. 4 Curious

Math (Hidden

Digits), 4.8, Ch.

4 Task

? add and subtract decimal numbers to tenths, using concrete materials (e.g., paper strips divided into tenths, base ten materials) and student-generated algorithms (e.g., "When I added 6.5 and 5.6, I took five tenths in fraction circles and added six tenths in fraction circles to give me one whole and one tenth. Then I added 6 + 5 + 1.1, which equals 12.1.") ? add and subtract money amounts by making simulated purchases and providing change for amounts up to $100, using a variety of tools (e.g., currency manipulatives, drawings)

12.6, 12.7, 12.8

4.9, 4.10, Ch. 9 Mental Math, Ch. 12 Mental Math

Chapter 8 Fractions and Decimals, 8.11, 8.12

Chapter 8 Fractions and Decimals, 8.13

Leaps and Bounds 3/4 Topics

Adding Whole Numbers Pathway 1: Adding Three-Digit Numbers Pathway 2: Adding TwoDigit Numbers Pathway 3: Adding OneDigit Numbers

Subtracting Whole Numbers Pathway 1: Subtracting Three-Digit Numbers Pathway 2: Subtracting Numbers to 100 Pathway 3: Subtracting Numbers to 20

Grade 3 Ontario expectations

? add and subtract threedigit numbers, using concrete materials, studentgenerated algorithms, and standard algorithms

? add and subtract money amounts, using a variety of tools (e.g., currency manipulatives, drawings), to make simulated purchases and change for amounts up to $10

Grade 2 Ontario expectations

? solve problems involving the addition and subtraction of twodigit numbers, with and without regrouping, using concrete materials (e.g., base ten materials, counters), studentgenerated algorithms, and standard algorithms

? add and subtract money amounts to 100?, using a variety of tools (e.g., concrete materials, drawings) and strategies (e.g., counting on, estimating, representing using symbols)

Grade 1 Ontario expectations

? solve a variety of problems involving the addition and subtraction of whole numbers to 20, using concrete materials and drawings (e.g., pictures, number lines)

? add and subtract money amounts to 10?, using coin manipulatives and drawings

Leaps and Bounds 3/4 Correlation to Ontario curriculum and classroom resources

8

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download