Planning GuideGrade 4
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Strand: Shape and Space (Measurement)
Outcome: 3

Curriculum Focus

This sample targets the following changes in the curriculum:

  • The General Outcome focuses on using direct or indirect measurement to solve problems, whereas the previous mathematics curriculum focused on estimating, measuring and comparing using decimal numbers and standard units of measure.
  • The Specific Outcome focuses on introducing area, whereas in the previous mathematics curriculum, area was introduced in earlier grades.
  • The Specific Outcome includes referents for the units cm2 or m2, whereas the previous mathematics curriculum does not.
  • The previous mathematics curriculum included specific outcomes that focused on proportionality (relating the size of the unit to the number of units measured), selecting the most appropriate standard unit, and comparing and ordering areas, whereas the new mathematics curriculum does not.

Area addresses the following outcomes from the Program of Studies:

Strand: Shape and Space (Measurement)
Specific Outcomes:
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, 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 different rectangles may have the same area.

What is a Planning Guide?

Planning Guides are a tool for teachers to use in designing instruction and assessment that focuses on developing and deepening students' understanding of mathematical concepts. This tool is based on the process outlined in Understanding by Design, by Grant Wiggins and Jay McTighe.

The following steps will help you through the Planning Guide:

See Bibliography for reference information.