Grade Four
Multiplication and Division
Array Video https://www.youtube.com/watch?v=c7UwNboK0I8
2 by
1
Digi
t
Multiplica
tion : 2
Methods
Method 1:
Method 2
Fact Families
ex:
Divisibility Rules video: https://www.youtube.com/watch?v=M_SpFL_oyoA
Long Division
http://www.coolmath4kids.com/long-division/lo
ng-division-lesson-1.html
Helpful song: https://www.youtube.com/watch?v=JCq1XFDVZA4
A
helpful way to
remember the
steps
is :
of long division
Fractions,
Decimals,
and Percentages
Numbers
(Whole numbers
up to 10 000)
Adding and subtracting with regrouping
adding with regrouping video:
https://www.youtube.com/watch?v=Ci52wFV9nJk
Shape and Space
Transformation: Changing a shape using
• Turn
• Flip
• Slide, or
• Resize
This is an example of a turn (rotational)
transformation.
Right Rectangular Prism:
Right Triangular Prism:
Congruency:two
figures or
objects are
congruent if
they have the same
shape and size
Line Symmetry: If you can reflect (or flip) a
figure over a line and the figure appears
unchanged, then the figure has line
symmetry. The line that you reflect over is
called the line of symmetry. A line of
symmetry divides a figure into two mirrorimage halves.
Statistics and Probability
Pictographs:
Bar Graphs:
Measurement
Read and
record time using digital
and analog
clocks, including 24-hour
clocks.
Analog
Area of regular and irregular 2D shapes
regular:
Digital
Irr
eg
ula
r:
F
Grade ive
They Grade 5 Math curriculum outlines mathematical skills that students should know in the
areas of : numeracy and computation, shape and space, statistics and probability, patterns and
relations. Two ways that you can support your child throughout the entire year are to:
● give them time and space to practice basic facts in addition, subtraction, multiplication
and division.
○ Some websites and online apps that can be used for this are:
○ https://xtramath.org/
○ http://ca.ixl.com/math/grade-5
○ http://www.factmonster.com/math/flashcards.html
○ http://www.mathplayground.com/ASB_Index.html
● use mathematical vocabulary in your daily interaction to increase their time to practice
with math facts.
Representation of number in multiple ways is a key skill in Grade 5 Math. When students can
represent number in multiple ways, they develop a deeper understanding of number. Four ways
that numbers can be represented are:
Strategy
Illustration
Concretely: using manipulatives (blocks,
shapes, people, etc… to show what a number
is using objects
Image Link:
http://www.proprofs.com/quizschool/user_upload/ckeditor/base%20ten.bmp
Pictorially: drawing a picture that represents
the number
Image Link:
http://upload.wikimedia.org/wikipedia/commons/thumb/4
/4f/Cake_fractions.svg/2000px-Cake_fractions.svg.png
Multiple forms: all numbers can be written in
words, as a standard number (symbolically)
and in expanded form
Image Link:
http://mcdn1.teacherspayteachers.com/thumbitem/PlaceValue-word-form-standard-form-expanded-form-0218103001387298364/original-1024620-1.jpg
Symbolically: using mathematical symbols
½
2m-6
12 x 4 = 48
Grade 5 students will work with the following learning goals. Below is an example, visual where
possible, of the learning goal, along with a suggestion how you can engage your child in a
dialogue about
Learning Goal
Example
❏ Show and describe
numbers to 1 000 000.
How this learning can be
reinforced at home
When you see large numbers in the
news, ask you child what the
number is. They should be able to
say the number in words and r
expanded form as well.
Image link:
http://www.mathatube.com/images/place
-value-chart.gif
❏ Apply mental
mathematics and
estimation strategies.
We use multiple strategies when it
comes to metal math and
estimation. The following websites
have some examples that will be
useful in exploring these outcomes.
Estimate: a number close (not
exact) to an amount or value, a
good guess using what you know.
Rounding: change an exact
number to an easy to use number
When you go for dinner, ask your
child to estimate the total cost of the
meal using a quick estimation
strategy (like front end rounding).
