LONG-RANGE PLAN

Junior Division: Grades 4-6, Mathematics

Organized by Topics

What is a long-range plan and why is it important?

A long-range plan outlines a year-long plan for learning mathematics. It is a
living document that is revised as educators become increasingly aware of the
abilities, strengths, needs and interests of their students. A thoughtfully
developed long-range plan:

● ensures that instruction is sequenced in a manner that aligns with research

about learning mathematics;
● allocates the appropriate time for concepts and skills so that students
have multiple opportunities to focus on the overall expectations within the
grade;
● ensures that all specific expectations are addressed at least once within
the school year; and
● recognizes that some expectations need to be revisited several times
throughout the year.

Note: These sample long-range plans outline possible sequences of

instruction for the school year. There are many ways to structure an effective
plan for learning.

How are these long-range plans structured?

Deep learning occurs when specific expectations are connected, are
continuously expanded upon, and are revisited in a variety of contexts
throughout the year.

This long-range plan is structured into learning clusters or topics to support

students in making connections within a cluster of specific expectations.
Topics are carefully ordered to create a flow of learning to strengthen student
understanding. In turn, learning can be expanded and applied in subsequent
topics.

Suggested timing for each topic is specified, but there should be room for
flexibility. Educators should make adjustments to timing if additional days are
required to address student learning needs that emerge as the plan is
implemented.

OVERVIEW | page 1
Considerations
● Sample long-range plans for each grade level include all overall and
specific expectations from strands B through F.
● The overall expectation from Strand A (Social-Emotional Learning Skills
and the Mathematical Processes) is integrated and taught in connection
with the other strands throughout the school year.
● In developing long-range and daily plans, consider opportunities to teach
and reinforce social-emotional learning skills and mathematical processes,
as well as transferable skills, in order to help students develop confidence,
cope with challenges, think critically and creatively, and develop a positive
identity as a math learner.
● Mathematical modelling (Algebra, C4) provides opportunities for students
to authentically engage in learning with everyday situations that involve
mathematics. Tasks that require the process of mathematical modelling
can be strategically situated throughout the year to support students in
making connections among mathematical concepts, strands, and
disciplines, and to provide opportunities for assessing the integration and
application of learning.
● Coding (Algebra, C3) can be used to solve problems and help deepen
students’ understanding of mathematical concepts; it is strategically
addressed and assessed throughout the year, as appropriate.
● Some concepts and skills require ongoing attention so that students can
develop proficiency and deep, lasting learning. Number Talks, Number
Strings, and other math talk prompts can be used at the beginning of math
classes to reinforce and strengthen number relationships, spatial
relationships, math facts, mental math strategies, and problem-solving
skills.

Reflective questions when planning

● What key concepts, models, and strategies do students need more time to
develop?
● Does the long-range plan revisit expectations later? If not, how might I
adjust the plan so it does? What prior learning is assumed in order for
other expectations to be addressed?
● How can I create opportunities for students to continue to practise and
consolidate learning when they are engaged in new learning?

OVERVIEW | page 2
Long-Range Plan: Junior Division (Grades 4-6)
The Social-Emotional Learning (SEL) Skills and the Mathematical Processes are to be integrated
throughout each of the topics below as appropriate.

Grade 4 Grade 5 Grade 6

Numbers, Patterns & Shapes in Numbers, Patterns & Shapes in Numbers, Patterns & Shapes in
Everyday Life Everyday Life Everyday Life
(10 days) (10 days) (10 days)

Number, Algebra, Spatial Sense Number, Algebra, Spatial Sense Number, Algebra, Spatial Sense

Facts, Expressions & Equations Facts, Expressions & Equations Facts, Expressions & Equations
including the Area of including the Area of including Area of Various
Rectangles Parallelograms & Triangles Shapes
(10 days) (10 days) (10 days)

Number, Algebra, Spatial Sense Number, Algebra, Spatial Sense Number, Algebra, Spatial Sense

Number Patterns & Number Patterns & Number Patterns &

Number Relationships Number Relationships Number Relationships
(10 days) (10 days) (10 days)

Number, Algebra Number, Algebra Number, Algebra

Data & Introduction to Data & Introduction to Data & Introduction to

Mathematical Modelling Mathematical Modelling Mathematical Modelling
(30 days) (30 days) (30 days)

Number, Algebra. Data Number. Algebra Data Number. Algebra, Data

Transformations & Coding Transformations & Coding Transformations & Coding

(10 days) (10 days) (10 days)

