Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

FRACTIONS
General Outcome: Develop Number Sense
Authorized Resource
Paper and Pencil
• 
Tell students: You ate 
3
2
of the six chocolates in the box. How 
many chocolates did you eat? Show how you know.
(5N7.4)
• 
Ask students to determine which of the following fractions are 
equivalent: 
3
2
, 
20
4
, 
8
6
, 
15
3
They should explain how they know.
(5N7.4)
Performance
• 
Students can create Equivalent Fraction Counting Books. Using the 
fractions: 
2
1
, 
3
1
, 
4
1
, 
5
1
, 
6
1
, 
8
1
students create a page for each. 
Each page can be divided into two sections; one with the original 
fraction and the other side containing the equivalent fraction. Each 
page should include pictures, words and numbers.
(5N7.5)
• 
Give each student a set of two number cubes as shown:
Each student should roll the dice and use the digits to make a proper 
fraction (less than 1; i.e., the smaller digit on the top). They should 
write two equivalent fractions. Students could verify their answers 
with a partner.
(5N7.2, 5N7.4)
Lesson 3: Creating Equivalent 
Fractions
TR: pp. 23-27
SB: pp. 226-229
Journal
• 
Ask students to respond to the prompts:
(i) Sally is given the following set of equivalent fractions: 
3
1
, 
6
2
, 
12
4
24
8
, 
48
16
. 
Help Sally find a pattern to describe this set of equivalent
fractions.
(5N7.5)
(ii) Describe as many ways as you can. Include at least five equivalent
factions and explain your strategy.
(5N7.5)
Math Focus 5
Lesson 2: Using Fractions to 
Describe Area
TR: pp. 17-20
SB: p. 224
1
2

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