If you are laying carpet, sod, or
building fence in your home, have
your child help with the measuring.
Before you take the actual
measurements, talk about how long
they think the yard is. After
that is very close to the exact
number 656 to H = 700.
Front-end rounding: for larger
numbers, round off to the first or
second digit from the front e.g. 1
384 =1 400 .
Compatible numbers: pairs of
numbers you can easily work with in
your head.
measuring, discuss the
reasonableness of their estimate.
Website link:
http://www.sd91.bc.ca/frenchj/My%20Pa
ges/Math%20lessons/Numbers_Estimati
ng&Rounding.html
❏ Solve problems and
involving whole
numbers and
decimals.
Problem solving process:
● Read the problem for
understanding
● Highlight keywords
● Represent the problem
(with a picture or diagram)
● Write an equation/number
sentence and solve
● Write your answer in a
complete sentence in
words
❏ Describe and compare
fractions and
decimals.
When baking, ask you child to do
the measuring. Talk about what it
means when they are adding ¾ cup
of flour (3 parts of one whole cup).
Tip: It is easiest to convert a fraction
to a decimal when it is out of 10,
100 or 1000!
Image Link:
http://www.coolmath.com/sites/cmat/files
/images/decimals04-02.gif
❏ Create equivalent
fractions.
Creating equivalent fractions in
Grade 5 is the first step to
converting fractions to decimals (in
grade 5) and the precursor to
reducing fractions to lowest terms in
future math and science classes.
When converting, multiply or divide
the numerator and denominator by
the same factor to create a fraction
that has the same value.
Image Link:
http://www.helpwithfractions.com/wpcontent/uploads/2012/06/equivalentwhole.png
Useful website:
http://www.mathsisfun.com/numbers/frac
tion-number-line.html
❏ Describe a pattern in
order to make
predictions.
In this unit, students are asked to
explore and recognize patterns with
numbers and shapes in order to
solve math problems and make
predictions. Example: Is the pattern
that you are working with increasing
or decreasing.
Useful website: Word problems using
patterns.
http://ca.ixl.com/math/grade-5/numericpatterns-word-problems
❏ Identify 90o angles.
At home encourage your child to
create their own patterns(digitally or
on paper) and have you predict if it
is increasing or decreasing.
Together you can come up with
problem questions relating to your
pattern. This unit can be very
creative and fun... you can use
chalk to draw patterns on your
driveway!
Identify right angles in everyday life.
Use the terms right angle, 90
degree angle. Discuss why it is
important to have right angles in
building (stability).
Image Link:
http://www.mathopenref.com/angleright.h
tml
❏ Determine the
relationship between
area and perimeter in
rectangles.
When the area stays constant, the
rectangle with the smallest
perimeter is closest in shape to a
square.
Ask your child for help designing the
dog run in the backyard or to
measure the length of fence you
have.
When the perimeter stays constant,
the rectangle with the largest area is
closest to a square.
At this level, students are not
expected to know the formulas for
Perimeter and Area,
❏ Measure length using
mm, cm and m,
volume using cm3 and
m3, and capacity using
mL and L.
Useful website:
http://www.mathsisfun.com/m
easure/metric-volume.html
http://www.mathsisfun.com/m
easure/metric-length.html
❏ Write and solve onestep equations to
solve problems with
whole number
solutions.
Useful website:
http://ca.ixl.com/math/grade5/calculate-probability
Grade 5 is the first year that
students are introduced to algebraic
concepts (without using the word
algebra). Students would be able to
communicate an equation with one
unknown and calculate the
unknown.
Image Link:
http://i.ytimg.com/vi/1_hZStC9fM/maxresdefault.jpg
To help your students ask them
questions such as, “if we have 330
to spend between three people,
how much money will each person
get.”
❏ Describe and perform
reflections, rotations
and slides of 2-D
shapes.
Students can look for examples of
transformations in company logos,
nature, and around the house.
❏ Identify and sort
rectangles, squares,
trapezoids,
parallelograms and
rhombuses.