Algebra, Spatial Sense Algebra, Spatial Sense Algebra, Spatial Sense

Comparison of Measures, Comparison of Measures, Comparison of Measures,

Quantities & Expressions Quantities & Expressions Quantities & Expressions
(10 days) (10 days) (10 days)

Number, Algebra, Spatial Sense Number, Algebra, Spatial Sense Number, Algebra, Spatial Sense

Proportional Relationships & Proportional Relationships & Proportional Relationships &

Measurement Measurement Operations with Fractions
(10 days) (10 days) (10 days)

Number, Spatial Sense Number, Spatial Sense, Number

Financial Literacy

Patterns & Likelihood of Events Patterns & Probability Patterns & Probability
(15 days) (15 days) (15 days)

Algebra, Data, Spatial Sense Algebra, Data, Spatial Sense Algebra, Data

Operations & Measurement Operations & Measurement Operations & Measurement

(30 days) (30 days) (30 days)

Number, Spatial Sense Number, Algebra, Spatial Sense Number, Algebra, Spatial Sense

Financial Literacy & Operations Financial Literacy & Operations Financial Literacy & Operations
involving Money involving Money involving Money

OVERVIEW | page 3
(10 days) (10 days) (10 days)

Number, Algebra, Financial Literacy Number, Algebra, Financial Literacy Number, Algebra, Financial Literacy

Integrated Task Integrated Task Integrated Task

(10 days) (10 days) (10 days)

Algebra Algebra Algebra

OVERVIEW | page 4
Grade 4 Long-Range Plan
155 days + 35 days discretionary
NOTE: The Social-Emotional Learning Skills and the Mathematical Processes are introduced, applied, and
integrated throughout the year as appropriate.

Time Topics and Expectations

10 Attributes and Numbers

days
Introduce and apply throughout the year as appropriate
B1.1 read, represent, compose, and decompose whole numbers up to and including 10 000,
using appropriate tools and strategies, and describe various ways they are used in
everyday life
B1.7  read, represent, compare, and order decimal tenths, in various contexts
E2.3  solve problems involving elapsed time by applying the relationships between different
units of time

Using characteristics to classify

C1.1 identify and describe repeating and growing patterns, including patterns found in real-
life contexts
E1.1 identify geometric properties of rectangles, including the number of right angles,
parallel and perpendicular sides, and lines of symmetry
E2.4 identify angles and classify them as right, straight, acute, or obtuse

10 Facts, Expressions and Equations including Area of a Rectangle

days
Developing multiplication facts using the area of a rectangle
B2.2  recall and demonstrate multiplication facts for 1 × 1 to 10 × 10, and related division facts
E2.5  use the row and column structure of an array to measure the areas of rectangles and
to show that the area of any rectangle can be found by multiplying its side lengths

Understanding and working with equations

B2.1  use the properties of operations, and the relationships between addition, subtraction,
multiplication, and division, to solve problems involving whole numbers, including
those requiring more than one operation, and check calculations
C2.1  identify and use symbols as variables in expressions and equations
C2.2  solve equations that involve whole numbers up to 50 in various contexts, and verify
solutions
E2.6  apply the formula for the area of a rectangle to find the unknown measurement when
given two of the three

10 Number Patterns and Number Relationships

days
Extending place value to decimal tenths
B1.1  read, represent, compose, and decompose whole numbers up to and including 10 000,
using appropriate tools and strategies, and describe various ways they are used in
everyday life
B1.6  count to 10 by halves, thirds, fourths, fifths, sixths, eighths, and tenths, with and without
the use of tools
C1.4  create and describe patterns to illustrate relationships among whole numbers and
decimal tenths

Representing fractions
B1.4  represent fractions from halves to tenths using drawings, tools, and standard fractional
notation, and explain the meanings of the denominator and the numerator

GRADE 4 | page 5
 B1.9  describe relationships and show equivalences among fractions and decimal tenths, in
various contexts
B2.7  represent the relationship between the repeated addition of a unit fraction and the
multiplication of that unit fraction by a whole number, using tools, drawings, and
standard fractional notation

30 Collection, Organization, Representation, and Analysis of Data, and

days Introduction to Mathematical Modelling

Collecting, organizing, and representing data

B1.1 read, represent, compose, and decompose whole numbers up to and including 10 000,
using appropriate tools and strategies, and describe various ways they are used in
everyday life
B1.2 compare and order whole numbers up to and including 10 000, in various contexts
D1.1  describe the difference between qualitative and quantitative data, and describe
situations where each would be used
D1.2 collect data from different primary and secondary sources to answer questions of
interest that involve comparing two or more sets of data, and organize the data in
frequency tables and stem-and-leaf plots
D1.3 select from among a variety of graphs, including multiple-bar graphs, the type of graph
best suited to represent various sets of data; display the data in the graphs with proper
sources, titles, and labels, and appropriate scales; and justify their choice of graphs
D1.4 create an infographic about a data set, representing the data in appropriate ways,
including in frequency tables, stem-and-leaf plots, and multiple-bar graphs, and
incorporating any other relevant information that helps to tell a story about the data

