Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

43
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
NUMERATION
Authorized Resource
General Outcome: Develop Number Sense
Same 
Different 

They have 0 and 2 as digits 

They are both decimal numbers 

The 2 is always in the tenths place 

The same point on the number line 

The same amount shaded on tenth, 
hundredth and thousandth grids 

Number of digits after the 0 

Degree of precision shown ( 3 places 
after the decimal suggests that the 
measurement was more precise 
–
to 
thousandths) 

0.2 represents 2 parts out of 10 

0.20 represents 20 parts out of 100 

0.200 represents 200 parts of 1 000 
Math Focus 5
Lesson 10: Comparing and 
Ordering Decimals
TR: pp. 59 - 62
SB: pp. 70-72
Supplementary Resource
Big Ideas from Dr. Small-
Marian 
Small
Performance
• 
Ask students to demonstrate the equivalency of 0.1, 0.10 and 0.100 
using base ten blocks.
(5N10.6)
Journal
• 
Ask students to repond to the follow question:
How are 0.3, 0.30 and 0.300 the same? How are they different? Use 
pictures, words and numbers in your explanation.
(5N10.6)

---

44
MATHEMATICS 5 CURRICULUM GUIDE 2015
NUMERATION

---

 
Adding and Subtracting 
Decimals
Suggested Time: 3 weeks
September October November December
May
June
January February March