Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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 MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
FRACTIONS
Suggestions for Teaching and Learning 
Students will be expected to:
Number
5N7 Demonstrate an 
understanding of fractions by 
using concrete, pictorial and 
symbolic representations to:
• create sets of equivalent 
fractions 
• compare fractions with like 
and unlike denominators.
[C, CN, PS, R, V]
In Grade 4, students created fractions focusing on parts of a whole and 
parts of a set. In Grade 5, they will create equivalent fractions between 0 
and 1, using concrete, pictorial and symbolic representations.
Achievement Indicators:
5N7.1 Create a set of equivalent 
fractions and explain, using 
concrete materials, why there are 
many equivalent fractions for any 
given fraction.
Teachers could model equivalent fractions by folding a square piece of 
paper in half, and unfolding to show how one whole piece of paper is 
equivalent to two halves. Continuing to fold paper to show fourths and 
eighths should help students visualize equivalences such as
4
2
equals 
2
1
. This can be modelled for thirds and sixths as well.
Students should be given many opportunities to work with various 
manipulatives and demonstrate equivalent fractions using materials such 
as:
• 
pattern blocks 
• 
fraction pieces
• 
fraction strips
• 
double-sided counters
• 
arrays for interactive white boards
• 
parts of sets of objects such as buttons or counters
Students could use pattern blocks to create equivalent fractions. They 
should recognize that the trapezoid, for example, is one half the 
hexagon. Students should use the green triangle to cover the trapezoid.
They should conclude that = . Similarly, fraction strips, pieces or 
circles could be used to create equivalent fractions.
5N7.2 Model and explain that 
equivalent fractions represent the 
same quantity.
1
2
3
6

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