The attributes of quadrilaterals are:
equal sides, parallel sides,
perpendicular sides, lines of
symmetry and diagonals.
Here is a silly video that can
reinforce the meaning of each:
https://www.youtube.com/watch?v=
NKtJd1hkI9k
Students should be able to look at a
collection of shapes and sort them,
using a venn diagram or carroll
diagram.
Useful Website:
https://www.mathsisfun.com/quadril
aterals.html
Image Link:
http://www.cbsenext.com/cbsesyllabus/learning-about-differentquadrilaterals-formative-assessment-inmathematics#
❏ Construct and
interpret double bar
graphs.
Useful websites: To help
understand this unit in more
detail.
http://www.softschools.com/mat
At home, student can survey their
family member about their favourite
sports, food, movies etc., collect this
data and graph it! This will help
students relate the information on a
personal level, therefore making it
more memorable and useful to their
learning.
h/data_analysis/bar_graph/doubl
e_bar_graph_maker/
Image Link:
http://www.eduplace.com/math/mw/back
ground/4/09/graphics/ts_4_9_wi-3.gif
Video:
https://www.youtube.com/watch
?v=LatAjomePxQ
❏ Use experimental or
theoretical probability
to solve problems.
Useful website: Extra
Practice!
http://ca.ixl.com/math/grade5/calculate-probability
At home, have students observe
family members as they play board
games. Apply probability terms and
knowledge to make predictions and
further strengthen their
understanding of probability
concepts.
Image Link:
https://www.mathsisfun.com/data/images
/probability-line.gif
Grade Six
Number
●
●
●
understand and use place value
○ Students should be cognizant of place value from the millions to the millionths.
○
determine factors (e.g., 6 is a factor of 24) and multiples (e.g., 45 is a multiple of 9) to solve
problems
describe how decimals, fractions, ratios and percents are related.
○ 1/10 = 0.10 = 10% = 1:10 - These are all the same (equivalent).
Patterns and Relations (patterns), (Variables and Equations)
●
●
●
use graphs and tables to show number patterns and solve problems
○ EX: A ski club charges $10 to join and 5$ per ski trip. How much would Johnny have to
pay to go on 7 trips this winter? What is the number rule to figure out the cost of any
amount of visits? Solution: 5x+10
Visit (x)
Fee
1
15
2
20
3
25
4
30
identify the role of a variable and solve algebraic equations.
○ ex: 3x=12 - the variable x represents a number that can change.
write and solve equations that represent problems or patterns.
○ Create an equation to find answers to a problem that could have a variety of variables.
○ Ex: A ski club charges $10 to join and 5$ per ski trip. How much would Johnny have to
pay to go on 7 trips this winter? 10+5x x= the number of trips 10+5x7 Answer: 45$
Shape and Space (measurement), (2D-3D shape), (transformations)
●
classify, measure and draw angles and triangles
●
●
●
○
generalize the sum of interior angles for triangles and quadrilaterals
○ The sum of the interior angles in a triangle equals 180 degrees.
○ The sum of the interior angles in a quadrilateral equals 360 degrees.
construct and compare triangles
○ successfully and accurately use a protractor to measure and create angles.
describe and compare the angles and sides of regular and irregular polygons
○ Regular polygon- all sides and angles are the same.
○
○
●
●
Irregular polygon- sides and angles are not all the same.
○
develop and apply formulas for the perimeter of polygons, the area of rectangles and the volume
of right rectangular prisms.
○ Area= Length x Width
○ Volume= Length x Width x Height
○ Perimeter= sum of all sides
plot whole number points on a grid
○
●
understand that the X axis runs horizontally, Y vertically.
perform reflections, rotations and slides in combination on a 2-D shape (See example below):
STATISTICS AND PROBABILITY (Data Analysis), (Chance and Uncertainty)
●
use line graphs to present and interpret information
●
○
collect and analyze data to graph and solve problems
○ Use questionnaires, observation, experiments
understand the differences between experimental and theoretical probability
●
Math FAQ: http://education.alberta.ca/teachers/program/math/parents/links.aspx
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