Analysing data using mean, median, and mode

B2.1 use the properties of operations, and the relationships between addition, subtraction,
multiplication, and division, to solve problems involving whole numbers, including
those requiring more than one operation, and check calculations
D1.5 determine the mean and the median and identify the mode(s), if any, for various data
sets involving whole numbers, and explain what each of these measures indicates
about the data
D1.6 analyse different sets of data presented in various ways, including in stem-and-leaf
plots and multiple-bar graphs, by asking and answering questions about the data and
drawing conclusions, then make convincing arguments and informed decisions
D2.2 make and test predictions about the likelihood that the mean, median, and mode(s) of a
data set will be the same for data collected from different populations

Posing a real-life situation that requires the process of mathematical modelling and
involves the collection, organization, representation and analysis of data.*
C4 apply the process of mathematical modelling to represent, analyse, make predictions,
and provide insight into real-life situations**

* Depending on the situation it may be appropriate to complete the mathematical modelling task now or continue as
new learning is acquired
** One aspect of the mathematical modelling process is to identify things that change (variable) and things that

remain the same

10 Transformations and Coding

days
Creating, describing, and performing transformations
E1.3  describe and perform translations and reflections on a grid, and predict the results of
these transformations
E1.2  plot and read coordinates in the first quadrant of a Cartesian plane, and describe the
translations that move a point from one coordinate to another
C3.1  solve problems and create computational representations of mathematical situations
by writing and executing code, including code that involves sequential, concurrent,

GRADE 4 | page 6
 repeating, and nested events
C3.2  read and alter existing code, including code that involves sequential, concurrent,
repeating, and nested events, and describe how changes to the code affect the
outcomes

10 Comparison of Quantities
days
Comparing measures
E2.2  use metric prefixes to describe the relative size of different metric units, and choose
appropriate units and tools to measure length, mass, and capacity

Comparing whole numbers, fractions and decimal tenths

B1.2  compare and order whole numbers up to and including 10 000, in various contexts
B1.5  use drawings and models to represent, compare, and order fractions representing the
individual portions that result from two different fair-share scenarios involving any
combination of 2, 3, 4, 5, 6, 8, and 10 sharers
B1.7  read, represent, compare, and order decimal tenths, in various contexts

Comparing two expressions

C2.3  solve inequalities that involve addition and subtraction of whole numbers up to 20, and
verify and graph the solutions

10 Proportional Relationships and Measurements

days
Using proportional reasoning
B2.3  use mental math strategies to multiply whole numbers by 10, 100, and 1000, divide
whole numbers by 10, and add and subtract decimal tenths, and explain the strategies
used
E2.1  explain the relationships between grams and kilograms as metric units of mass, and
between litres and millilitres as metric units of capacity, and use benchmarks for these
units to estimate mass and capacity
E2.2  use metric prefixes to describe the relative size of different metric units, and choose
appropriate units and tools to measure length, mass, and capacity
B2.8  show simple multiplicative relationships involving whole-number rates, using various
tools and drawings
E2.3  solve problems involving elapsed time by applying the relationships between different
units of time

15 Patterns and Likelihood of Events

days
Creating patterns and code, and making predictions about them
C1.2  create and translate repeating and growing patterns using various representations,
including tables of values and graphs
C1.3  determine pattern rules and use them to extend patterns, make and justify predictions,
and identify missing elements in repeating and growing patterns
C3.1  solve problems and create computational representations of mathematical situations
by writing and executing code, including code that involves sequential, concurrent,
repeating, and nested events
C3.2  read and alter existing code, including code that involves sequential, concurrent,
repeating, and nested events, and describe how changes to the code affect the
outcomes

Predicting the likelihood of an event

D2.1  use mathematical language, including the terms “impossible”, “unlikely”, “equally
likely”, “likely”, and “certain”, to describe the likelihood of events happening, represent
this likelihood on a probability line, and use it to make predictions and informed
decisions

