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Grade 5 Scope and Sequence 4 pager.pdfPlanning the Program
Planning the Program
The scope and sequence is meant to help keep consistency across classrooms and schools, creating a common language and focus of mathematics throughout the school year.
Teachers are asked to follow the timelines for each Strand. Resources to teach and assess should involve those from the list of Common Resources that include:
Ontario Curriculum Teacher Supports
Edwin Teacher Supports
Knowledgehook Teacher Supports
What to Look For and What to Look For 2
LKDSB newsletters
Utilizing the Curriculum
Utilizing the Curriculum
The mathematics curriculum includes a high quality Teacher support area for each curriculum expectation. Curriculum expectations were developed and written with the full understanding that students in each grade have a variety of mathematical competencies and the depth of understanding of that expectation can be adjusted slightly to increase or decrease the difficult of the mathematical computations.
Teachers are encouraged to utilize the curriculum document to begin exploration of each strand expectation, specifically the Examples and Key Concepts. This can help teachers better understand and be consistent with what the expectation is asking students to explore.
The Sample Tasks provided are built based on the continuum of learning across the grades and provide entry points for students of all achievement levels to enter into the exploration of that curriculum expectation.
Math Curriculum Quick Reference Sheet - horizontal grades.pdfDevelopment of Mathematical Reasoning in Grade 5
Development of Mathematical Reasoning in Grade 5
Tier 1
As a whole class, teachers in grade 5 should be focusing on the following important foundational skills:
Deepening Additive Thinking with Multi-Digit Whole Numbers
Extending Additive Thinking to Fractions, Decimals and Percents
Teaching early Multiplicative Reasoning using the What to Look For 2 Lessons that develop deep understanding of Anchor Facts, Derived Facts, and the connection between multiplication and division
Begin deepening multiplicative reasoning with multi-digit whole numbers
Tier 2
Teachers should consider collecting data on a heat map that can inform Tier 2 intervention groups. The focus of these groups should be spent solidifying and strengthening foundational counting and early additive thinking strategies for students with gaps, as well as solidifying Anchor fact understanding and fluency.
What to Look For 2 Implementation
What to Look For 2 Implementation
Foundational multiplicative reasoning begins in Grade 3 and 4. To strengthen student understanding and fluency in these key skills, the LKDSB recommends the review and completion of the What to Look For 2 lessons over the course of the school year.
Spending time strengthening student understanding and fluency with the Anchor and Derived facts, as well as the relationship between multiplication and division will increase student success with multiplicative reasoning as they move from foundational whole numbers into multi-digit whole numbers, fractions, decimals, and percents.
As part of the LKDSB program, Grade 5 teachers are asked to review these lessons, and continue developing reasoning and are encourged to extend into the additional lessons that have been provided on the Pearson support website.
W2LF2 Suggested Timelines Grade 5.pdfKnowledgehook Use in Grade 5
Knowledgehook Use in Grade 5
Knowledgehook is the LKDSB approved digital math tool.
Students can can use Knowledgehook at school as assigned by the teacher (missions/gameshows), independently using the "Solve" area, or after school hours, the "Launch" area of the website for a gamified version of the program.
As a teacher Knowledgehook helps with:
access to quality teaching supports that include math backgrounds, misconception charts, and intervention supports
EQAO specific preparation, as outlined by the LKDSB program department
access to formative assessment questions and reports that inform instruction
opportunities for student use during individual centers or for at home deliberate practice
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