LONG RANGE PLANS

GRADE 4 MATH
ONTARIO CURRICULUM

• FOLLOWS ONTARIO CURRICULUM

• EXPECTATIONS BY MONTH
CREATED BY • BIG IDEAS/LESSON GOALS
GUSSY’S GOODIES • SUGGESTED READ-ALOUDS
• EXAMPLES OF OPEN-ENDED QUESTIONS FOR EACH
© Gussy’s Goodies CURRICULUM STRAND1

 Long Range Plans – Grade 4 Math (Ontario)

Ontario Math Suggested Examples of Open-ended

Month Strand Curriculum Big Ideas* Read- Questions**
Expectations Alouds (Good discussion questions or ‘Working On It’ problems for
3-part Math lessons)
Number - place value to 10 000 - There are many ways to Title: Place Value 1. The answer is 8, 674. What is the question?
Sense - Represent, compare, and order whole represent numbers Author: David A. Adler 2. How are 5, 001 and 1, 005 the same? How are they
numbers to - Numbers tell how many or different?
September 10 000 how much 3. If a number has twice the amount of hundreds than it
- Read and print in words whole - Number benchmarks are does tens, what could the number be?
numbers to 1000 useful for relating numbers 4. How many ways can you represent the number 9, 216?
- Round to nearest 10, 100 and 1000 and estimating amounts 5. You can model a number using 16 base-ten blocks. What
- Add and subtract 2-digit numbers - Patterns in the place value could the number be?

mentally system make it easier to 6. Create a number sentence using the numbers 4 and 9, as
- Add and subtract 4-digit numbers interpret and operate with Title: Greater Estimations well as the words “and” and “more”.
- Estimate when adding and subtracting numbers Author: Bruce Goldstone 7. The sum of two numbers is 1,862. What could the two
to check reasonableness - It is important to recognize numbers be?
when each operation is 8. A number is rounded to 5000. What could the number
appropriate to use be? How was it rounded?
- There are many different
ways to add and subtract
numbers
Number - multiply 9 x 9 and divide to 81 ÷ 9 - the patterns in the place value Title: The Best of Times 1. The answer is 9. What is the question?
Sense mentally system can make it easier to Author: Greg Tang 2. A multiple of a number is 24. What could the number be?
- multiply whole numbers by 10, 100, interpret and operate with 3. Write a sentence using the words “product” and
October and 1000 and divide whole numbers numbers “multiple”
by 10 and 100 mentally - it is important to recognize 4. An even number is doubled and has a product between
- estimate when multiplying when each operation is 75 and 116. What could the number be?
- unit rates appropriate to use 5. If there are 24 cupcakes and every person gets an equal
- real life problem solving using - there are many different ways number of whole cupcakes, how many people could
numbers up to 10 000 to multiply or divide numbers Title: 7 x 9 Trouble! there be? How many cupcakes would they each get?
- multiply and divide 2-digit whole - it is important to use and take Author: Claudia Mills 6. 5 people bring the same amount of cakes each to the
numbers by one-digit whole numbers advantage of the relationships school cake-walk. How many cakes could be at the cake-
- describe relationships involving between the operations in walk if each person cannot bring more than 10 cakes?
simple whole-number multiplication computational strategies 7. There is a pile of shirts with a total of 48 buttons on all
- mental problem solving involving the shirts. If all the shirts have the same number of
multiplication of one-digit whole buttons, and all the buttons are sewn onto a shirt, how
numbers many shirts might there be?