GRADE 4 | page 7
30 Operations
days
Developing fluency with adding, subtracting, multiplying, and dividing
B1.8 round decimal numbers to the nearest whole number, in various contexts
B2.4 represent and solve problems involving the addition and subtraction of whole numbers
that add up to no more than 10 000 and of decimal tenths, using appropriate tools and
strategies, including algorithms
B2.5  represent and solve problems involving the multiplication of two- or three-digit whole
numbers by one-digit whole numbers and by 10, 100, and 1000, using appropriate
tools, including arrays
B2.6  represent and solve problems involving the division of two- or three-digit whole
numbers by one-digit whole numbers, expressing any remainder as a fraction when
appropriate, using appropriate tools, including arrays

10 Financial Literacy and Operations involving Money

days
Developing financial concepts
F1.3  explain the concepts of spending, saving, earning, investing, and donating, and identify
key factors to consider when making basic decisions related to each
F1.4  explain the relationship between spending and saving, and describe how spending and
saving behaviours may differ from one person to another
F1.5  describe some ways of determining whether something is reasonably priced and
therefore a good purchase
F1.1  identify various methods of payment that can be used to purchase goods and services

Using operations and mental math to solve problems involving purchases

F1.2  estimate and calculate the cost of transactions involving multiple items priced in
whole-dollar amounts, not including sales tax, and the amount of change needed
when payment is made in cash, using mental math
B1.3  round whole numbers to the nearest ten, hundred, or thousand, in various contexts
B2.1  use the properties of operations, and the relationships between addition, subtraction,
multiplication, and division, to solve problems involving whole numbers, including
those requiring more than one operation, and check calculations
C3.1  solve problems and create computational representations of mathematical situations
by writing and executing code, including code that involves conditional statements and
other control structures
C3.2  read and alter existing code, including code that involves conditional statements and
other control structures, and describe how changes to the code affect the outcomes

10 Integrated Task
days
This is an opportunity to apply mathematical concepts and skills from this grade to solve
real-life problems that require the process of mathematical modelling*.

Depending on the real-life situation, coding may be a tool in mathematical modelling

C3.1  solve problems and create computational representations of mathematical situations
by writing and executing code, including code that involves conditional statements and
other control structures
C3.2  read and alter existing code, including code that involves conditional statements and
other control structures, and describe how changes to the code affect the outcomes

* One aspect of the mathematical modelling process is to identify things that change (variable) and things that
remain the same. Variables may be used to represent quantities that will change.

GRADE 4 | page 8
Grade 5 Long-Range Plan
155 days + 35 days discretionary
NOTE: The Social-Emotional Learning Skills and the Mathematical Processes are introduced, applied, and
integrated throughout the year as appropriate.

Time Topics and Expectations

10 Attributes and Numbers

days
Introduce and apply throughout the year as appropriate
B2.2  recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division
facts
B2.3  use mental math strategies to multiply whole numbers by 0.1 and 0.01 and estimate
sums and differences of decimal numbers up to hundredths, and explain the strategies
used

Extending place value to 100 000 and decimal hundredths

B1.1  read, represent, compose, and decompose whole numbers up to and including
100 000, using appropriate tools and strategies, and describe various ways they are
used in everyday life
B1.5  read, represent, compare, and order decimal numbers up to hundredths, in various
contexts
C1.4  create and describe patterns to illustrate relationships among whole numbers and
decimal tenths and hundredths

Using characteristics to classify

C1.1  identify and describe repeating, growing, and shrinking patterns, including patterns
found in real-life contexts
E1.1  identify geometric properties of triangles, and construct different types of triangles
when given side or angle measurements

10 Facts, Expressions and Equations including the Area of Parallelograms and

days Triangles

Developing multiplication facts using the area of a rectangles,

B2.2  recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division
facts
E2.5  use the area relationships among rectangles, parallelograms, and triangles to develop
the formulas for the area of a parallelogram and the area of a triangle, and solve
related problems
E2.6  show that two-dimensional shapes with the same area can have different perimeters,
and solve related problems

Understanding and working with expressions and equations

B2.1  use the properties of operations, and the relationships between operations, to solve
problems involving whole numbers and decimal numbers, including those requiring
more than one operation, and check calculations
C2.1  translate among words, algebraic expressions, and visual representations that describe
equivalent relationships
C2.3  solve equations that involve whole numbers up to 100 in various contexts, and verify
solutions
C2.2  evaluate algebraic expressions that involve whole numbers

GRADE 5 | page 9
10 Number Patterns and Number Relationships
days
Representing fractions and showing equivalences to decimals and percents
B1.3  represent equivalent fractions from halves to twelfths, including improper fractions and
mixed numbers, using appropriate tools, in various contexts
B1.7  describe relationships and show equivalences among fractions, decimal numbers up to
hundredths, and whole number percents, using appropriate tools and drawings, in
various contexts
B2.5  add and subtract fractions with like denominators, in various contexts  

