This is a guide, not a mandate. Please structure your pacing and
instruction to meet the needs of your students. If your students need
more time, take it.
Students learn at different rates. While some students may be able to
multiply with multiple digits by October, others may take the entire
year to acquire this skill. Some students may solve problems using
different properties sooner than others, or students may use more
sophisticated or less sophisticated strategies at different times
depending on the type of problem. With that being said, by the end of
the year, students should be able to do the following:
Multiply, divide, add and subtract fractions
Decompose fractions
Develop strategies for determining equivalent fractions
Add and subtract fractions with unlike denominators using equivalent
fractions
Divide multi-digit numbers using place value
Interpret patterns and numerical expressions
Multiply a fraction by a fraction
Understand and classify angles, symmetry, measurement of angles, and
volume
Convert measurements
Trimester One (approx. Trimester Two (approx.
12 weeks)
12 weeks)
Warm- Ups
Warm-Ups
 How Many Ways
 How Many Ways
Can You Make a
Can You Make a
Number (can be
Number
used to introduce
 How Many Ways
parentheses,
Can You Solve a
braces, and
Problem
brackets)
 How Many Ways
 How Many Ways
Can you Make an
Can You Solve a
Array
Problem
 Tool Talk
 How Many Ways
 Choral Counting
Can you Make an
w/fractions
Array
 Mental
 Tool Talk (How can
Math/Number
Trimester Three
(approx. 12 weeks
Warm-Ups
 How Many Ways
Can You Make a
Number
 How Many Ways
Can You Solve a
Problem
 How Many Ways
Can you Make an
Array
 Tool Talk
 Choral Counting
w/fractions
 Mental
Math/Number






represent this
problem using ___
tool/equation?)
Choral Counting
(decimals)
Mental
Math/Number
Talks
One Of These
Things
www.wodb.ca
Guess My Number
Make Ten (use to
introduce
parentheses,
braces, and
brackets)
Patterns on a chart
and Patterns on a
Coordinate plane
Problem Solving




Talks
One Of These
Things
www.wodb.ca
Guess My Number
True False
Statements
Balance Equations




Talks
One Of These
Things
www.wodb.ca
Balance Equations
Guess My Number
True False
Statements
Problem Solving
Problem Solving
*Begin with single step
problems then move on to
multi-step problems.
*Begin with single step
problems then move on to
multi-step problems.
Whole Class Counting
Collections to discuss
associative property and
exponents.
*When working with
2
Ex. 10x (10x10) or 10
fractions it terms of
scaffolding it is helpful to
pose equal share
Inquiry Approach To
problems, multiplication
Shapes (2D and 3D)
problems, measurement
Shapes Sort based on
division, then partitive
attributes (lines, angles, division problems.
degrees, symmetry)
Volume (area, l x w x h
Review equal share
and b x h)
problem types
Classify shapes using
w/answers resulting in
If…then statements
whole numbers, mixed
Classes of shapes
numbers, then #’s less
Hierarchy of shapes
than one.
Ex. Mary bought a box of
*Begin with single step
96 erasers. She shared the
Pose problems using all
addition and
subtraction and
multiplication types
types.
Connect the standard
algorithm for
multiplication to
students’ invented
strategies to support
understanding of the
algorithm.
Review mathematical
concepts both in and out
of context.
problems then move on to
multi-step problems.
Combine multiplication
and measurement
division problems with
10, 100, 1000, 10,000,
100, 000 (supports place
value and foundation for
decimals. Emphasize
that the digit to the left
of any number is ten
times its size. 10x1=10,
10x10=100,
10x100=1,000, etc.
Ex. A new computer costs
$1,000. If a school wants
to buy 32 computers, how
much would it cost?
Ex. The housing
developers want to build
23,300 new homes in the
neighborhood. They want
to put 100 homes on each
block. How many blocks
can they make?
Measurement Division
and multiplication
problem types with
numbers less than
1(Decimals) Emphasize
place value to the right
of the decimal 10 x .1=1.
10 x. 01=.1, 10 x
.001=.01
Ex. (multiplication) My
baby drinks .1 of liter of
milk an hour. How much
milk will she drink in 10
hours?
Ex. (measurement
division) I have 4 liters of
erasers equally with
herself and 5 friends. How
many erasers did each
person get? (whole #)
Ex. Mary has $13 to spend
on 4 gifts. If she spends an
equal amount on each gift.
How much will each gift
cost?(mixed #)
Ex. Mary has 1 piece of
sparkly paper to share
equally with 10 friends.
How much paper will each
friend get? ( less than 1)
Multiplication Problems
Ex. I have 2 ½ bags of
candy. A bag of candy
weighs 5 pounds. How
many bags of candy do I
have?
Measurement DivisionMultiply fractions by a
whole number then
multiply a fraction by a
fraction
Ex. I have It takes 2 ½
cups of flour to bake a
cake. I have 5 cups of
flour. How many cakes can
I make?
Partitive Division
Ex. I used 2 ½ pounds of
flour to make 5 cakes.
How much flour did I use
for each cake?
Operations with
Ex. What equation(s)
would match this context?
What context would
match this equation?
milk. If my baby drinks .1
of a liter an hour, how
many hours will it take for
her to drink all of the
milk?
fractions- add and
subtract with unlike
denominators, (use
equivalent fractions to
add/subtract fractions
with unlike
Add/subtract with
denominators
decimals
Ex. John and his friends
ate 1¼ pizzas on Monday
Ex. Sheila walked .2 of a
and 2 2/3 pizzas on
mile on Sunday and .04 of Tuesday. How much pizza
a mile on Monday. How far did John and his friends
did Sheila walk?
eat?
Multiplicative
Comparison with metric
system
Ex. 1 centimeter is 10
times as long as
millimeter. If an eraser is
2 centimeters long. How
many millimeters long is
it?
Embed compare
problem types by using
data, graphs, line plots
on a weekly basis (each
box /segment can
represent a value
greater than one).
Mr. Smith is 2 meters tall.
Mr. Scott is 210
centimeters tall. Who is
taller? Plot heights using
graphs, line plots, etc.
Embed comparison
problems using data,
graphs, and line plots on
a weekly basis (each
box/segment can
represent a value less
than one).
Ex. Stacey ran 6/8 of a
mile. Sean ran 2/5 of a
mile. Who ran farther?
How much farther?