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Mathematics Continuum
Kindergarten to Grade 8
Toronto CatholicDistrict School Board
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The Math Continuum
The Math Continuum has been developed using the model for planning with the end in mind. Eachunit plan identifies the big ideas for each of the five math strands. In every unit, the curriculum expectations are aligned with the big ideas. A culminating task (e.g., Nelson), the lessons that enable students to be successful on the culminating task, and additional activities that could be used to support deeper understanding of concepts are part of each unit plan.
The unit plans have been designed to provide teachers with a concise overview of the connections between the Ontario Mathematics Curriculum and the Nelson Mathematics Resource.
It is recognized that teachers will use assessment information to drive instruction. Therefore, teachers may need to make adjustments to the culminating task and enabling lessons based on students’ strengths and needs. If changes are made to the culminating task, a correlation must still be made with the big ideas and curriculum expectations. The enabling lessons must also be adapted to ensure student success on the culminating task. Teachers can also access Nelson Skills Bank, Problem Bank, Mental Math, Math Games, Chapter Reviews, Chapter Tests and Interviews.
PURPOSE OF NUMERACY FRAMEWORK
This document was produced as a guide to assist classroom teachers in the planning and implementation of the Mathematics Ontario Curriculum, Grades 1 to 8 and the Kindergarten Program.
“Effective planning means beginning with the end in mind. It clarifies for
teachers and students, the target or objectives of learning. It illuminates
the path to a clear final destination. It also helps teachers manage a
sometimes overwhelming number of curricular goals. Planning with the
end in mind means knowing where you are going in order to plan the steps
needed to get there.”
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Teaching Plan for Mathematics Curriculum
GRADES 1 TO 8
The following chart indicates the strands of math that will be taught, assessed and evaluated each term. Please keep in mind these are guidelines.
STRANDS TERM 1 TERM 2 TERM 3
Number Sense and Numeration ✔ ✔ ✔
Measurement ✔ ✔
Geometry and Spatial Sense ✔ ✔
Patterning and Algebra ✔ ✔
Data Management and Probability ✔ ✔
The Order of Instructional Strands
GRADES 1 TO 8
The following chart outlines, by term, the general order of instruction by strand.
TERM 1 TERM 2 TERM 3
Patterning Measurement Number Sense and
Numeration
Number Sense and Numeration
Number Sense and Numeration
Probability
Data Management Geometry (2 D) and
Spatial Sense Geometry (3 D) and
Spatial Sense
Patterning and Algebra Measurement
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The Strands by Grade
KINDERGARTEN
The following chart indicates the strands of math that will be taught, assessed and evaluated each term.
STRANDS TERM 1
(Sept to Jan) TERM 2
(Feb to June)
Number Sense and Numeration ✔ ✔
Measurement ✔ ✔
Geometry and Spatial Sense ✔ ✔
Patterning and Algebra ✔ ✔
Data Management and Probability ✔
SECTIONS A, B, C AND D REFER TO THE NELSON MATH RESOURCE
TERM 1 TERM 2 Number Sense and Numeration
(Section B) Number Sense and Numeration
(Section C)
Data Management (Section A) Patterning (Section B)
Patterning (Section A) Measurement (Section B)
Measurement (Section A) Geometry and Spatial Sense
(Section C) Geometry and Spatial Sense
(Section A) Number Sense and Numeration
(Section C and D) Data Management and Probability
(Section B) Measurement (Section C)
Geometry and Spatial Sense (Section B)
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Focus on Strands by Term ... Grades 1 to 3
TERM 1 TERM 2 TERM 3
PATTERNING and ALGEBRA • Grade 1: Patterns• Grade 2: Patterns; Growing and Shrinking
Patterns• Grade 3: Patterns; Growing and Shrinking
Patterns
MEASUREMENT • Grade 1: Length; Area• Grade 2: Length; Area; Perimeter• Grade 3: Length; Area; Perimeter; Spatial
