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Framework for Learning

 
 
 
 
 
 

Framework for LEARNING

French Immersion Program

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Grade 4 Mathematics

Course Overview

Grade 4 learners will demonstrate an understanding of how numbers are related to each other, how to estimate quantities, the application of place value, and the meaning of fractions and decimals. They will demonstrate an understanding of all four operations of whole numbers and the addition and subtraction of decimals, and they will recall some multiplication and division facts by applying mental math strategies. Learners will demonstrate an understanding of patterns and their relationships found in tables, charts, and diagrams, as well as represent and solve equations. They will demonstrate an understanding of the area of shapes and symmetry, read and record the passage of time, and describe and construct objects and shapes. Learners will demonstrate an understanding of many-to-one correspondence, and construct and interpret graphs to draw conclusions.

Guiding Principles for the Design of Learning Experiences and Assessment Practices

The Guiding Principles of Designing Learning Experiences and Assessment Practices in the French Immersion program provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend and expand student learning. Planning with the learner, the context, and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities and interests of each learner are met.

Assessment for and as learning involve learners in the process and support learner reflection; assessment of learning (commonly known as summative evaluation) measures final outcomes. All aspects, when done well, contribute to informed teaching and reliable judgment of learner progress.

Language is seen as a tool for communication, cognitive development and as a vector for personal and social growth.
The learner develops a sense of belonging to the Francophone community, both within the school and in the Francophone community outside the classroom.
Learning and assessment situations are learner-centred.
Learning and assessment situations take place in a rich and engaging learning environment that offers a climate of trust and respect.
The learning environment and learning and assessment experiences value human diversity.
The learning environment and learning and assessment experiences incorporate Indigenous perspectives and engage the learner in a process of reconciliation

Guiding Principles for Evaluation and Reporting

The Guiding Principles for Evaluation and Reporting are currently still under development and not yet available. When completed, a notification will be added to the Manitoba Framework for Learning “What’s New?” page on the website.

Learning Outcomes

General Learning Outcome: Develop number sense.

  • 4.N.1. Represent and describe whole numbers to 10 000, pictorially and symbolically.
    [C, CN, V]

  • 4.N.2. Compare and order numbers to 10 000.
    [C, CN]

  • 4.N.3. Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3- and 4-digit numerals), concretely, pictorially, and symbolically, by

    • using personal strategies
    • using the standard algorithms
    • estimating sums and differences
    • solving problems

    [C, CN, ME, PS, R]

  • 4.N.4. Explain the properties of 0 and 1 for multiplication, and the property of 1 for division.
    [C, CN, R]

  • 4.N.5. Describe and apply mental mathematics strategies such as

    • skip-counting from a known fact
    • using halving/doubling
    • using doubling and adding one more group
    • using patterns in the 9s facts
    • using repeated doubling

    to develop an understanding of basic multiplication facts to 9 x 9 and related division facts.
    [C, CN, ME, PS, R]

    Recall of the multiplication and related division facts up to 5 x 5 is expected by the end of Grade 4.

  • 4.N.6. Demonstrate an understanding of multiplication (2- or 3-digit numerals by 1-digit numerals) to solve problems by

    • using personal strategies for multiplication with and without concrete materials
    • using arrays to represent multiplication
    • connecting concrete representations to symbolic representations
    • estimating products

    [C, CN, ME, PS, R, V]

  • 4.N.7. Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by

    • using personal strategies for dividing with and without concrete materials
    • estimating quotients
    • relating division to multiplication

    [C, CN, ME, PS, R, V]

  • 4.N.8. Demonstrate an understanding of fractions less than or equal to one by using concrete and pictorial representations to

    • name and record fractions for the parts of a whole or a set
    • compare and order fractions
    • model and explain that for different wholes, two identical fractions may not represent the same quantity
    • provide examples of where fractions are used

    [C, CN, PS, R, V]

  • 4.N.9. Describe and represent decimals (tenths and hundredths) concretely, pictorially, and symbolically.
    [C, CN, R, V]

  • 4.N.10. Relate decimals to fractions (to hundredths).
    [CN, R, V]

  • 4.N.11. Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by

    • using compatible numbers
    • estimating sums and differences
    • using mental math strategies

    to solve problems.
    [C, ME, PS, R, V]

General Learning Outcome: Use patterns to describe the world and solve problems.

  • 4.PR.1. Identify and describe patterns found in tables and charts, including a multiplication chart.
    [C, CN, PS, V]

  • 4.PR.2. Reproduce a pattern shown in a table or chart using concrete materials.
    [C, CN, V]

  • 4.PR.3. Represent and describe patterns and relationships using charts and tables to solve problems.
    [C, CN, PS, R, V]

  • 4.PR.4. Identify and explain mathematical relationships using charts and diagrams to solve problems.
    [CN, PS, R, V]

General Learning Outcome: Represent algebraic expressions in multiple ways.

  • 4.PR.5. Express a problem as an equation in which a symbol is used to represent an unknown number.
    [CN, PS, R]

  • 4.PR.6. Solve one-step equations involving a symbol to represent an unknown number.
    [C, CN, PS, R, V]

General Learning Outcome: Use direct or indirect measurement to solve problems.

  • 4.SS.1. Read and record time using digital and analog clocks, including 24-hour clocks.
    [C, CN, V]

  • 4.SS.2. Read and record calendar dates in a variety of formats.
    [C, V]

  • 4.SS.3. Demonstrate an understanding of area of regular and irregular 2-D shapes by

    • recognizing that area is measured in square units
    • selecting and justifying referents for the units cm2 or m2
    • estimating area by using referents for cm2 or m2
    • determining and recording area (cm2 or m2)
    • constructing different rectangles for a given area (cm2 or m2) in order to demonstrate that many rectangles may have the same area.

    [C, CN, ME, PS, R, V]

General Learning Outcome: Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.

  • 4.SS.4. Solve problems involving 2-D shapes and 3-D objects.
    [CN, PS, V]

  • 4.SS.5. Describe and construct rectangular and triangular prisms.
    [C, CN, R, V]

General Learning Outcome: Describe and analyze position and motion of objects and shapes.

  • 4.SS.6. Demonstrate an understanding of line symmetry by

    • identifying symmetrical 2-D shapes
    • creating symmetrical 2-D shapes
    • drawing one or more lines of symmetry in a 2-D shape

    [C, CN, V]

General Learning Outcome: Collect, display, and analyze data to solve problems.

  • 4.SP.1. Demonstrate an understanding of many-to-one correspondence.
    [C, R, T, V]

  • 4.SP.2. Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions.
    [C, PS, R, V]

Curriculum Implementation Resources

Grade 4 - Curriculum Implementation Resources: Web Pages

Grade 4 - Curriculum Implementation Resources: Multimedia

Grade 4 - Curriculum Implementation Resources: Documents


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