Ontario Grade 4 Math

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In curriculum order. Tick a lesson once your child has done it; ticks stay in this browser only.

Every idea

Grouped by curriculum strand. A filled dot means there is a lesson.

B Number16 / 16 with a lesson

Place valueIs a 3 always worth three?B1.1 · B1.2Each place to the left is worth ten times the place to its right, so a few digits can name very large numbers.
RoundingIs 47 closer to 40 or 50?B1.3 · B1.8Rounding finds the nearest landmark number (ten, hundred, thousand, or whole) on the number line.
Multiplying by 10, 100 and 1000Why isn't ×10 just "add a 0"?B2.3 · C1.4Multiplying by 10 moves every digit one place to the left; 'add a zero' is only a shortcut, and it breaks for decimals.
Regrouping in addition and subtractionWhat does borrowing really do in 52 − 27?B2.4 · F1.2Carrying and borrowing are just trading ten of one place for one of the next.
What multiplication meansWhat makes something a times question?B2.2 · B2.5Multiplication counts equal groups; arranged in rows, the groups form a rectangle.
Properties of multiplicationWhy does 7 × 13 equal 70 + 21?B2.1Turning, regrouping or splitting an array never changes how many squares it holds; that is why order, grouping and splitting don't change a product.
Area model for multiplicationWhy does 7 × 13 equal 70 + 21?B2.523 × 4 splits into 20 × 4 and 3 × 4: two rectangles that fit back together.
Inverse operationsHow do you find the number that went in?B2.1 · E2.6Subtraction undoes addition and division undoes multiplication, so each one can check the other.
Division and remaindersWhat happens to the leftovers?B2.6Division shares equally; whatever is left over can be cut further into fractions of a share.
RatesEach crate holds 6. How many in 4 crates?B2.8'Each' and 'per' describe a multiplying link: if each box holds 6, then 4 boxes hold 4 × 6.
What a fraction meansFraction Snack Lab: Meet the Two NumbersB1.4The denominator says how many equal parts the whole is cut into; the numerator says how many of those parts you have.
Comparing unit fractionsWhy is 1/8 smaller than 1/3?B1.5The more people share a whole, the smaller each share, so 1/8 is less than 1/3.
Fractions on the number lineCan a fraction be bigger than 1?B1.6A fraction is a point on the number line; counting by a unit fraction steps along it, past 1 and beyond.
Multiplying a fraction by a whole numberWhat is 3 × 1/4?B2.7Three copies of 1/4 laid end to end make 3 × 1/4 = 3/4.
Decimal tenthsWhy is 1/2 the same as 0.5?B1.7 · B2.3The first digit after the decimal point counts tenths: one whole cut into ten equal parts.
Fractions and decimals name the same numbersWhy is 1/2 the same as 0.5?B1.93/10 and 0.3 are two ways of writing the same point on the number line.

C Algebra6 / 6 with a lesson

Repeating and growing patternsDoes a pattern repeat or grow?C1.1 · C1.3 · C1.4A repeating pattern cycles through the same core; a growing pattern changes by a rule at every step.
One pattern, many representationsShapes, table, graph: one pattern?C1.2 · C1.3The same growing pattern can be drawn as shapes, written as a table of values, or plotted as points on a graph.
VariablesWhat does the letter stand for?C2.1A letter or symbol holds the place of a number we don't know yet.
Equations as balanceWhat does the = sign really mean?C2.2An equation is a balance: do the same thing to both sides and it stays level.
InequalitiesHow many answers can □ + 3 < 10 have?C2.3An inequality's answer is not one number but a whole stretch of the number line.
How code runs: sequence, concurrency, repetition, nestingWhy does a loop inside a loop multiply?C3.1 · C3.2Code runs in four shapes: one step after another, several at once, over and over, or loops inside loops.

D Data4 / 4 with a lesson

Kinds of data and choosing a graphCan a graph lie about pets?D1.1 · D1.3Data is either measured and counted (quantitative) or sorted into categories (qualitative), and the graph has to fit the kind of data.
Stem-and-leaf plotsHow fast are you? Sort your own reaction timesD1.2 · D1.6Using tens as stems and ones as leaves sorts the data and draws a sideways bar graph at the same time.
Mean, median and modeWhy isn't the average just the middle one?D1.5The mean levels the bars out, the median is the one in the middle, and the mode is the most common.
The likelihood scaleDoes "unlikely" mean "never"?D2.1Chance lives on a line from impossible to certain, with 'equally likely' in the middle.

E Spatial Sense7 / 7 with a lesson

Angles as turnsWhat makes an angle bigger?E2.4An angle measures how far something turns, not how long its arms are.
Parallel, perpendicular and symmetryIs a square a rectangle? The trialE1.1A rectangle is built from right angles: opposite sides never meet, neighbouring sides meet square, and folding lines match it onto itself.
The coordinate gridTreasure grid: across first, then upE1.2Two numbers, across then up, pin down exactly one point.
Translations and reflectionsFlip and slide: fit the shadowE1.2 · E1.3Sliding or flipping a shape changes where it is, never its size or shape.
Metric units and prefixesZoom from a kilometre to a millimetreE2.1 · E2.2Kilo means a thousand and milli means a thousandth: the same base-ten trade as place value.
Elapsed timeDon’t miss the bus: planning with timeE2.3Time doesn't trade in tens: 60 minutes make an hour, so time arithmetic regroups at 60.
Area of a rectangleWhy is area rows × columns?E2.5 · E2.6A rectangle holds rows × columns of unit squares, so its area is length × width.

Practised inside lessons, not separate pages

These expectations are about speed and fluency with an idea above. They show up as practice in that idea's lesson.

B1.2 Compare and order whole numbers up to 10 000.
B1.8 Round decimal numbers to the nearest whole number.
B2.2 Recall multiplication facts 1 × 1 to 10 × 10 and related division facts.
C1.3 Determine pattern rules to extend patterns, make predictions and find missing elements.
C1.4 Create and describe patterns showing relationships among whole numbers and decimal tenths.
C3.2 Read and alter existing code with these event types and describe how changes affect the outcome.
D1.6 Analyse stem-and-leaf plots and multiple-bar graphs to draw conclusions and make decisions.
E2.6 Use the rectangle area formula to find an unknown when two of the three values are known.
F1.2 Estimate and mentally calculate the cost of whole-dollar purchases and the change owed.

Not covered here

These are projects, process skills or everyday money knowledge. They don't have a single "why" to take apart, so we leave them to the classroom.

C4.1 Apply the mathematical modelling process to real-life situations.
D1.4 Create an infographic that tells a story about a data set.
D2.2 Predict and test whether mean, median and mode match across data from different populations.
F1.1 Identify methods of payment for goods and services.
F1.3 Explain spending, saving, earning, investing and donating, and the factors in each decision.
F1.4 Explain how spending and saving relate and how they differ between people.
F1.5 Describe ways to judge whether a purchase is a good buy.