Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Suggestions for Teaching and Learning 
Students will be expected to:
Number
5N9 Continued...
Achievement Indicator:
5N9.3 (Continued ) Express 
a given pictorial or concrete 
representation as a fraction or a 
decimal.
Reinforce the connection between decimals and fractions by having 
students write the fraction and decimal for the shaded part of a diagram.
Students could also write the decimal and fraction for the unshaded part 
and compare the pairs of fractions and decimals. If 0.435 is shaded, for 
example, 0.575 is unshaded.
They should also be aware of the equivalences of the following 
benchmarks:
• 0.5 or 0.50 or 0.500 are all equal to .
• 0.25 or 0.250 both equal .
• 0.75 and 0.750 are equal to .
1
2
1
4
3
4

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
FRACTIONS
General Outcome: Develop Number Sense
Authorized Resource
Performance
• 
Ask students to play Bingo to work with various representations of 
fractions. Bingo cards can be created using pictures, decimals, and 
fractions.
The caller will have a set of fraction cards to call.
The caller will select and call a fraction card. Players will cover the
matching equivalent representation on their boards.
(5N9.2, 5N9.3)
• 
Students are given a pictorial representation. Ask them to use 
individual whiteboards to write the number it represents.
(5N9.3)
Journal
• 
Ask students to respond to the following prompt:
James is having a party and is ordering a square party pizza to share
equally among five friends and himself. Draw a picture showing how
you would cut the pizza, and how much of the pizza each person will
get. Express your answer as a fraction and decimal.
(5N9.3)
Math Focus 5
Lesson 6: Using Decimals and 
Fractions
TR: pp. 43-46
SB: pp. 240-242

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