By June 1, 2009, HPEDSB students will independently use the skill of making meaningful connections between information and ideas in a reading
selection and the reader’s personal knowledge and experience to construct meaning as measured by The Profile of Strengths and Areas for
Improvement EQAO Board Report “Making Connections”.
Language 1-8
Reading Expectations
Overall: Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning.
Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning
Specific:
1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details
1.5 use stated and implied ideas in texts to make inferences and construct meaning
1.6 extend understanding of texts by connecting the ideas to them to their own knowledge & experience, to other familiar texts, and to the world around them.
1.7 analyse texts and explain how various elements in them contribute to meaning
1.8 make judgements and draw conclusions about the ideas and information in texts and cite stated or implied evidence from the text to support their views
2.2 identify a variety of organizational patterns in a range of texts and explain how they help readers understand the texts
2.3 identify a variety of text features and explain how they help readers understand texts
3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues, syntactic (language structure) cues and graphophonic
(phonological and graphic) cues
Mathematics 1-8
Mathematics Process and Specific expectations requiring students to make meaningful connections to the text in an effort to
enable greater understanding of the subject area:
Grade level/ Process Expectation
Grade 1
1m3 – demonstrate that they are reflecting on and
monitoring their thinking to help clarify their
understanding as they complete an investigation or solve
a problem (e.g., by explaining to others why they think
their solution is correct);
1m5 – make connections among simple mathematical
concepts and procedures, and relate mathematical ideas
to situations drawn from everyday contexts;
1m6 – create basic representations of simple
mathematical ideas (e.g., using concrete materials;
physical actions, such as hoping or clapping, pictures;
numbers; diagrams; invented symbols), make
connections among them, and apply them to solve
problems
Strand/#
Expectation related to Making Meaningful Connections
NSN
1m11
1m24
M
– represent, compare, and order whole numbers to 50, using a variety of tools (e.g., connecting cubes, ten frames, base ten
materials, number lines, hundreds charts) and contexts (e.g., real-life experiences, number stories);
- use ordinal numbers to thirty-first in meaningful contexts (e.g., identify the days of the month on a calendar).
- expectations in this strand do not explicitly state “making a connection, refer to context in life or other subject areas.
However, many expectations infer that the student will need to make connections.
- relate temperature to experiences of the seasons (e.g.,“In winter, we can skate because it’s cold enough for there to be
ice.”).
- locate shapes in the environment that have symmetry, and describe the symmetry.
1M38
G & SS
1M50
P&A
-
expectations in this strand do not explicitly state “making a connection, or refer to context in life or other subject
areas. However, many expectations infer that the student will need to make connections.
expectations in this strand do not explicitly state “making a connection, or refer to context in life or other subject
areas. However, many expectations infer that the student will need to make connections.
DM & P
-
Strand/#
Expectations related to Making Meaningful Connections
NSN
2m12
-
read and print in words whole numbers to twenty, using meaningful contexts
2m3 – demonstrate that they are reflecting on and monitoring
their thinking to help clarify their understanding as they
complete an investigation or solve a problem (e.g., by explaining
to others why they think their solution is correct);
M
2M30
2M39
-
choose benchmarks – in this case, personal referents for a centimeter and a meter to help them perform
measurement tasks;
describe how changes in temperature affect everyday experiences (e.g., the choice of clothing to wear);
2m5 – make connections among simple mathematical concepts
and procedures, and relate mathematical ideas to situations
G &SS
-
Grade Level/
Process Expectation
Grade 2
-
expectations in this strand do not explicitly state “making a connection, or refer to context in life or other subject
areas. However, many expectations infer that the student will need to make connections.
drawn from everyday contexts;
P&A
2m63
-
identify repeating, growing, and shrinking patterns found in real-life contexts (e.g., a geometric pattern on wallpaper,
a rhythm pattern in music, a number pattern when counting dimes);
DM & P
2m75
-
describe probability in everyday situations and simple games.
Grade Level/Process
Strand/#
Expectations related to Making Meaningful Connections
Grade 3
NSN
3m12
3m15
3m20
-read and print in words whole numbers to one hundred, using meaningful contexts
-round two-digit numbers to the neartest ten, in problems arising from real-life situations.
- solve problems that arise from real-life situations and that related to the magnitude of whole numbers up to 1000
M
3m35
-
identify benchmarks for freezing, cold, cool, warm, hot and boiling temperatures as they related to water and for
cold, cool, warm, hot temperatures as they relate to air
G & SS
-
expectations in this strand do not explicitly state “making a connection, or refer to context in life or other subject
areas. However, many expectations infer that the student will need to make connections.
P&A
-
expectations in this strand do not explicitly state “making a connection, or refer to context in life or other subject
areas. However, many expectations infer that the student will need to make connections.