30 Collection, Organization, Representation, and Analysis of Data, and

days Introduction to Mathematical Modelling

Collecting, organizing, and representing data

B1.7  describe relationships and show equivalences among fractions, decimal numbers up to
hundredths, and whole number percents, using appropriate tools and drawings, in
various contexts
D1.1  explain the importance of various sampling techniques for collecting a sample of data
that is representative of a population
D1.2  collect data, using appropriate sampling techniques as needed, to answer questions of
interest about a population, and organize the data in relative-frequency tables
D1.3  select from among a variety of graphs, including stacked-bar graphs, the type of graph
best suited to represent various sets of data; display the data in the graphs with proper
sources, titles, and labels, and appropriate scales; and justify their choice of graphs
D1.4  create an infographic about a data set, representing the data in appropriate ways,
including in relative-frequency tables and stacked-bar graphs, and incorporating any
other relevant information that helps to tell a story about the data

Analysing data using mean, median, and mode

D1.5  determine the mean and the median and identify the mode(s), if any, for various data
sets involving whole numbers and decimal numbers, and explain what each of these
measures indicates about the data
D1.6  analyse different sets of data presented in various ways, including in stacked-bar
graphs and in misleading graphs, by asking and answering questions about the data,
challenging preconceived notions, and drawing conclusions, then make convincing
arguments and informed decisions

Posing a real-life situation that requires the process of mathematical modelling and
involves the collection, organization, representation and analysis of data.*
C4 apply the process of mathematical modelling to represent, analyse, make predictions,
and provide insight into real-life situations**

* Depending on the situation it may be appropriate to complete the mathematical modelling task now or continue as
new learning is acquired
** One aspect of the mathematical modelling process is to identify things that change (variable) and things that
remain the same

10 Transformations and Coding

days
Creating, describing, and performing transformations
E1.5  describe and perform translations, reflections, and rotations up to 180 on a grid, and
predict the results of these transformations
E1.4  plot and read coordinates in the first quadrant of a Cartesian plane using various scales,
and describe the translations that move a point from one coordinate to another
C3.1  solve problems and create computational representations of mathematical situations
by writing and executing code, including code that involves conditional statements and
other control structures
C3.2  read and alter existing code, including code that involves conditional statements and
other control structures, and describe how changes to the code affect the outcomes

GRADE 5 | page 10
10 Comparison of Measures, Quantities and Expressions
days
Comparing measures
E2.1  use appropriate metric units to estimate and measure length, area, mass, and capacity
E2.3 compare angles and determine their relative size by matching them and by measuring
them using appropriate non-standard units
E2.4 explain how protractors work, use them to measure and construct angles up to 180,
and use benchmark angles to estimate the size of other angles
E1.2  identify and construct congruent triangles, rectangles, and parallelograms

Comparing whole numbers, fractions and decimal tenths

B1.2  compare and order whole numbers up to and including 100 000, in various contexts
B1.4  compare and order fractions from halves to twelfths, including improper fractions and
mixed numbers, in various contexts
B1.5  read, represent, compare, and order decimal numbers up to hundredths, in various
contexts
E2.2  solve problems that involve converting larger metric units into smaller ones, and
describe the base ten relationships among metric units

Comparing two expressions

C2.4 solve inequalities that involve one operation and whole numbers up to 50, and verify
and graph the solutions

10 Proportional Relationships and Measurements

days
Using proportional reasoning
B2.3 use mental math strategies to multiply whole numbers by 0.1 and 0.01 and estimate
sums and differences of decimal numbers up to hundredths, and explain the strategies
used
E2.2 solve problems that involve converting larger metric units into smaller ones, and
describe the base ten relationships among metric units
B2.9 represent and create equivalent ratios and rates, using a variety of tools and models, in
various contexts
F1.5 calculate unit rates for various goods and services, and identify which rates offer the
best value

15 Patterns and Probability

days
Creating patterns and code, and making predictions about them
C1.1  identify and describe repeating, growing, and shrinking patterns, including patterns
found in real-life contexts
C1.2  create and translate growing and shrinking patterns using various representations,
including tables of values and graphs
C1.3  determine pattern rules and use them to extend patterns, make and justify predictions,
and identify missing elements in repeating, growing, and shrinking patterns
C3.1  solve problems and create computational representations of mathematical situations
by writing and executing code, including code that involves conditional statements and
other control structures
C3.2  read and alter existing code, including code that involves conditional statements and
other control structures, and describe how changes to the code affect the outcomes