Relationships
NUMBER SENSE AND NUMERATION • Grade 1: Compose and Decompose
Numbers; Fractions• Grade 2: Multiplication; Division; Fractions• Grade 3: Multiplication; Division; Fractions
NUMBER SENSE AND NUMERATION • Grade 1: Counting; Howmuchness;
Representation• Grade 2: Counting; Howmuchness; Place
Value• Grade 3: Counting; Howmuchness; Place
Value
NUMBER SENSE AND NUMERATION • Grade 1: Addition; Subtraction; Money• Grade 2: Addition; Subtraction; Money• Grade 3: Addition; Subtraction; Money
DATA MANAGEMENT AND PROBABILITY • Grade 1: Probability• Grade 2: Probability• Grade 3: Probability
DATA MANAGEMENT AND PROBABILITY • Grade 1: Collection and Organization of
Data; Data Relationships• Grade 2: Collection and Organization of
Data; Data Relationships• Grade 3: Collection and Organization of
Data; Data Relationships
GEOMETRY AND SPATIAL SENSE • Grade 1: Two-dimensional Shapes;
Location; Symmetry• Grade 2: Two-dimensional Shapes;
Location; Symmetry• Grade 3: Two-dimensional Shapes;
Location and Movement, Translations(slides), Reflections (flips) and Rotations(turns); Symmetry
GEOMETRY AND SPATIAL SENSE • Grade 1: Three-dimensional Figures• Grade 2: Three-dimensional Figures• Grade 3: Three-dimensional Figures
PATTERNING AND ALGEBRA • Grade 1: Expressions; Equality• Grade 2: Expressions; Equality• Grade 3: Expressions; Equality
MEASUREMENT • Grade 1: Mass; Capacity; Time;
Temperature• Grade 2: Mass; Capacity; Time;
Temperature• Grade 3: Mass; Capacity; Time;
Temperature
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TERM 1 – March Report TERM 2 – June Report
Number Sense and Numeration: Counting; Howmuchness; Representation
Number Sense and Numeration: Counting; Howmuchness; Anchors of 5 and 10; Representation
Data Management: Collection and Organization
Patterning: Relationships Within and Between Patterns
Patterning: Patterns; Relationships
Measurement: Non-standard and Standard; Measurable Attributes
Measurement: Non-standard; Comparing and Ordering
Geometry and Spatial Sense: 2-D shapes
Geometry and Spatial Sense: Location; Spatial Relationships; Movement
Number Sense and Numeration: Addition and Subtraction; Money; Representation
Data Management and Probability: Collection and Organization; Probability
Measurement: Measurable Attributes; Sequence of Events
Geometry and Spatial Sense: 3-D shapes
It is generally understood that other grades from Grade 1 to Grade 8 will try to use the same focus on similar strands each term of the school year. At times, this may not be possible, but it is something that we try to intrinsically cultivate whenever possible.
Focus on Strands by Term ... Kindergarten
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THE BIG IDEAS IN MATHEMATICSTHE BIG IDEAS IN MATHEMATICSTHE BIG IDEAS IN MATHEMATICSTHE BIG IDEAS IN MATHEMATICS
The TCDSB Nelson Kindergarten to Grade 8, concentrates on the big ideas inherent in the Ontario Mathematics Curriculum expectations.
“In developing a mathematics program, it is vital to concentrate on important mathematical concepts, or “big ideas”, and the knowledge and skills that go with those concepts. Programs that are organized around big ideas and focus on problem solving provide cohesive learning opportunities that allow students to explore concepts in depth.” (A Guide to Effective Instruction in Mathematics, K to 3, 2007)
Focusing on the big ideas helps teachers to cluster the expectations around a few major concepts and skills. Seeing the curriculum expectations as a network of interrelated concepts allows teachers and students to develop depth and flexibility in their mathematical thinking.
The big ideas also act as a “lens” for:
→→→→ Making instructional decisions. →→→→ Identifying prior learning. →→→→ Looking at students’ thinking and understanding in relation to the mathematical
concepts addressed in the curriculum. →→→→ Collecting observations and making anecdotal records. →→→→ Providing feedback to students. →→→→ Determining next steps. →→→→ Communicating concepts and providing feedback on students’ achievement to
parents.