DM & P
3m79
3m85
-
2m6 – create basic representations of simple mathematical
ideas (e.g., using concrete materials; physical actions, such as
hoping or clapping, pictures; numbers; diagrams; invented
symbols), make connections among them, and apply them to
solve problems;
3m3 – demonstrate that they are reflecting on and monitoring
their thinking to help clarify their understanding as they
complete an investigation or solve a problem (e.g., by explaining
to others why they think their solution is correct);
3m5 – make connections among simple mathematical concepts
and procedures, and relate mathematical ideas to situations
drawn from everyday contexts;
3m6 – create basic representations of simple mathematical
ideas (e.g., using concrete materials; physical actions, such as
hoping or clapping, pictures; numbers; diagrams; invented
symbols), make connections among them, and apply them to
solve problems
collect data by conducting a simple survey about themselves, their environment, issues in their school or community,
or content from another subject;
- demonstrate, through investigation, an understanding of fairness in a game and related this to the occurrence of
equally likely outcomes.
Expectations related to Making Meaningful Connections
Grade Level/
Process Expectation
Strand/#
4m3 – demonstrate that they are reflecting on and
monitoring their thinking to help clarify their
understanding as they complete an investigation or solve a
problem (e.g., by comparing and adjusting strategies used,
by explaining why they think their results are reasonable,
by recording their thinking in a math journal)
NSN
4m14
4m22
-
M
4m51
G &SS
-
4m5 – make connections among mathematical concepts
-
-
read and print in words whole numbers to one thousand, using meaningful contexts (e.g., books, highway distance
signs);
solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 10 000
(Sample problem: How high would a stack of 10 000 pennies be? Justify your answer.)
pose and solve meaningful problems that require the ability to distinguish perimeter and area
expectations in this strand do not explicitly state “making a connection, or refer to context in life or other subject
areas. However, many expectations infer that the student will need to make connections.
and procedures, and relate mathematical ideas to
situations or phenomena drawn from other contexts (e.g.,
other curriculum areas, daily life, sports);
P&A
-
DM & P
4m90
-
Grade Level/
Process Expectation
Strand/#
Expectations related to Making Meaningful Connections
5m3 – demonstrate that they are reflecting on and
monitoring their thinking to help clarify their
understanding as they complete an investigation or solve a
problem ( e.g., by comparing and adjusting strategies used,
by explaining why they think their results are reasonable,
by recording their thinking in a math journal);
NSN
5m14
5m20
-
read and print in words whole numbers to then thousand, using meaningful contexts (e.g., newspapers, magazines);
solve problems that arise from real-life situation and that relate to the magnitude of whole numbers up to 100 000
(Sample Problem: How many boxes hold 100 000 sheets of paper, if one box holds 8 packages of paper, and one
package of paper contains 500 sheets of paper?)
M
5m35
-
measure and record temperatures to determine and represent temperature changes over time
G &SS
5m 58
P&A
-
expectations in this strand do not explicitly state “making a connection, or refer to context in life or other subject
areas. However, many expectations infer that the student will need to make connections.
expectations in this strand do not explicitly state “making a connection, or refer to context in life or other subject
areas. However, many expectations infer that the student will need to make connections.
DM & P
5m72
5m75
5m79
-
expectations in this strand do not explicitly state “making a connection ,or refer to context in life or other subject
areas. However, many expectations infer that the student will need to make connections.
read, interpret, and draw conclusions from primary data and from secondary data, presented in charts, tables, and
graphs
4m6- create a variety of representations of mathematical
ideas(e.g., by using physical models, pictures, numbers,
variables, diagrams, graphs, onscreen dynamic
representations), make connections among them, and
apply them to solve problems;
5m5- make connections among mathematical concepts
and procedures, and relate mathematical ideas to
situation or phenomena drawn from other contexts (e.g.,
other curriculum areas, daily life, sports);
5m6- create a variety of representations of mathematical
ideas (e.g., by using physical models, pictures, numbers,
variables, diagrams, graphs, onscreen dynamic
representations), make connections among them, and
apply them to solve problems;
Grade Level/
Process Expectation
Strand/#
6m3 – demonstrate that they are reflecting on and
monitoring their thinking to help clarify their
understanding as they complete an investigation or solve a
problem ( e.g., by comparing and adjusting strategies used,
by explaining why they think their results are reasonable,
NSN
6m8
6m13
6m16
6m26
-
read, describe, and interpret primary data and secondary data presented in charts and graphs, including broken-line
graphs;
- collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school
or community, or content from another subject, and record observations or measurements;
- read, interpret, and draw conclusions from primary data and from secondary data, presented in charts, tables, and
graphs (including broken-line graphs);
Expectations related to Making Meaningful Connections
-
read, represent, compare, and order whole numbers to 1 000 000, decimal numbers to thousandths, proper and
improper fractions, and mixed numbers;
read and print in words whole numbers to one hundred thousand, using meaningful contexts (e.g., the Internet,
reference books)
solve problems that arise from real-life solutions and that relate to the magnitude of whole numbers up to 1 000 000
by recording their thinking in a math journal);
6m5- make connections among mathematical concepts
and procedures, and relate mathematical ideas to
situation or phenomena drawn from other contexts (e.g.,
other curriculum areas, daily life, sports);
6m6- create a variety of representations of mathematical
ideas (e.g., by using physical models, pictures, numbers,
variables, diagrams, graphs, onscreen dynamic
representations), make connections among them, and
apply them to solve problems;
-
(Sample problem: How would you determine if a person could live to be 1 000 000 hours old? Show your work)
represent rations found in real-life contexts, using concrete materials, drawings, and standard fractional notation
M
6m33
G &SS
-
select and justify the appropriate metric unit to measure length or distance in a given real-life situation
-
P&A
-
expectations in this strand do not explicitly state “making a connection, or refer to context in life or other subject
areas. However, many expectations infer that the student will need to make connections.