Expressing and predicting probability

D2.1  use fractions to express the probability of events happening, represent this probability
on a probability line, and use it to make predictions and informed decisions
D2.2  determine and compare the theoretical and experimental probabilities of an event
happening

GRADE 5 | page 11
30 Operations and Measurement
days
Developing fluency with adding, subtracting, multiplying, and dividing
B1.6  round decimal numbers to the nearest tenth, in various contexts
B2.1  use the properties of operations, and the relationships between operations, to solve
problems involving whole numbers and decimal numbers, including those requiring
more than one operation, and check calculations
B2.4  represent and solve problems involving the addition and subtraction of whole numbers
that add up to no more than 100 000, and of decimal numbers up to hundredths, using
appropriate tools, strategies, and algorithms
B2.6  represent and solve problems involving the multiplication of two-digit whole numbers
by two-digit whole numbers using the area model and using algorithms, and make
connections between the two methods
B2.7  represent and solve problems involving the division of three-digit whole numbers by
two-digit whole numbers using the area model and using algorithms, and make
connections between the two methods, while expressing any remainder appropriately
B2.5  add and subtract fractions with like denominators, in various contexts  
B2.8  multiply and divide one-digit whole numbers by unit fractions, using appropriate tools
and drawings

Understanding and working with expressions and equations

C2.1  translate among words, algebraic expressions, and visual representations that describe
equivalent relationships
C2.2  evaluate algebraic expressions that involve whole numbers

10 Financial Literacy and Operations involving Money

days
Developing financial concepts
F1.1  describe several ways money can be transferred among individuals, organizations, and
businesses
F1.3  design sample basic budgets to manage finances for various earning and spending
scenarios
F1.4  explain the concepts of credit and debt, and describe how financial decisions may be
impacted by each
F1.6  describe the types of taxes that are collected by the different levels of government in
Canada, and explain how tax revenue is used to provide services in the community

Using operations and mental math to solve problems involving purchases

F1.2  estimate and calculate the cost of transactions involving multiple items priced in
dollars and cents, including sales tax, using various strategies
B2.1 use the properties of operations, and the relationships between operations, to solve
problems involving whole numbers and decimal numbers, including those requiring
more than one operation, and check calculations
C3.1 solve problems and create computational representations of mathematical situations
by writing and executing code, including code that involves conditional statements and
other control structures
C3.2 read and alter existing code, including code that involves conditional statements and
other control structures, and describe how changes to the code affect the outcomes

10 Integrated Task
days
This is an opportunity to apply mathematical concepts and skills from this grade to solve
real-life problems that require the process of mathematical modelling*.

Depending on the real-life situation, coding may be a tool in mathematical modelling

C3.1  solve problems and create computational representations of mathematical situations
by writing and executing code, including code that involves conditional statements and
other control structures

GRADE 5 | page 12
C3.2 read and alter existing code, including code that involves conditional statements and
other control structures, and describe how changes to the code affect the outcomes

* One aspect of the mathematical modelling process is to identify things that change (variable) and things that
remain the same. Variables may be used to represent quantities that will change.

GRADE 5 | page 13
Grade 6 Long-Range Plan
155 days + 35 days discretionary
NOTE: The Social-Emotional Learning Skills and the Mathematical Processes are introduced, applied, and
integrated throughout the year as appropriate.

Time Topics and Expectations

10 Attributes and Numbers, Patterns and Shapes in Everyday Life

days
Extending place value to one million and decimal thousandths
B1.1  read and represent whole numbers up to and including one million, using appropriate
tools and strategies, and describe various ways they are used in everyday life
C1.4  create and describe patterns to illustrate relationships among whole numbers and
decimal numbers

Using characteristics to classify

C1.1 identify and describe repeating, growing, and shrinking patterns, including patterns
found in real-life contexts, and specify which growing patterns are linear
E1.1  create lists of the geometric properties of various types of quadrilaterals, including the
properties of the diagonals, rotational symmetry, and line symmetry

Determining area by decomposing shapes

E2.4  determine the areas of trapezoids, rhombuses, kites, and composite polygons by
decomposing them into shapes with known areas
E2.5  create and use nets to demonstrate the relationship between the faces of prisms and
pyramids and their surface areas
E2.6  determine the surface areas of prisms and pyramids by calculating the areas of their
two-dimensional faces and adding them together

10 Facts, Expressions and Equations including Area of Various Shapes

days
Apply addition facts to add monomials
C2.1  add monomials with a degree of 1 that involve whole numbers, using tools