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Ontario Math Suggested Examples of Open-ended
Month Strand Curriculum Big Ideas* Read- Questions**
Expectations Alouds (Good discussion questions or ‘Working On It’ problems
for 3-part Math lessons)
November Patterning - extend, describe, and create repeating, - a group of items can forma Title: The Doorbell Rang 1. The 10 term of a pattern is 50. What is the pattern
th

growing, and shrinking number pattern only if there is an Author: Pat Hutchins rule?
patterns element of repetition that can 2. Create a shrinking pattern where the 5th term is 8.
- create a number pattern involving be described with a pattern 3. The first pattern is 1, 3, 5, 7, 9, 11. The second pattern is
addition, subtraction, or multiplication rule 0, 3, 5, 0, 3, 5. How are the patterns the same? How are
from a written pattern rule - any pattern can be they different?
- connect each term in a growing or represented in many ways 4. Write a decreasing pattern rule that has the word
shrinking pattern with its term - patterns are all around us in ‘increase’ in it.
number the everyday world 5. Two different patterns have the same number for the 2nd
- record patterns in a table of values - many number, geometry, and and 5th term. What could the two patterns be?

that show the term number and term measurement ideas are based
- make predictions related to repeating on patterns
geometric and numeric patterns - arranging information in
charts & tables can make
patterns easier to see


Geometry - extend and create repeating patterns - there are always many Title: Seeing Symmetry 1. Draw a design made up of at least 4 shapes. The design
that result from reflections representations of a given Author: Loreen Leedy should have symmetry.
- create and analyze symmetrical shape 2. Create a geometric pattern where the 1st and 2nd, 2nd and
designs by reflecting shapes - shapes can be located in space 3rd, 3rd and 4th, etc. terms have at least one-line of
- identify congruent shapes in designs and relocated by using symmetry (hint: use reflections!).
- identify and describe the general mathematical processes 3. If two squares coloured in on a grid are three squares a
location of an object using a grid part, what could the location of the coloured squares be?
system

Title: Round Trip
Author: Ann Jonas

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Month Strand Ontario Math Big Ideas* Suggested Examples of Open-ended
Curriculum Read- Questions**
Expectations Alouds (Good discussion questions or ‘Working On It’ problems
for 3-part Math lessons)
December Measurement Time - a measurement is a Title: Length 1. An event took about 1 hour. What might the event have
- estimate, measure, and represent time comparison of the size of one Author: Henry Arthur been?
intervals to nearest minute object with the size of another Pluckrose 2. How are months and years the same? How are they
- estimate and determine elapsed time - the same object can be different?
given durations of events expressed in described by using different 3. How are 10 years and 10 decades the same? How are
5-minute intervals, hours, days, weeks, measurements they different?
months, or years - the numerical value attached 4. Which would you use to measure how much water your
- solve problems involving relationship to a measurement is relative water bottle holds? Why?
between years and decades, and to the measurement unit
between decades and centuries - units of different sizes and
Capacity and Volume tools of different types allow
- Select and justify most appropriate us to measure with different
standard unit to measure capacity of a levels of precision Title: Measuring Penny
container - the use of standard Author: Loreen Leedy
- investigate relationship between mL measurement units simplifies
and L communication about the size
- estimate, measure, and record the of objects
capacity of containers using L and mL - knowledge of the size of
- estimate, measure, and record volume benchmarks assists in 5. Use the numbers 100 and 540, and the words
and relate volume to space taken up by measuring “millilitres”, “litres” and “more” to create a number
an object sentence.
- compare and order collection of 6. How are mL and L the same? How are they different?
objects using mL and L
Title: On the Scale, a 7. If an object weighs between 1.5-2 kg, how many grams
Mass could it weigh?
- select and justify most appropriate Weighty Tale
Auhtor: Brian Cleary 8. How is the relationship between g and kg, and the
standard unit to measure mass relationship between mL and L the same? How is the
- estimate, measure, and record the relationship different?
mass of objects using g and kg
- compare and order a collection of
objects, using g and kg
- investigate relationship between g and
kg