(A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6, 2008)
“Big ideas, and a pedagogy that supports student learning of big ideas, naturally provide opportunities for meeting the needs of students who are working at different levels of mathematical performance. The reason for this is that teaching around big ideas means teaching around ideas that incorporate a variety of levels of mathematical sophistication.” (A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6, 2008)
Therefore, big ideas are not grade specific, but rather standards and descriptions of what students should know and be able to do by the end of grade six. When looking at grade specific unit plans, the culminating task and curriculum expectations indicate which part of the big idea is developed in that grade. The spiraling nature of the Ontario Curriculum for Mathematics is based on the gradual development of big ideas through this process.
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CONTINUUM OF LEARNING MEASUREMENT OVERALL EXPECTATIONS
BIG IDEAS
� GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8
AT
TR
IBU
TE
S,
UN
ITS
&
ME
AS
UR
EM
EN
T S
EN
SE
estimate, measure and describe length, area, mass, capacity, time and temperature using non-standard units of the same size
estimate, measure and record length, perimeter, area, mass, capacity, time and temperature using non-standard units and standard units
estimate, measure and record length, perimeter, area, mass, capacity, time and temperature using standard units
estimate, measure and record length, perimeter, area, mass, capacity, volume and elapsed time using a variety of strategies
estimate, measure and record perimeter, area, temperature change, and elapsed time, using a variety of strategies
estimate, measure and record quantities, using the metric measurement system
report on research into real-life applications of area measurements
research, describe and report on applications of volume and capacity measurement
ME
AS
UR
EM
EN
T
RE
LA
TIO
NS
HN
IPS
compare, describe and order objects using attributes measured in non-standard units of the same size
compare, describe and order objects using attributes measured in non-standard units and standard units
compare, describe and order objects using attributes measured in standard units
determine the relationships among units and measurable attributes, including the area and perimeter of rectangles
determine the relationships among units and measurable attributes, including the area of a rectangle and the volume of a rectangular prism
determine the relationships among units and measurable attributes, including the area of a parallelogram, the area of a triangle, and the volume of a triangular prism
determine the relationships among units and measurable attributes, including the area of a trapezoid and the volume of a right prism
determine the relationships among units and measurable attributes, including the area of a circle and volume of a cylinder
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CONTINUUM OF LEARNING GEOMETRY AND SPATIAL SENSE oVERALL EXPECTATIONS BIG IDEAS
� GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8
PR
OP
ER
TIE
S O
F T
WO
-
DIM
EN
SIO
NA
L S
HA
PE
S A
ND
TH
RE
E-D
IME
NS
ION
AL
FIG
UR
ES
identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes
identify two-dimensional shapes and three-dimensional figures and sort and classify them by their geometric properties
compare two-dimensional shapes and three-dimensional figures and sort them by their geometric properties
identify quadrilaterals and three-dimensional figures and classify them by their geometric properties, and compare various angles to benchmarks
identify and classify two-dimensional shapes by side and angle properties, and compare and sort three-dimensional figures
classify and construct polygons and angles
construct related lines, and classify triangles, quadrilaterals and prisms
demonstrate an understanding of the geometric properties of quadrilaterals and circles and the application of geometric properties in the real world
GE
OM
ET
RIC
RE
LA
TIO
NS
HIP
S compose and
decompose common two-dimensional shapes and three-dimensional figures
compose and decompose two-dimensional shapes and three-dimensional figures
describe relationships between two-dimensional shapes, and between two-dimensional shapes and three-dimensional figures
construct three dimensional figures using two-dimensional shapes
identify and construct nets of prisms and pyramids
sketch three-dimensional figures, and construct three-dimensional figures from drawings
develop an understanding of similarity, and distinguish similarity and congruence
develop geometric relationships involving lines, triangles, and polyhedra, and solve problems involving lines and triangles
LO
CA
TIO
N A
ND
MO
VE
ME
NT
describe the relative location of objects using positional language
