Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

5PR2 Continued...
Achievement Indicators:
Q 
Q 
2 
c 
 
 
 
 
12 
 

 
 
 
14 
 

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187
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
PATTERNS IN MATHEMATICS
Authorized Resource
General Outcome: Represent Algebraic Expressions in Multiple Ways
Math Focus 5
Lesson 7: Using Equations to Solve 
Problems
TR: 43-47
SB: pp. 26-29
Journal
• Ask students to write about this prompt:
You know that 4 + 3 =
 f
What other equations have to be true if this one is?
(5PR2.2)
Paper and Pencil
• Ask students to do a one minute write. On a blank index card, give 
students one minute to write an explanation of how they would go 
about solving a problem with a variable. This would work well as 
an exit card at the end of a lesson. Teachers could collect them and 
review to ensure student understanding of process.
(5PR2.3)

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188
 MATHEMATICS 5 CURRICULUM GUIDE 2015
Outcomes
PATTERNS IN MATHEMATICS
Suggestions for Teaching and Learning
Students will be expected to:
Patterns and Relations (Variables and Equations)
5PR2 Continued...
Or 2c = 12 
I have a missing factor. Two times some
number is 12.
12÷ 2 = 
c
I know that I can find a missing factor by
dividing the quotient by the other factor.
c
= 6
My missing factor is 6.
Use contextual situations that are meaningful to students such as:
Sam has 12 stickers. Meg gave him some more stickers. Sam now has 16 
stickers. How many stickers did Meg give Sam? 
Students should represent the unknown, or the number of stickers 
Meg gave Sam, with a variable, 
p
, and write the equation 12 + 
p
= 16.
Solving the equation results in:
p
= 16 - 12 (subtracting the known addend from the sum)
p
= 4 Meg gave Sam four stickers.
Encourage students to create problems using a variety of operations:
addition, subtraction, multiplication and division. Teachers should
model how to create a problem for a given equation. The following 
equations could be used to create problems:
• 46 + 12 =
 h
Possible problem:
Bob has 46 hockey cards; Harry has 12 more hockey cards than Bob. 
How many cards does Harry have?
• 15 = 
n 
- 9
Possible problem:
There were 15 students in the classroom after nine students went to 
choir. How many students are in the full class?
c) 383 + 
k
= 625
Possible problem:
Sarah, Allan and Kristine decided to combine their individual shell 
collections. Sarah and Allan together had 383 shells. Kristine also had 
some to add to the collection. Altogether they had 625 shells. How 
many shells did Kristina contribute?