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Ontario Math Suggested Examples of Open-ended
Month Strand Curriculum Big Ideas* Read- Questions**
Expectations Alouds (Good discussion questions or ‘Working On It’ problems
for 3-part Math lessons)
January Data - collect data by conducting a survey or - many data collection activities Title: Tiger Math 1. What do you know about the graph?
Management an experiment are based on the sorting of Author: Ann Whitehead
- collect and organize discrete primary information into meaningful Nagda
data and display data in charts, tables, categories
and graphs (appropriate titles, labels, - to collect useful data, it is
and scales) necessary to decide, in
- determine median of a set of data advance, what source or
- describe the shape of a set of data collection method is
across its range of values using charts, appropriate and how to use
tables, and graphs that source or method
- compare similarities and differences effectively
between related sets of data - sometimes a larger set of data
- read, interpret, and draw conclusions can be usefully described by
from primary and secondary data using a summary statistic, Title: Sir Cumference & the 2. What might the above graph represent?
presented in charts, tables, and graphs which is a single meaningful Off-the-Charts Desserts 3. How is the graph above similar to the graph below? How
number that describes the Author: Cindy are the graphs different?
entire set of data. The number Neuschwander
might describe values of
individual pieces of data or
how the data are distributed
or spread out
- graphs are powerful data
displays because they quickly
reveal a great deal of
information

4. The median of a set of data is 15. What could the other
data be?
5. A graph shows that there is a big difference in data
between the Grade 1s and Grade 6s surveyed. What
might the survey question have been?

© Gussy’s Goodies 5
 Month Strand Ontario Math Big Ideas* Suggested Examples of Open-ended
Curriculum Read- Questions**
Expectations Alouds (Good discussion questions or ‘Working On It’ problems
for 3-part Math lessons)
February Number - count forward by halves, thirds, - there are many ways to Title: Fractions, Decimals 1. When might 1/4 be bigger than 1/2?
Sense fourths, and tenths to beyond one represent numbers and Percents 2. Write a number sentence using the numbers 3/10, 1/3
whole - numbers tell how many or Author: David A. Adler and the word “bigger” and “than”.
- count forward by tenths from any how much 3. A fraction is smaller than 0.8. What might the fraction
decimal number expressed to one - number benchmarks are be?
decimal place useful for relating numbers 4. A decimal is bigger than 2/10. What might the decimal
- demonstrate and explain the and estimating amounts be?
relationship between equivalent - by classifying numbers, 5. How is 1/2 and 5/10 the same? How are they different?
fractions conclusions can be drawn 6. You paid in cash for a bill that totaled $56.47. How many
- explain the relationship between about them bills and coins did you use?
fractions and decimals to tenths
- add and subtract decimal numbers to
tenths
- represent, compare, and order decimal Title: Lift-the-flap Fractions
numbers to tenths & Decimals
- represent fractions and understand Author: Usborne
numerator and denominator
- compare and order fractions
- compare fractions to the benchmarks
of 0, ½, 1
- read and represent money amounts to
$100
- add and subtract money amounts up to
$100

March Algebra - use distributive property of - it is important to use and take Title: 666 Jellybeans! All 1. If x=8, what is the equation?
multiplication over addition to advantage of the relationships that?: An introduction to 2. How is 3 x 2 the same as 2 x 3? How is it different?
facilitate computation with whole between the operations in Algebra 3. How is 8 x 3 similar to 24 ÷ 8? How is it different?
numbers computational situations Author: Malcolm E. Weiss
- use the commutative property of - variables can be used to
multiplication to facilitate computation describe relationships
with whole numbers - any algebraic expression or
- determine missing number in equation can be represented
equations involving multiplication of in many ways
one and two-digit numbers - it is important to recognize
- determine the inverse relationship when each operation is
between multiplication and division appropriate to use

