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2 | Revisiting Key Concepts Across the Year (Grades 4-6) | Essential Key Concepts | Description of Essential Key Concepts (Grades 4-6) | |||||
3 | While all curriculum content is important to touch on across a year, there are certain topics that are foundational and have a greater impact on future learning. Learning Support Services has identified five key areas of learning in the Junior division to help support you in planning: Continue to follow the WRDSB Math Long Range Plans, which will emphasize these five topic areas and embed measurement concepts, graphical information/data literacy, and financial literacy concepts as contexts for problems and tasks in these areas. Teachers can support student learning by intentionally including visual models and representation for students to use as thinking tools (concrete tools, virtual slide decks, virtual manipulatives). | Number Sense | Read, Represent, Count, Compose, Decompose, Compare and Order Decimals (Tenths) and Fractions (using concrete tools, representational/visual models, & abstract symbols) | |||||
4 | Algebraic Reasoning | Identify, Create, Translate and Compare Repeating, Growing and Shrinking Patterns (using concrete tools, representational/visual models, & abstract symbols) | ||||||
5 | Proportional Reasoning | Use Multiplicative Thinking to Solve Problems Involving Fractions, Decimals, Percent, Rates, Ratios and Proportions (using concrete tools, representational/visual models, & abstract symbols) | ||||||
6 | Operational Sense | Addition, Subtraction of Decimals (using concrete tools, representational/visual models, & abstract symbols) | ||||||
7 | Operations with Fractions | Addition, Subtraction, Multiplication of Fractions (using concrete tools, representational/visual models, & abstract symbols) | ||||||
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9 | Process Expectation Verbs | |||||||
10 | Problem Solving | explore, investigate, solve, plan, conjecture, determine | ||||||
11 | Reasoning and Proving | classify, use examples/counter examples, justify, explain | ||||||
12 | Reflecting | reflect, monitor, evaluate | ||||||
13 | Connecting | connect, compare, contrast, extend, apply | ||||||
14 | Communicating | describe, explain, justify, use math terms, prove, convince | ||||||
15 | Representing | represent, show, draw, construct, visualize, sketch, translate, graph | ||||||
16 | Selecting Tools and Strategies | select, use, identify possible, choose | ||||||
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