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 order various containers by capacity based on their 
estimates. Require them to indicate their referent for each of the 
different containers (e.g., 250 ml contains less than the average pop 
can). In their journals, students could illustrate and explain how 
they know their ordering is correct.
(5SS4.4, 5SS4.5, 5SS4.6, 5SS4.7)
• 
Students could play a loop game (I have... Who has...?) using cards 
which have common containers and estimates for capacity and 
volume. Sample cards:
- Who has the capacity of a small milk carton from recess?
- I have 250 mL. Who has the capacity of a medicine dropper?
- I have 10 mL. Who has the volume of George’s pencil box?
(5SS3.8, 5SS4.7) 
• 
Place containers in several centres around the classroom. Be sure 
there is no indication of the capacity of each (i.e., label). On a card 
beside each, write two estimates. Students will record which estimate 
they think is closer to the capacity of the container. This may be 
done with a paper ticklist, using an app, or self checking using QR 
codes or punch cards.
Sample: 15 mL or 250 mL
15 mL or 250 mL
(5SS4.7)
Journal
• 
Ask students to respond to the following prompts:
(i) About how much milk are you likely to drink for lunch?
a) 25 L
b) 25 mL c) 250 mL
Explain your choice.
(ii) About how much water do you need in your tub to take a bath?
a) 100 mL 
b) 100 L c) 1 000 mL
Explain your choice.
(5SS4.7) 
Math Focus 5
Lesson 9: Estimating and 
Measuring Capacity 
TR: pp. 52-55
SB: pp. 282-285

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