Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
ADDING AND SUBTRACTING DECIMALS
General Outcome: Develop Number Sense
Authorized Resource
Performance
• Ask students to discuss whether each of the following situations 
requires an estimate or an exact answer:
(i) How many people live in Happy Valley-Goose Bay?
(ii) How much milk does my family drink each week?
(iii) Fred has a bag of raisins and wants to share half with his
brother.
(iv) Eric wants to buy two packs of trading cards from the $20 he
got for his birthday. If the cards cost $7.95 a pack, does he
have enough money?
(5N2.2)
Paper and Pencil
• Give students an Estimate or Exact exit card:
The teacher has a bin of crayons on his shelf. He wonders how many 
red, green and yellow ones he has. Should he estimate or determine 
the exact number of each colour? Explain your thinking.
(5N2.2)
• Provide a collection of flyers for big ticket items such as vacations, 
houses, cars, etc. Ask students to estimate what choices they could 
make if they won $150 000. Teachers could specify requirements 
such as including airfare, accommodations, attraction admissions, 
car insurance or property tax.
(5N2.2)
• Ask students to create a problem that does not require an exact 
answer. They could exchange problems with a classmate and solve 
them by estimating the answer and explaining their thinking.
(5N2.2)
Journal
• Ask students to respond to the following prompt:
Beth needs 0.796 of a ball of wool to make a hammock for her
bearded dragon. If she also plans to make a hammock for each of 
her friend’s two dragons, how many balls of wool does she need
to buy? Explain your answer.
(5N2.2)
Math Focus 5
Chapter 2, Lesson 9: Rounding 
Decimals
TR: pp. 54-55
SB: pp. 66-69
Chapter 3, Lesson 1:
Estimating Whole-Number 
Sums and Differences
TR: pp. 13-17
SB: pp. 82-85

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