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:
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A. Social-Emotional Learning (SEL) Skills in Mathematics and the Mathematical Processes
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
B. Number
Overall Expectations
By the end of Grade 5, students will:B1. Number Sense
demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life
Transferable skills:Critical thinking and problem solving Communication B2. Operations
use knowledge of numbers and operations to solve mathematical problems encountered in everyday life
Transferable skills:Critical thinking and problem solving Communication
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
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
Transferable skills:Critical thinking and problem solving Communication C3. Coding
solve problems and create computational representations of mathematical situations using coding concepts and skills
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.
Transferable skills:Critical thinking and problem solving Communication Digital literacy
D. Data
Overall Expectations
By the end of Grade 5, students will:D1. Data Literacy
manage, analyse, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life
Transferable skills:Critical thinking and problem solving Digital literacy Innovation, creativity, and entrepreneurship D2. Probability
describe the likelihood that events will happen, and use that information to make predictions
Transferable skills:Critical thinking and problem solving Communication
E. Spatial Sense
Overall Expectations
By the end of Grade 5, students will:E1. Geometric and Spatial Reasoning
describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them
Transferable skills:Critical thinking and problem solving Communication E2. Measurement
compare, estimate, and determine measurements in various contexts
Transferable skills:Critical thinking and problem solving Communication
F. Financial Literacy
Overall Expectations
By the end of Grade 5, students will:
