Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
MEASUREMENT
General Outcome: Use Direct or Indirect Measurement to Solve Problems
Authorized Resource
Performance
• 
Ask students to measure the sides of a rectangle and give the results 
in mm, cm, and m. 
(5SS2.7)
• 
With a partner, students could find objects in the classroom that 
measure about one metre. Ask: Why did you choose that object? 
What else would you measure using the metre as a unit of measure?
Explain.
(5SS2.10)
• 
Students could find objects in the classroom that measure about one 
cm. Ask: Why did you choose that object? Measure the objects to 
the nearest cm. What are their measurements in mm?
(5SS2.2, 5SS2.7, 5SS2.9)
Math Focus 5
Lesson 2: Estimating Length
TR: pp. 16-19
SB: pp. 260-262
Journal
• 
Ask students to look around the classroom, choose one object, 
and estimate its length and width. Ask what referent they used to 
determine their estimated measurements.
(5SS2.8, 5SS2.9, 5SS2.10)
• 
Ask students to respond to this prompt:
Think of a situation in which you would not be able to use a ruler
to find the measurement of an object. Why is it important to have
referents?
(5SS2)

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90
MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
MEASUREMENT
Suggestions for Teaching and Learning
Students will be expected to:
Shape and Space (Measurement)
5SS1 Design and construct 
different rectangles given either 
perimeter or area, or both (whole 
numbers), and draw conclusions.
[C, CN, PS, R, V]
Chart sized grid pads are useful tools for teaching area and perimeter 
because the linear and square measurement are readily apparent with the 
grid background.
Students worked with perimeter in Grade 3. They may need to review 
finding perimeter before they begin constructing rectangles given 
a specific perimeter. In Grade 4, students worked extensively with 
finding the area of rectangles and constructing different rectangles for a 
given area. While investigating the distance around various rectangles, 
students should, in their own words, explain any generalizations noticed. 
Using a formula for perimeter is not required of students. The 
important thing is that they know that perimeter means distance 
around. This year the focus will be on working with area and perimeter 
when constructing rectangles. Students will be required to draw 
conclusions regarding rectangular shapes that create the greatest and 
least areas. As they investigate, they should discover the relationship: 
area of a rectangle = length x width. This investigation should be done 
using a problem solving approach.