7.1 7.

5 Curriculum Mapping Chart

Grade 4
Expectations
By the end of
grade 4,
students will:
Grade 5
Expectations
By the end of
grade 5,
students will:
Grade 6
Expectations
By the end of
grade 6,
students will:
Reflection Adjustments to depth or breadth of
learning for students with special needs
7.1
Geometry

Location &
Movement

- create
and analyse
symmetrica
l designs by
reflecting a
shape, or
shapes,
using a
variety of
tools and
identify
the
congruent
shapes in
the designs.
- create
and analyse
designs by
translating
and/or
reflecting a
shape, or
shapes,
using a
variety of
tools.
- create
and analyse
designs
made by
reflecting,
translating,
and/or
rotating a
shape, or
shapes, by
90 or
180.
In grade 4, students are
dealing with symmetry and
congruency, which seem like
simple concepts, whereas a
designation isnt made in
grade 5 and 6. Also, a new
element is added each year;
we go from reflecting in
grade 4, then we add
translating, and finally,
rotating in grade 6 to a very
specific degree. So, the
skills do become more
complex, however it seems
like a gradual and
reasonable transition.

Resources:
http://eworkshop.on.ca/edu
/resources/guides/Guide_G
- practicing same skill fewer times
- provide student with
manipulatives so they can see the
actual designs as opposed to it
being an abstract concept
- complex tasks will have to be
taught step by step.
- provide the initial assistance and
then gradually reduce the supports
as the child makes progress
- make certain they understand
word meanings in new contexts
- students may need
demonstrations to make such words
meaningful
- the teacher can provide online
resources like the ones found on
the OERB the OERB provides
many interactive learning resources
like this one on Mastering
eometry_Spatial_Sense_45
6.pdf
Reflections (ELO1410690)
7.2
Number
Sense

Counting
- count
forward by
halves,
thirds,
fourths,
and tenths
to beyond
one whole,
using
concrete
materials
and number
lines
count
forward by
tenths
from any
decimal
number
expressed
to one
decimal
place, using
concrete
materials
- count
forward by
hundredths
from any
decimal
number
expressed
to two
decimal
places,
using
concrete
materials
and number
lines.
N/A
there are
no
expectation
s dealing
with
counting
forward
these are
skills that
students
are
expected
to enter
with in
grade 6.
I noticed that there were
four expectations for grade
4 and 5, but only three for
grade 6. In grade 4 we
move from fractions to one
decimal place, and then in
grade 6, we move to two
decimal spaces. As
students move on in grades,
they are expected to build
upon prior knowledge. I can
see how this can become
very challenging for a
student who moves and has
gaps in their education.

Resources:
http://teachers.net/lessons
/posts/3976.html
- practicing same skill fewer times
- provide student with
manipulatives so they can see the
actual designs as opposed to it
being an abstract concept
- complex tasks will have to be
taught step by step.
- provide the initial assistance and
then gradually reduce the supports
as the child makes progress
- make certain they understand
word meanings in new contexts
- students may need
demonstrations to make such words
meaningful
- the teacher can provide online
resources like the ones found on
the OERB the OERB provides
many interactive learning resources
like this one on Using a Metre
(ELO1409560) Or Counting
Decimals (ELO1414460)
and number
lines.
7.3
Patterning &
Algebra

Patterns &
Relationship
s
- extend
and create
repeating
patterns
that result
from
reflections,
through
investigatio
n using a
variety of
tools.
- extend
and create
repeating
patterns
that result
from
translation
s, through
investigatio
n using a
variety of
tools.
- extend
and create
repeating
patterns
that result
from
rotations,
through
investigatio
n using a
variety of
tools.
The similarity is that in
each grade, students must
extend and create
repeating patterns. If a
parent were to follow this
expectation, they would see
the change from reflection
to translation to rotation.
A parent could see that the
skill becomes more
advanced each year of the
basis of this. I would
assume that by looking at
this, a parent would
understand the importance
of a continuum.

Resources: Mathwire
http://mathwire.com/algebr
a/growingpatterns.html
- practicing same skill fewer times
- provide student with
manipulatives so they can see the
actual designs as opposed to it
being an abstract concept
- complex tasks will have to be
taught step by step.
- provide the initial assistance and
then gradually reduce the supports
as the child makes progress
- make certain they understand
word meanings in new contexts
- students may need
demonstrations to make such words
meaningful
- the teacher can provide online
resources like the ones found on
the OERB the OERB provides
many interactive learning resources
and lessons
7.4
Measuremen
t

Measuremen
- select
and justify
the most
appropriate
standard
- select
and justify
the most
appropriate
standard
- select
and justify
the
appropriate
metric unit
The basic principle seems to
be the same from grade to
grade. You can see how
each year becomes more
advanced. What I think I
- practicing same skill fewer times
- provide student with
manipulatives so they can see the
actual designs as opposed to it
being an abstract concept
t
Relationship
s
unit to
measure
the side
lengths and
perimeters
of various
polygons.
unit to
measure
length,
height,
width, and
distance,
and to
measure
the
perimeter
of various
polygons.
to measure
length or
distance in
a given
real-life
situation.
like best is the relation to
real-life situation that is
higher-order and
encourages students apply
their learning.

Resources: Education World
http://www.educationworld.
com/a_tsl/archives/math.sh
tml
- complex tasks will have to be
taught step by step.
- provide the initial assistance and
then gradually reduce the supports
as the child makes progress
- make certain they understand
word meanings in new contexts
- students may need
demonstrations to make such words
meaningful
- the teacher can provide online
resources like the ones found on
the OERB the OERB provides
many interactive learning resources
(ELO1025790, ELO1025800,
ELO1025780, ELO1025720)
7.5 Data
Management
&
Probability

Data
Relationship
s
- read,
interpret,
and draw
conclusions
from
primary
data and
from
secondary
data
presented
- read,
interpret,
and draw
conclusions
from
primary
data and
from
secondary
data
presented
- read,
interpret,
and draw
conclusions
from
primary
data and
from
secondary
data,
presented
The fact that each grade
has the same expectation
shows that there is a basic
knowledge that is required
before students can move
onto the next step. The
difference in each grade
shows the movement from
comprehension to
application to analysis.

- practicing same skill fewer times
- provide student with
manipulatives so they can see the
actual designs as opposed to it
being an abstract concept
- complex tasks will have to be
taught step by step.
- provide the initial assistance and
then gradually reduce the supports
as the child makes progress
- make certain they understand
in charts,
tables, and
graphs.
-
demonstrat
e, through
investigatio
n, an
understandi
ng of
median, and
determine
the median
of a set of
data.
in charts,
tables, and
graphs.
- calculate
the mean
for a small
set of data
and use it
to describe
the shape
of the data
set across
its range of
values,
using
charts,
tables, and
graphs.
in charts,
tables, and
graphs.
-
demonstrat
e an
understandi
ng of mean,
and use the
mean to
compare
two sets of
related
data, with
and without
the use of
technology.
Resources:
http://home.cogeco.ca/~cph
illips50/documents/Junior%
20Division%20Unit%20Plan.
pdf
word meanings in new contexts
- students may need
demonstrations to make such words
meaningful
- the teacher can provide online
resources like the ones found on
the OERB the OERB provides
many interactive learning resources
(ELO1007260, ELO1007250)