© Gussy’s Goodies 6
Month Strand Ontario Math Big Ideas* Suggested Examples of Open-ended
Curriculum Read- Questions**
Expectations Alouds (Good discussion questions or ‘Working On It’ problems
for 3-part Math lessons)
April Geometry - identify benchmark angles using a - shapes of different Title: Mummy Math: An 1. How are the two shapes below the same? How are they
reference tool and compare other dimensions and their Adventure in Geometry different?
angles to these benchmarks properties can be described Author: C. Neuschwander
- relate the names of the benchmark mathematically
angles to their measures in degrees - there are always many
- draw the lines of symmetry of two- representations of a given
dimensional shapes shape
- identify and compare different types of - new shapes can be created by
quadrilaterals and sort and classify either combining or dissecting
them by their geometric properties existing shapes
- construct 3D figures using only
congruent shapes Title: Sir Cumference and

- construct and sketch skeletons of 3D the Great Knight of
figures Angleland 2. The skeleton of a 3D figure uses 12 toothpicks. Create
- construct a 3D figure from a picture or Author: C. Neuschwander the skeleton.
model of the figure using connecting 3. Use the words ‘faces’, ‘equal’ and ‘cube’ to create a
cubes sentence.
- identify and describe prisms and 4. A 3D figure uses 12 blocks. What does the figure look
pyramids, and classify them by their like?
geometric properties 5. How are a rectangular prism and rectangular—based
- draw and describe nets of rectangular pyramid the same? How are they different?
and triangular prisms
- construct prisms and pyramids from
given nets Title: Hamster Champs
Author: Stuart J. Murphy

Title: Captain Invincible &
the Space Shapes
Author: Stuart J. Murphy

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Month Strand Ontario Math Big Ideas* Suggested Examples of Open-ended
Curriculum Read- Questions**
Expectations Alouds (Good discussion questions or ‘Working On It’ problems
for 3-part Math lessons)
May Measurement - compare 2D shapes that have the same - the same object can be Title: Racing Around 1. A rectangle has an area of 24. Draw the rectangle.
perimeter or the same area described by using different Author: Stuart J. Murphy 2. The perimeter is 20. Draw the shape.
- determine the relationship between measurements 3. The perimeter is 400 meters. What is the object that was
the side lengths of a rectangle and its - measurement formulas allow measured?
perimeter and area us to rely on measurements 4. Use the numbers 3 and 12, and the words ‘area’,
- draw items using a ruler, given specific that are simpler to access to ‘perimeter’, and ‘bigger’ to create a sentence.
lengths in mm or cm calculate measurements that 5. How are the rectangles below the same? How are they
- pose and solve meaningful problems are more complicated to different?

that require the ability to distinguish access
perimeter and area - many number, geometry, and Title: Spaghetti and
- select and justify the most appropriate measurement ideas are based Meatballs for All
standard unit to measure side lengths on patterns Author: Marilyn Burns 5 cm
and perimeters of various polygons - it is important to recognize 10 cm
- estimate, measure and record when each operation is
perimeter and area of polygons appropriate to use
- estimate, measure, and record length, - it is important to use & take 4 cm
height, and distance using standard advantage of the relationships
units between the operations in
describe the relationship between computational situations
- 2 cm
various units of length
June Probability - determine how the number of - an experimental probability is Title: A Very Improbable 1. You do an experiment with a spinner and spin blue 3 out
repetitions of a probability experiment based on past events, and a Story of 10 times. What might the spinner have looked like?
can affect the conclusions drawn theoretical probability is Author: Edward Einhorn (remember this is an experimental outcome, not a
- predict the frequency of an outcome in based on analyzing what theoretical outcome)
a simple probability experiment, could happen. An 2. You have an unfair chance of winning a game. What
explaining their reasoning; conduct the experimental probability might the game be? Why are your chances unfair?
experiment; and compare the result approaches a theoretical one
with the prediction when enough random
samples are used.
- In probability situations, one
can never be sure what will
happen next. This is different
from most other
mathematical situations
- Sometimes a probability can
be estimated by using an
appropriate model &
conducting an experiment
• Big Ideas from workshop directed by Dr. Marian Small
** Open-ended questions inspired by workshop directed by Dr. Marian Small

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