Understanding and working with expressions and equations

B2.1  use the properties of operations, and the relationships between operations, to solve
problems involving whole numbers, decimal numbers, fractions, ratios, rates, and
whole number percents, including those requiring multiple steps or multiple
operations
C2.2  evaluate algebraic expressions that involve whole numbers and decimal tenths
C2.3  solve equations that involve multiple terms and whole numbers in various contexts,
and verify solutions

10 Number Patterns and Number Relationships

days
Finding factors
B2.2  understand the divisibility rules and use them to determine whether numbers are
divisible by 2, 3, 4, 5, 6, 8, 9, and 10
B2.6  represent composite numbers as a product of their prime factors, including through
the use of factor trees
B1.5  round decimal numbers, both terminating and repeating, to the nearest tenth,
hundredth, or whole number, as applicable, in various contexts

Working with integers

B1.2  read and represent integers, using a variety of tools and strategies, including horizontal
and vertical number lines

GRADE 6 | page 14
 B1.3  compare and order integers, decimal numbers, and fractions, separately and in
combination, in various contexts
E1.3  plot and read coordinates in all four quadrants of a Cartesian plane, and describe the
translations that move a point from one coordinate to another

25 Collection, Organization, Representation, and Analysis of Data, and

days Introduction to Mathematical Modelling

Collecting, organizing, and representing data

D1.1  describe the difference between discrete and continuous data, and provide examples
of each
D1.2  collect qualitative data and discrete and continuous quantitative data to answer
questions of interest about a population, and organize the sets of data as appropriate,
including using intervals
D1.3  select from among a variety of graphs, including histograms and broken-line graphs,
the type of graph best suited to represent various sets of data; display the data in the
graphs with proper sources, titles, and labels, and appropriate scales; and justify their
choice of graphs
D1.4  create an infographic about a data set, representing the data in appropriate ways,
including in tables, histograms, and broken-line graphs, and incorporating any other
relevant information that helps to tell a story about the data

Analysing data using measures of central tendency

D1.5  determine the range as a measure of spread and the measures of central tendency for
various data sets, and use this information to compare two or more data sets
D1.6  analyse different sets of data presented in various ways, including in histograms and
broken-line graphs and in misleading graphs, by asking and answering questions about
the data, challenging preconceived notions, and drawing conclusions, then make
convincing arguments and informed decisions

Posing a real-life situation that requires the process of mathematical modelling and
involves the collection, organization, representation and analysis of data.*
C4 apply the process of mathematical modelling to represent, analyse, make predictions,
and provide insight into real-life situations**

* Depending on the situation it may be appropriate to complete the mathematical modelling task now or continue as
new learning is acquired
** One aspect of the mathematical modelling process is to identify things that change (variable) and things that
remain the same

10 Transformations and Coding

days
Creating, describing, and performing transformations
E1.4 describe and perform combinations of translations, reflections, and rotations up to 360
on a grid, and predict the results of these transformations
E1.3  plot and read coordinates in all four quadrants of a Cartesian plane, and describe the
translations that move a point from one coordinate to another
C3.1  solve problems and create computational representations of mathematical situations
by writing and executing efficient code, including code that involves conditional
statements and other control structures
C3.2  read and alter existing code, including code that involves conditional statements and
other control structures, and describe how changes to the code affect the outcomes
and the efficiency of the code

15 Comparison of Measures, Quantities and Expressions

days
Comparing measures spatially
E1.2  construct three-dimensional objects when given their top, front, and side views

GRADE 6 | page 15
 E2.5  create and use nets to demonstrate the relationship between the faces of prisms and
pyramids and their surface areas
E2.6  determine the surface areas of prisms and pyramids by calculating the areas of their
two-dimensional faces and adding them together

Comparing measures using standard units

E2.2  use a protractor to measure and construct angles up to 360, and state the relationship
between angles that are measured clockwise and those that are measured
counterclockwise
E2.3  use the properties of supplementary angles, complementary angles, opposite angles,
and interior and exterior angles to solve for unknown angle measures
E2.1  measure length, area, mass, and capacity using the appropriate metric units, and solve
problems that require converting smaller units to larger ones and vice versa

Comparing integers, fractions, and decimal numbers

B1.4  read, represent, compare, and order decimal numbers up to thousandths, in various
contexts
B1.3  compare and order integers, decimal numbers, and fractions, separately and in
combination, in various contexts
B1.6  describe relationships and show equivalences among fractions and decimal numbers
up to thousandths, using appropriate tools and drawings, in various contexts

Comparing two expressions

C2.4  solve inequalities that involve two operations and whole numbers up to 100, and verify
and graph the solutions

