Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

97
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 create as many rectangular prisms as possible using 
36 provided marshmallows or sugar cubes. They could use a digital 
camera to take photos and create a visual display of the variety of 
configurations which have a volume of 36 cubes.
(5SS3.3, 5SS3.4)
• 
Ask students to create rectangular prisms using specified numbers of 
1 cm cubes/centicubes.
(5SS3.3)
• 
Given 20 centimetre cubes, ask students to create as many right 
rectangular prisms as possible that use all of the cubes (i.e., have a 
volume of 20 cm
3
) and record the dimensions of each.
(5SS3.4)
• 
Given two boxes of different shape, (e.g., a box of macaroni and 
cheese dinner and a flat box like a small box from chocolates) ask 
students to predict which one will have a greater volume. Students 
can build block models of each using standard or non standard 
measures to compare their volume.
(5SS3.4)
Math Focus 5
Lesson 5: Measuring and 
Comparing Volumes
TR: pp. 33-36
SB: pp. 270-272
Math Game: 
Building Boxes
TR: pp. 37-38
SB: p. 27

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98
MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
MEASUREMENT
Suggestions for Teaching and Learning
Students will be expected to:
Shape and Space (Measurement)
5SS3 Continued...
After some investigation with finding volume using non-standard units, 
teachers should introduce a centimetre cube. A cubic centimetre is
1cm x 1cm x 1cm. Students should develop personal referents for units. 
The use of personal referents helps students establish the relationships 
between the units. A good referent for this is the base ten unit cube.
Other examples would be a small die or a small sugar cube.