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Curriculum and Resources

Expectations by strand

Note

Strand A
Learning related to Strand A: Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes occurs in the context of learning related to the other strands. As educators develop lessons and plan learning activities, they should consider:
  • where there are opportunities to teach and reinforce social-emotional learning skills in order to help every student develop confidence, cope with challenges, think critically, and develop a positive identity as a math learner
  • how the mathematical processes can be highlighted so that students are actively engaged in applying these processes throughout the program
  • how instruction and the learning environment are designed to be culturally responsive and relevant

Examples
The examples laid out in the curriculum are intended to guide teachers in thinking about how the learning for each expectation might be positioned and demonstrated. In planning students’ learning experiences, it is important for teachers to ensure that learning experiences are culturally reflective of students’ lived realities in the community and in the world around them. It is also important to acknowledge and affirm the multiple ways of knowing and doing that students may bring to the classroom.

Sample Tasks
The sample tasks laid out in the curriculum are intended to be illustrations only, and should be replaced or supplemented with tasks and learning contexts that are affirming of, relevant to, and reflective of students’ lives and backgrounds, and that provide students with the opportunity to learn about diverse cultures and communities in a respectful and informed way. Such opportunities may include the examination of social and economic justice concerns (e.g., racism, classism, sexism), health issues, environmental aspects, and so on, as appropriate.

  • A. Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes

    Note: Beginning in the 2021–22 school year, schools are asked not to assess, evaluate or report on the overall expectations related to social-emotional learning skills in The Ontario Curriculum, Grades 1–8, Mathematics (2020) and The Ontario Curriculum, Grades 1–8, Health and Physical Education (2019). It is the ministry’s expectation that instruction of the social-emotional learning skills will continue while educators engage in ongoing professional learning.

    This strand focuses on students’ development and application of social-emotional learning skills to support their learning of math concepts and skills, foster their overall well-being and ability to learn, and help them build resilience and thrive as math learners. As they develop SEL skills, students demonstrate a greater ability to understand and apply the mathematical processes, which are critical to supporting learning in mathematics. In all grades of the mathematics program, the learning related to this strand takes place in the context of learning related to all other strands, and it should be assessed and evaluated within these contexts.  

    Overall Expectations

    Throughout this grade, in order to promote a positive identity as a math learner, to foster well-being and the ability to learn, build resilience, and thrive, students will:
    • A1. Social-Emotional Learning (SEL) Skills and the Mathematical Processes

      apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with the expectations in the other five strands of the mathematics curriculum

      To the best of their ability, students will learn to:

      … as they apply the mathematical processes:  

      		 … so they can:
      1. identify and manage emotions
      • problem solving: develop, select, and apply problem-solving strategies
      • reasoning and proving: develop and apply reasoning skills (e.g., classification, recognition of relationships, use of counter-examples) to justify thinking, make and investigate conjectures, and construct and defend arguments
      • reflecting: demonstrate that as they solve problems, they are pausing, looking back, and monitoring their thinking to help clarify their understanding (e.g., by comparing and adjusting strategies used, by explaining why they think their results are reasonable, by recording their thinking in a math journal)
      • connecting: make connections among mathematical concepts, procedures, and representations, and relate mathematical ideas to other contexts (e.g., other curriculum areas, daily life, sports)
      • communicating: express and understand mathematical thinking, and engage in mathematical arguments using everyday language, language resources as necessary, appropriate mathematical terminology, a variety of representations, and mathematical conventions
      • representing: select from and create a variety of representations of mathematical ideas (e.g., representations involving physical models, pictures, numbers, variables, graphs), and apply them to solve problems
      • selecting tools and strategies: select and use a variety of concrete, visual, and electronic learning tools and appropriate strategies to investigate mathematical ideas and to solve problems

       

      		 1. express and manage their feelings, and show understanding of the feelings of others, as they engage positively in mathematics activities
      2. recognize sources of stress and cope with challenges 2. work through challenging math problems, understanding that their resourcefulness in using various strategies to respond to stress is helping them build personal resilience
      3. maintain positive motivation and perseverance 3. recognize that testing out different approaches to problems and learning from mistakes is an important part of the learning process, and is aided by a sense of optimism and hope
      4. build relationships and communicate effectively 4. work collaboratively on math problems – expressing their thinking, listening to the thinking of others, and practising inclusivity – and in that way foster healthy relationships
      5. develop self-awareness and sense of identity 5. see themselves as capable math learners, and strengthen their sense of ownership of their learning, as part of their emerging sense of identity and belonging
      6. think critically and creatively 6. make connections between math and everyday contexts to help them make informed judgements and decisions
      Specific ExpectationsExpectation details

  • B. Number

    Overall Expectations

    By the end of Grade 5, students will:

  • C. Algebra

    Overall Expectations

    By the end of Grade 5, students will:
    • C1. Patterns and Relationships

      identify, describe, extend, create, and make predictions about a variety of patterns, including those found in real-life contexts

      Specific ExpectationsExpectation details
      Transferable skills:
      Critical thinking and problem solving
      Communication
    • C2. Equations and Inequalities

      demonstrate an understanding of variables, expressions, equalities, and inequalities, and apply this understanding in various contexts

      Specific ExpectationsExpectation details
      Transferable skills:
      Critical thinking and problem solving
      Communication
    • C3. Coding

      solve problems and create computational representations of mathematical situations using coding concepts and skills

      Specific ExpectationsExpectation details
      Transferable skills:
      Critical thinking and problem solving
      Communication
      Digital literacy
    • C4. Mathematical Modelling

      apply the process of mathematical modelling to represent, analyse, make predictions, and provide insight into real-life situations

      This overall expectation has no specific expectations. Mathematical modelling is an iterative and interconnected process that is applied to various contexts, allowing students to bring in learning from other strands. Students’ demonstration of the process of mathematical modelling, as they apply concepts and skills learned in other strands, is assessed and evaluated.

      Read more about the mathematical modelling process.

      Specific ExpectationsExpectation details
      Transferable skills:
      Critical thinking and problem solving
      Communication
      Digital literacy

  • D. Data

    Overall Expectations

    By the end of Grade 5, students will:

  • E. Spatial Sense

    Overall Expectations

    By the end of Grade 5, students will:

  • F. Financial Literacy

    Overall Expectations

    By the end of Grade 5, students will:
    • F1. Money and Finances

      demonstrate the knowledge and skills needed to make informed financial decisions

      Specific ExpectationsExpectation details
      Transferable skills:
      Critical thinking and problem solving
      Global citizenship and sustainability
      Innovation, creativity, and entrepreneurship
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