Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Achievement Indicators:
5PR2.4 Create a problem for a 
given equation.
5PR2.3 (Continued) Identify the 
unknown in a problem; represent 
the problem with an equation; 
and solve the problem concretely, 
pictorially or symbolically.
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.

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
PATTERNS IN MATHEMATICS
Authorized Resource
General Outcome: Represent Algebraic Expressions in Multiple Ways
Math Focus 5
Lesson 8: Creating Problems
TR: pp. 48-50
SB: p. 30
Math Game: 
TR: pp. 51-52
SB: p. 3
Matching Equations with 
Solutions
Note
This game would be a good 
center activity. The Equation 
Cards are found on TR p. 69.
Paper and Pencil
• 
Ask students to create a problem for the given equations and then 
solve the equations.
12 +
 p
= 16
m 
- 3 = 21
c
+ 7 = 19
4
b
= 24
p 
= 24 -14 
(5PR2.2, 5PR2.3, 5PR2.4)
• 
Given a diagram such as the one shown below, students could create 
two problems and write equations to solve the problems. They 
should solve the problems to find the missing values.
(5PR2.2, 5PR5.4)
Students could use a map to create a similar problem, trade with a
partner and solve each other’s problem. They could check their
partner’s solution.
This activity provides an opportunity to make a cross-curricular link 
to Social Studies. Students could use a kilometre guide on a
tourist map or Google Maps.
(5PR2.2, 5PR2.4)
Journal
• 
Ask students to respond to the following prompt: 
The class was given this problem:
Pat walked 14 metres less than Joan. Joan walked 24 metres. How far
did Pat walk?
Amy wrote the equation 14 + 24 = 
p 
and said that Pat walked 38
metres. 
Was she correct? Explain.
(5PR2.1, 5PR2.2, 5PR2.3)
 

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