describe and represent the relative locations of objects, and represent objects on a map
identify and describe the locations and movements of shapes and objects
identify and describe the location of an object, using a grid map, and reflect two-dimensional shapes
identify and describe the location of an object, using the cardinal directions, and translate two-dimensional shapes
describe location in the first quadrant of a coordinate system and rotate two-dimensional shapes
describe location in the four quadrants of a coordinate system, dilatate two-dimensional shapes, and apply transformations to create and analyse designs
represent transformations using the Cartesian coordinate plane, and make connections between transformations and the real world
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CONTINUUM OF LEARNING PATTERNING AND ALGEBRA OOOOVERALL EXPECTATIONS BIG IDEAS
� GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8
PA
TT
ER
NS
AN
D R
ELA
TIO
NS
HIP
S
identify, describe, extend and create repeating patterns
identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns
describe, extend, and create a variety of numeric patterns and geometric patterns
describe, extend and create, a variety of numeric and geometric patterns, make predictions related to the patterns, and investigate repeating patterns involving reflections
PA
TT
ER
NS
AN
D R
ELA
TIO
NS
HIP
S
determine through investigation using a table of values, relationships in growing and shrinking patterns, and investigate repeating patterns involving translations
describe and represent relationships in growing and shrinking patterns (where the terms are whole numbers) and investigate repeating patterns involving rotations
represent linear growing patterns (where the terms are whole numbers) using concrete materials, graphs and algebraic expressions
represent linear growing patterns (where the terms are whole numbers) using graphs, algebraic expressions, and equations
EX
PR
ES
SIO
NS
AN
D E
QU
AL
ITY
demonstrate an understanding of the concept of equality, using concrete materials and addition and subtraction to 10
demonstrate an understanding of the concept of equality between pairs of expressions using concrete materials, symbols and addition and subtraction to 18
demonstrate an understanding of equality between pairs of expressions, using addition and subtraction of one- and two-digit numbers
demonstrate an understanding of equality between pairs of expressions, using addition, subtraction, and multiplication
VA
RIA
BLE
S,
EX
PR
ES
SIO
NS
AN
D
EQ
UA
TIO
NS
demonstrate, through investigation, an understanding of the use of variables in equations
use variables in simple algebraic expressions and equations to describe relationships
model real-life linear relationships graphically and algebraically, and solve simple algebraic equations using a variety of strategies, including inspection and guess and check
model linear relationships graphically and algebraically, and solve and verify algebraic equations, using a variety of strategies, including inspection, guess and check, and using a “balance” model
13
CONTINUUM OF LEARNING NUMBER SENSE AND NUMERATION OOOOVERALL EXPECTATIONS BIG IDEAS
� GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8
QU
AN
TIT
Y
RE
LA
TIO
NS
HIP
S read, represent,
compare, and order whole numbers to 50, and use concrete materials to investigate fractions and money amounts
read, represent, compare, and order whole numbers to 100, and use concrete materials to represent fractions and money amounts to 100 cents
read, represent, compare, and order whole numbers to 1000 and use concrete materials to represent fractions and money amounts to $10
read, represent, compare, and order whole numbers to 10 000, decimal numbers to tenths, and simple fractions, and represent money amount to $100
read, represent, compare, and order whole numbers to 100000, decimal numbers to hundredths, proper and improper fractions, and mixed numbers
read, represent, compare, and order whole numbers to 1000000, decimal numbers to thousandths, proper and improper fractions, and mixed numbers
represent, compare, and order numbers, including integers
represent, compare, and order equivalent representations of numbers including those involving positive exponents
OP
ER
AT
ION
AL
RE
LA
TIO
NS
HIP
S
solve problems involving the addition and subtraction of single digit whole numbers, using a variety of strategies
solve problems involving the addition and subtraction of one- and two-digit numbers using a variety of strategies, and investigate multiplication and division
solve problems involving the addition and subtraction of single- and multi-digit whole numbers using a variety of strategies, and demonstrate an understanding of multiplication and division