10 Proportional Relationships and Operations with Fractions

days
Using proportional reasoning
B2.3  use mental math strategies to calculate percents of whole numbers, including 1%, 5%,
10%, 15%, 25%, and 50%, and explain the strategies used
B2.12  solve problems involving ratios, including percents and rates, using appropriate tools
and strategies
B2.5  add and subtract fractions with like and unlike denominators, using appropriate tools, in
various contexts
B2.9  multiply whole numbers by proper fractions, using appropriate tools and strategies
B2.10  divide whole numbers by proper fractions, using appropriate tools and strategies

15 Patterns and Probability

days
Creating patterns and code, and making predictions about them
C1.1  identify and describe repeating, growing, and shrinking patterns, including patterns
found in real-life contexts, and specify which growing patterns are linear
C1.2  create and translate repeating, growing, and shrinking patterns using various
representations, including tables of values, graphs, and, for linear growing patterns,
algebraic expressions and equations
C1.3  determine pattern rules and use them to extend patterns, make and justify predictions,
and identify missing elements in repeating, growing, and shrinking patterns, and use
algebraic representations of the pattern rules to solve for unknown values in linear
growing patterns
C2.3  solve equations that involve multiple terms and whole numbers in various contexts,
and verify solutions

NOTE: solving for an unknown value with an algebraic representation of a pattern is an application in solving equations

Expressing and predicting probability

D2.1  use fractions, decimals, and percents to express the probability of events happening,
represent this probability on a probability line, and use it to make predictions and

GRADE 6 | page 16
 informed decisions
D2.2  determine and compare the theoretical and experimental probabilities of two
independent events happening

Coding can be used to create patterns, check predictions, and simulate probabilities
C3.1  solve problems and create computational representations of mathematical situations
by writing and executing efficient code, including code that involves conditional
statements and other control structures
C3.2  read and alter existing code, including code that involves conditional statements and
other control structures, and describe how changes to the code affect the outcomes
and the efficiency of the code

30 Operations and Measurement

days
Developing fluency with adding, subtracting, multiplying, and dividing
B2.1  use the properties of operations, and the relationships between operations, to solve
problems involving whole numbers, decimal numbers, fractions, ratios, rates, and
whole number percents, including those requiring multiple steps or multiple
operations
B2.4  represent and solve problems involving the addition and subtraction of whole numbers
and decimal numbers, using estimation and algorithms
B2.7  represent and solve problems involving the multiplication of three-digit whole
numbers by decimal tenths, using algorithms
B2.8  represent and solve problems involving the division of three-digit whole numbers by
decimal tenths, using appropriate tools, strategies, and algorithms, and expressing
remainders as appropriate
B2.11  represent and solve problems involving the division of decimal numbers up to
thousandths by whole numbers up to 10, using appropriate tools and strategies
C2.2  evaluate algebraic expressions that involve whole numbers and decimal tenths

10 Financial Literacy and Operations involving Money

days
Developing financial concepts
F1.1  describe the advantages and disadvantages of various methods of payment that can
be used to purchase goods and services
F1.2  identify different types of financial goals, including earning and saving goals, and
outline some key steps in achieving them
F1.3  identify and describe various factors that may help or interfere with reaching financial
goals
F1.4  explain the concept of interest rates, and identify types of interest rates and fees
associated with different accounts and loans offered by various banks and other
financial institutions
F1.5  describe trading, lending, borrowing, and donating as different ways to distribute
financial and other resources among individuals and organizations

Using operations and mental math to solve problems involving purchases

B2.1  use the properties of operations, and the relationships between operations, to solve
problems involving whole numbers, decimal numbers, fractions, ratios, rates, and
whole number percents, including those requiring multiple steps or multiple
operations
C3.1  solve problems and create computational representations of mathematical situations
by writing and executing efficient code, including code that involves conditional
statements and other control structures
C3.2  read and alter existing code, including code that involves conditional statements and
other control structures, and describe how changes to the code affect
the outcomes and the efficiency of the code

GRADE 6 | page 17
10 Integrated Task
days
This is an opportunity to apply mathematical concepts and skills from this grade to solve
real-life problems that require the process of mathematical modelling*.

Depending on the real-life situation, coding may be a tool in mathematical modelling

C3.1  solve problems and create computational representations of mathematical situations
by writing and executing efficient code, including code that involves conditional
statements and other control structures
C3.2  read and alter existing code, including code that involves conditional statements and
other control structures, and describe how changes to the code affect
the outcomes and the efficiency of the code

* One aspect of the mathematical modelling process is to identify things that change (variable) and things that
remain the same. Variables may be used to represent quantities that will change.

GRADE 6 | page 18