Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

208
 MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
FRACTIONS
Suggestions for Teaching and Learning 
Students will be expected to:
Number
5N9 Relate decimals to fractions 
(to thousandths)
[CN, R, V]
In Grade 4, students related decimals to fractions and fractions to 
decimals to hundredths. In Grade 5, students continue to work with 
fractions which are less than one. Students should recognize that 0.341 
and both have the same value. They are different but equivalent 
representations for the same number. Grade 5 students will be relating 
decimals and fractions with denominators of 10, 100, or 1 000. 
Improper fractions and mixed numerals will be introduced in Grade 6.
Using proper mathematical language should help students translate 
between decimals and fractions with denominators of 10, 100, or 1 000.
We say 0.385 as three hundred eighty-five thousandths - meaning 385 
thousands of a whole or . Similarly, reading as two tenths should 
connect it to 0.2.
Using a place value chart may also help students make the translation 
between formats. (or six hundred fifty thousandths), for example, 
would be:
ones
tenths
hundredths
thousandths
0
6
5
0
Students should move between concrete and pictorial representations 
and the fraction or decimal represented. This demonstrates the students’ 
level of number sense in this area.
Teachers could give students a pictorial representation of 0.036, for 
example, and ask students to write the decimal and fraction it represents.
Achievement Indicators:
5N9.1 Express orally and in 
written form, a given decimal as 
a fraction with a denominator of 
10, 100 or 1 000.
5N9.3 Express a given pictorial 
or concrete representation as a 
fraction or a decimal.
2
10
650
1 000
5N9.2 Express orally and in 
written form, a given fraction 
with a denominator of 10, 100 or 
1 000 as a decimal.
341
1 000
385
1 000
= 
1
2

---