Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

186
 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)
For a question such as 2
q 
= 8, students could put one counter into each 
of the two boxes and repeat until the eight counters have been equally 
shared.
They should then count how many counters are in box 
q
. That would 
be the value of the variable.
When the scale is balanced, an equation can be written to describe the 
pictorial representation.
To solve m + 5 = 14, students could use related facts.
 m
+ 5 = 14
I have a missing addend. I know that one 
addend is 5 and the sum is 14.
m 
= 14 - 5
I have learned that I can find my missing 
addend by subtracting the one I know from 
the 
sum.
m
= 9
My missing addend is 9.
It is important that students understand why subtracting five is an 
appropriate strategy.
Students should also write and solve an equation illustrated by:
2
c
= 12 
I know that 2
c
means two multiplied by 
c
. 
I have a missing factor. Two times the missing
number is 12.
I know from my multiplication facts that two
times six is twelve so the missing factor must
c = 6
be six.
5PR2.2 (Continued) 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.
5PR2.3 (Continued) Identify the 
unknown in a problem; represent 
the problem with an equation; 
and solve the problem concretely, 
pictorially or symbolically.