solve problems involving the addition, subtraction, multiplication, and division of single- and multi- digit whole numbers, and involving the addition and subtraction of decimal numbers to tenths and money amounts, using a variety of strategies
solve problems involving the multiplication and division of multi-digit whole numbers, and involving the addition and subtraction of decimal numbers to hundredths using a variety of strategies
solve problems involving the multiplication and division of whole numbers, and the addition and subtraction of decimal numbers to thousandths using a variety of strategies
demonstrate an understanding of addition and subtraction of fractions and integers, and apply a variety of computational strategies to solve problems involving whole numbers and decimal numbers
solve problems involving whole numbers, decimal numbers, fractions and integers using a variety of computational strategies
CO
UN
TIN
G demonstrate an
understanding of magnitude by counting forward to 100 and backwards from 20
demonstrate an understanding of magnitude by counting forward to 200 and backwards from 50 using multiples of various numbers as starting points
demonstrate an understanding of magnitude by counting forward and backwards by various numbers and from various starting points
demonstrate an understanding of magnitude by counting forward and backwards by 0.1 and by fractional amounts
demonstrate an understanding of magnitude by counting forward and backwards by 0.01
PR
OP
OR
TIO
NA
L
RE
AS
ON
ING
demonstrate an understanding of proportional reasoning by investigating whole number unit rates
demonstrate an understanding of proportional reasoning by investigating whole number rates
demonstrate an understanding of relationships involving percent, ratio, and unit rate
demonstrate an understanding of proportional relationships using percent, ratio, and rate
solve problems by using proportional reasoning in a variety of meaningful contexts
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CONTINUUM OF LEARNING DATA MANAGEMENT AND PROBABILITY OVERALL EXPECTATIONS
BIG IDEAS
� GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8
CO
LL
EC
T A
ND
OR
GA
NIZ
E D
AT
A
collect and organize categorical primary data and display the data using concrete graphs and pictographs, without regard to the order of labels on the horizontal axis
collect and organize categorical or discrete primary data and display the data, using tally charts, concrete graphs, pictographs, line plots, simple bar graphs and other graphic organizers, with labels ordered appropriately along horizontal axes, as needed
collect and organize categorical or discrete primary data and display the data, using charts and graphs, including vertical and horizontal bar graphs, with labels ordered appropriately along the horizontal axes, as needed
collect and organize discrete primary data and display the data using charts and graphs, including stem-and-leaf plots and double bar graphs
collect and organize discrete or continuous primary data and secondary data and display the data using charts and graphs, including broken-line graphs
collect and organize discrete or continuous primary data and secondary data and display the data using charts and graphs, including continuous line graphs
collect and organize categorical, discrete or continuous primary data and secondary data and display the data using charts and graphs, including relative frequency labels and circle graphs
collect and organize categorical, discrete, or continuous primary data and secondary data and display the data using charts and graphs, including frequency tables with intervals, histograms, and scatter plots
UN
DE
RS
TA
ND
ING
DA
TA
read and describe primary data presented in concrete graphs and pictographs
read and describe primary data presented in tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers
read, describe, and interpret primary data presented in charts and graphs, including vertical and horizontal bar graphs
read, describe, and interpret primary data and secondary data presented in charts and graphs, including stem-and-leaf plots and double bar graphs
read, describe, and interpret primary data and secondary data presented in charts and graphs, including broken-line graphs
read, describe, and interpret data, and explain relationships between sets of data
make and evaluate convincing arguments, based on the analysis of data
apply a variety of data management tools and strategies to make convincing arguments about data
PR
OB
AB
ILIT
Y
describe the likelihood that everyday events will happen
describe probability in everyday situations and simple games
predict and investigate the frequency of a specific outcome in a simple probability experiment
predict the results of a simple probability experiment, then conduct the experiment and compare the prediction to the results
represent as a fraction the probability that a specific outcome will occur in a simple probability experiment, using systematic lists and area models
