Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Suggested Resource
Principles and Standards for School 
Mathematics
- NCTM

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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)
5SS1 Continued...
Teachers could divide the class into groups of two or three. Give each 
group 30 colour tiles. Ask them to create all possible rectangles with 
an area of 30 and record the perimeter of each. Students should find a 
method to keep track of side lengths and width, and sketch the rectangles 
on grid paper. Word problems could be solved and created based on the 
area and/or perimeter of these rectangles. Ask: 
• Do all rectangles with the same area have the same perimeter?
• Do all rectangles with the same perimeter have the same area?
• Which rectangles have the greatest/least perimeter?
• Which rectangles have the greatest/least area?
Achievement Indicators:
5SS 1.3 Illustrate that for any 
given perimeter, the square or 
shape closest to a square will result 
in the greatest area.
The playground can be a good place for students to investigate perimeter.
First, ask students which unit of measurement they should use to measure 
the playground (mm, cm, m or km). Then, have students estimate the 
perimeter by estimating the number of steps they would take if they 
walked around the perimeter. Record the estimates of each child. Using a 
trundle wheel, find the actual measurement of the perimeter. 
Creating problems based on children’s literature allows a spring board for 
thinking creatively about concepts like area and perimeter. 
After reading 
Pigs 
by Robert Munsch, for example, pose problems related 
to the construction of a new pen for the pigs such as:
The farmer has 24 m of fencing remaining from his last project and four 
fence posts. What size rectangle should he build the pen so that the pigs 
have the maximum amount of play area?
Students could use square tiles to model different sized pigpens, finding 
those which can be enclosed with 24 units of fencing and recording the 
dimensions and area of each. Ask them to look for patterns. Ask: What 
happens as the length of the rectangle changes? What do you notice 
about the pigpen that has the largest area?
Students could create a commercial jingle or a print ad for a fencing 
company which guarantees their fences provide the largest area for the 
amount of fencing used.
5SS1.2 Construct or draw two or 
more rectangles for a given area in 
a problem-solving context.
Provide students with grid paper. Ask them to draw a square that has 
sides each measuring two units. Find its perimeter and area. Share results. 
Repeat with squares that have other side measurements. Ask if they see a 
relationship between side length and perimeter; between side length and 
area.
5SS1.4 Illustrate that for any 
given perimeter, the rectangle 
with the smallest possible width 
will result in the least area.
5SS1.5 Provide a real-life context 
for when it is important to 
consider the relationship between 
area and perimeter.

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