Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
MEASUREMENT
Suggestions for Teaching and Learning
Students will be expected to:
Shape and Space (Measurement)
5SS2 Continued...
Achievement Indicators:
5SS2.7 Explore and generalize 
the measurement relationships 
between and among millimetres, 
centimetres, metres and 
kilometres.
5SS2.6 Provide examples of when 
kilometres are used as the unit of 
measure.
5SS2.4 Provide a referent for one 
kilometre, and explain the choice.
5SS2.5 Know that 1 000 metres 
is equivalent to 1 kilometre.
Ask students: What is the distance from the school to various points in 
the community - the post office, bank, or your home? Some students will 
already be familiar with the kilometre from their life experiences. Others 
may refer to these distances in metres. Through conversation, point out 
that the metre is too small a unit for measurement of longer distances.
The unit for measurement of longer distances is the kilometre (km).
As a benchmark, students might relate to the fact that it takes about 15 
minutes to walk a kilometre. Consider going on a kilometre walk to give 
students a feel for how long a kilometre is. Exposure to the kilometre as 
a unit of measure is important to be able to read map scales. While map 
scales can be written as a ratio, many are also written as one cm represents 
10 km. The latter is more likely to have meaning for Grade 5 students.
Using Google maps to locate local landmarks or nearby communities 
and noting their distance from the school may also give students an 
appreciation for how long the kilometre is. It may be opportune to discuss 
that road distance may be different from a straight line route (usually 
shorter) possible by another means of transportation such as walking or 
flying. 
Teachers could make a class chart as follows and ask students to put their 
name under one of the three headings.