Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Suggested Assessment Strategies
Resources/Notes
FRACTIONS
General Outcome: Develop Number Sense
Authorized Resource
Lesson 5: Comparing Fractions 
TR: pp. 34-38
SB: pp. 234-237
Paper and Pencil 
• Ellen has two birthday cakes that are the same size. One is 
chocolate and one is vanilla. The boys ate 
3
2
of the chocolate cake.
The girls ate 
4
3
of the vanilla cake. Ask students: Which group ate 
more cake?
(5N7.6)
Journal
• Ask students to respond to the following prompt:
You are given 10 m of string to fly a kite. Would you prefer to use 
10
4
of the string or 
5
3
of the string to fly your kite? Explain your
choice.
(5N7.6)
• Ask students which two fractions they would find easier to compare.
They should explain their choice.
(5N7.5, 5N7.6)
Math Focus 5
Lesson 3: Creating Equivalent 
Fractions
TR: pp. 23-27
SB: pp. 226-229
4
10 
3
9
1
12 
4
6
8
9

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 MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
FRACTIONS
Suggestions for Teaching and Learning 
Students will be expected to:
Number
5N7 Continued...
In Grade 4, students worked with placing fractions with like 
denominators on a number line to compare and order them. In Grade 
5, they will extend this knowledge to include fractions with unlike 
denominators.
To activate prior knowledge, teachers could begin with fractions of like 
denominators and gradually transition to unlike denominators. 
Students should place a given set of fractions with like and unlike 
denominators on a number line using benchmarks. To compare
, and , for example, students could construct three separate 
number lines of the same length having endpoints of zero and one. The 
first line should be divided into three equal sections. Fraction strips can 
be placed against a number line to help mark the fractions. This process 
should be repeated so that the second number line is divided into four 
equal sections, and the third into two equal sections. The fractions to 
be placed should be shaded on the corresponding number line so that 
visual comparisons can be made.
Students could then transfer the placement of these three fractions to 
a single number line. After having experience placing the benchmarks 
on separate number lines, students should start to place fractions with 
unlike denominators on the same line.
Alternatively, students could create equivalent fractions for , and
such that all denominators are the same. They could then place the 
fractions on a single number line.
= = = 
Through their work with number lines, equivalent fractions such as
= will be reinforced.