Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

5PR1 Continued...
Achievement Indicator:

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183
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
PATTERNS IN MATHEMATICS
Authorized Resource
General Outcome: Represent Algebraic Expressions in Multiple Ways
Paper and Pencil
• 
This table shows the pattern of cost of boxed lunches for students on 
a field trip.
# of
Students
1 2 3
4
5
?
Cost of
Lunch in 
Dollars
3 6 9
12 15 90
Ask students to:
(i) explain the pattern of how the cost of lunches changes as more
students go on the trip.
(ii) use the pattern to determine how many students went on the
trip if the cost of lunches is $90.
(5PR1.8)
Math Focus 5
Lesson 6: Describing Relationships 
Using Expressions 
TR: pp. 38-42
SB: pp. 22-25

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184
 MATHEMATICS 5 CURRICULUM GUIDE 2015
Outcomes
PATTERNS IN MATHEMATICS
Suggestions for Teaching and Learning
Students will be expected to:
Patterns and Relations (Variables and Equations)
5PR2 Solve problems involving 
single-variable, one-step 
equations with whole number 
coefficients and whole number 
solutions.
[C, CN, PS, R]
It is important to note the difference between an expression and an 
equation which was addressed in 5PR1.7.
Achievement Indicators:
5PR2.1 Express a given problem 
as an equation where the 
unknown is represented by a letter
variable.
The focus here is on equations using smaller numbers which can 
be more easily modelled or solved using concrete materials such as 
counters, pan balance or pictures. This will enable students to build on 
their conceptual knowledge of one-step equations. 
Students will come to realize that there is more than one possible 
strategy that can be used to solve equations.
5PR2.2 Solve a given single-
variable equation with the 
unknown in any of the terms;
e.g., n + 2 = 5, 4 + a = 7, 
6 = r – 2, 10 = 2c.
In Grade 4, students solved one-step equations in which the variable was 
a symbol. They will continue to solve one-step equations, with a letter 
as the variable. Students will explore preservation of equality in Grade 
6, and in Grade 7 they will solve equations by applying preservation of 
equality.
Balance scales are valuable tools to use when solving equations. The 
balance scale, with the use of manipulatives such as linking cubes, 
allows teachers and students to represent the balancing of an equation 
concretely. For an equation such as 
m
+ 5 = 24, place five blue linking 
cubes on one side of the scale and 24 red cubes on the other side.
Students should see that the scale is unbalanced. Begin adding white 
cubes to the five until the scale balances and equality has been reached.
Using different colour cubes allows students to readily see how many 
cubes were added.
Similarly, with a diagram such as this for n + 5 = 13, students can 
remove the same number of circles from each side to find out what 
number should be inside the box representing 
n
. Alternatively, the 
students can draw additional circles inside the box for 
n 
until both sides 
are equal (13 circles on each pan) and count how many were needed for 
n
in order to make the scale balance.
Students may be more familar with equations involving multiplication 
being written as 2 × c = 12. This equation is more commonly written as 
2
c = 
12.
 
Students need to be aware that
 
2
c 
means two multiplied by
 c
.
 
5PR2.3 Identify the unknown in 
a problem; represent the problem 
with an equation; and solve the 
problem concretely, pictorially or 
symbolically.
n 

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