determine the theoretical probability of an outcome in a probability experiment, and use it to predict the frequency of the outcome
compare experimental probabilities with the theoretical probability of an outcome involving two independent events
use probability models to make predictions about real-life events
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At TCDSB, our teachers use a variety mathematics programs - the most commonly used program is Nelson Math as the core numeracy resource. There is no reason why this continuum cannot be utilized as a companion resource to use with other mathematics programs. To support deeper understanding of the big ideas, teachers can also access other resources in order to meet the needs of students in their classrooms. The following is a list of Ministry and key resources that are available to teachers in all schools:
MINISTRY:
✔✔✔✔ Early Math Strategy: The Report of the Expert Panel on Early Math in Ontario for Teachers of Kindergarten to Grade 3, 2003
✔✔✔✔ A Guide to Effective Instruction in Mathematics: Number Sense and Numeration, 2003
✔✔✔✔ Teaching and Learning Mathematics: The Report of the Expert Panel on Mathematics in Grades 4 to 6 in Ontario, 2004
✔✔✔✔ A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 3, 2004
✔✔✔✔ A Guide to Effective Instruction in Mathematics: Geometry and Spatial Sense, Kindergarten to Grade 3, 2005
✔✔✔✔ A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6, Volumes 1 to 5, 2006
✔✔✔✔ A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6: Number Sense and Numeration, Grades 4 to 6, Volumes 1 to 6, 2006
✔✔✔✔ A Guide to Effective Instruction in Mathematics: Patterning and Algebra, Kindergarten to Grade 3, 2007
✔✔✔✔ A Guide to Effective Instruction in Mathematics: Measurement, Kindergarten to Grade 3, 2007
✔✔✔✔ A Guide to Effective Instruction in Mathematics: Data Management and Probability, Kindergarten to Grade 3, 2007
✔✔✔✔ A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6, Volumes 1 to 4, 2008 (Measurement, Grades 4 to 6; Geometry and Spatial Sense, Grades 4 to 6; Patterning and Algebra, Grades 4 to 6; Data Management and Probability, Grades 4 to 6)
KEY RESOURCES IN THE SCHOOL:
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KEY RESOURCES IN EVERY SCHOOL:
✔✔✔✔ About Teaching Mathematics, 2nd Edition, by Marilyn Burns ✔✔✔✔ Exploring With Power Polygons by Cindy Stevens and Mary Kay Tonrose-Dyer ✔✔✔✔ Getting Your Math Message Out to Parents by Nancy Litton ✔✔✔✔ Hands-On Standards, Pre-Kindergarten to Kindergarten ✔✔✔✔ Lessons for Algebraic Thinking, Grades 3 to 5 by Marilyn Burns ✔✔✔✔ Math by All Means: Data Management and Probability by Marilyn Burns (each school
should have either the Grade 2/3 or 3/4 version) ✔✔✔✔ More Puddle Questions for Canadian Schools: Assessing Mathematical Thinking (3
volumes - Grades 4, 5 and 6) ✔✔✔✔ National Library of Virtual Manipulatives http://www.nlvm.usu.edu/en/NAV/vlibrary.html ✔✔✔✔ Puddle Questions ✔✔✔✔ Super Source, Kindergarten to Grade 2 (set of 7 books) ✔✔✔✔ Super Source, Grades 3 to 4 (set of 7 math manipulatives books which includes Base
Ten Blocks, Colour Tiles, Cuisinenaire Rods, Geoboards, Pattern Blocks, Snap Cubes, Tangrams)
✔✔✔✔ Super Source, Grades 5 to 6 (set of 7 math manipulatives books) ✔✔✔✔ Teaching Student-Centered Mathematics, by John A. Van de Walle (Vol. 1 –
Kindergarten to Grade 3; Vol. 2 – Grades 3 to 5; Vol. 3 – Grades 5 to 8) ✔✔✔✔ The Problem Solving Binder: Activities for Learning Problem Solving Strategies ✔✔✔✔ Young Mathematicians at Work: Constructing Number Sense, Addition, and Subtraction
by Catherine Twomey Fosnot and Maarten Dolk ✔✔✔✔ Young Mathematicians at Work: Constructing Fractions, Decimals, and Percents by
Catherine Twomey Fosnot and Maarten Dolk ✔✔✔✔ Young Mathematicians at Work: Constructing Multiplication and Division by Catherine
Twomey Fosnot and Maarten Dolk ✔✔✔✔ 25 Thinking Questions (3 volumes – Grades 1, 2 and 3)
ONTARIO CURRICULUM SUPPLEMENTS
Currently, Nelson Mathematics 3, 4 and 5 are over 90% compliant to the new Ontario
Curriculum, Grades 1 to 8: Mathematics, Revised 2005. To ensure 100% curriculum coverage, Nelson Education has developed Curriculum Supplements to help fill in the gaps. These supplements are detailed chapter-by-chapter, lesson-by-lesson guides that address changes in the revised 2005 curriculum with individual lessons and all the necessary teacher notes. They are now available in the Online Teacher’s Resource at www.mathk8.nelson.com/ for your convenience.
In order to access the Nelson Online Teacher Resource (OTR) for grades 3 to 6, teachers will need to register with Nelson. Go online to the following site: http://www.nelson.com/elem-otr/ When filling out the required information to get a username, use the access code, NM5OTR04. (The first O is a capital O and the second is the numeral 0.)