expectations in this strand do not explicitly state “making a connection, or refer to context in life or other subject
areas. However, many expectations infer that the student will need to make connections.
DM & P
6m68
6m70
6m74
6m78
-
read, describe, and interpret data, and explain relationships between sets of data;
collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school
or community, or content from another subjects, and record observations or measurements;
- read, interpret, and draw conclusions from primary data ( e.g., survey results, measurements, observations) and
from secondary data, (e.g., sports data in the newspaper, data from the Internet about movies), presented in charts,
tables, and graphs (including continuous line graphs);
- demonstrate, through investigation, an understanding of how data from charts, tables, and graphs can be used to
make inferences and convincing arguments (e.g., describe examples found in newspapers and magazines).
Expectations related to Making Meaningful Connections
Grade Level/
Process Expectation
Strand/#
7m3 – demonstrate that they are reflecting on and
monitoring their thinking to help clarify their
understanding as they complete an investigation or solve a
problem ( e.g., by assessing the effectiveness of strategies
and processes used, by proposing alternative approaches,
by judging the reasonableness of results, by verifying
solutions);
NSN
7m13
7m21
-
identify and compare integers found in real-life contexts
solve multi-step problems arising from real-life contexts and involving whole numbers and decimals, using a variety
of tools and strategies
M
7m31
7m33
-
report on research into real-life applications of area measurements;
research and report on real-life applications of area measurements(e.g., building a skateboard; painting a room)
G &SS
-
expectations in this strand do not explicitly state “making a connection, or refer to context in life or other subject
areas. However, many expectations infer that the student will need to make connections.
P &A
7m59
7m64
-
DM & P
7m73
7m83
-
model real-life linear relationships graphically and algebraically, and solve simple algebraic equations using a variety
of strategies, including inspection and guess and check
model real-life relationships involving constant rates where the initial condition starts at 0, through investigation
using tables of values and graphs.
collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school
or community, or content from anther subject and record observations or measurements;
research and report on real-world applications of probabilities expressed in fraction, decimal, and percent form (e.g.,
lotteries, batting averages, weather forecasts, elections)
7m5- make connections among mathematical concepts
and procedures, and relate mathematical ideas to
situation or phenomena drawn from other contexts (e.g.,
other curriculum areas, daily life, current events, art and
culture, sports);
7m6- create a variety of representations of mathematical
ideas (e.g., numeric, geometric, algebraic, graphical,
pictorial; onscreen dynamic representations), connect and
compare them, and select and apply the appropriate
representations to solve problems
-
-
Grade Level/
Process Expectation
Strand/#
Expectations related to Making Meaningful Connections
8m3 – demonstrate that they are reflecting on and
monitoring their thinking to help clarify their
understanding as they complete an investigation or solve a
problem ( e.g., by assessing the effectiveness of strategies
and processes used, by proposing alternative approaches,
by judging the reasonableness of results, by verifying
solutions);
8m5- make connections among mathematical concepts
and procedures, and relate mathematical ideas to
situation or phenomena drawn from other contexts (e.g.,
other curriculum areas, daily life, current events, art and
culture, sports);
8m6- create a variety of representations of mathematical
ideas (e.g., numeric, geometric, algebraic, graphical,
pictorial; onscreen dynamic representations), connect and
compare them, and select and apply the appropriate
representations to solve problems
NSN
8m10
8m16
8m26
8m28
M
-
G &SS
8m45
P &A
8m59
8m63
-
investigate and describe applications of geometric properties in the real world.
-
describe different ways in which algebra can be used in real-life situations
make connections between solving equations and determining the term number in a pattern, using the general term
DM & P
8m67
-
use probability models to make predictions about real-life events.
-
solve problems by using proportional reasoning in a variety of meaningful contexts.
solve multi-step problems arising from real-life contexts and involving whole numbers and decimals, using a variety
of tools and strategies.
identify and describe real-life situations involving two quantities that are directly proportional
solve problems involving percents that arise from real-life contexts
expectations in this strand do not explicitly state “making a connection, or refer to context in life or other subject
areas. However, many expectations infer that the student will need to make connections.