Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Achievement Indicator:
2
3
1
2
5N7.7 Position a given set of 
fractions with like and unlike 
denominators on a number 
line (horizontal or vertical), 
and explain strategies used to 
determine their order.
3
4
2
3
3
4
1
2
2
3
3
4
1
2
1
2
3
4
2
3
8
12
9
12
6
12
1
2
2
4
0
6
12
8
12
9
12
1 
1
2
2
3
3
4

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207
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
FRACTIONS
General Outcome: Develop Number Sense
Authorized Resource
Math Focus 5
Lesson 4: Fractions on a Number 
Line
TR: pp. 28-31
SB: pp. 230-232
Paper and Pencil
• 
Lilly put a set of fractions on a number line. She placed one of 
the fractions incorrectly. Ask students to identify which fraction is 
incorrect and explain Lilly’s thinking. 
(5N7.7) 
Journal
• 
Ask students to explain to a friend the steps in placing 
3
2
, 
5
1
and 
2
1
on a number line. They should use pictures, words and 
numbers to explain the process.
(5N7.7)
Performance
• 
Ask students to use an Agreement Circle or True-False and Verify
to respond to statements about fractions such as:
(i) If a shape is divided into 5 parts, each part must be .
(ii) The only fraction between 0 and is .
(iii)10 hundredths is greater than 10 thousandths.
(iv) If the denominators are the same, the fraction with the largest
numerator is the greatest.
(v) If the numerators are the same, the fraction with the largest
denominator is the greatest.
(5N7.7)
1
3
1
4
1
2
3
4
0 
1 
1
4
1
2
1
5

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