Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

repeated halving
. For 60 ÷ 4, for example, think 60 ÷ 2 = 30 and
30 ÷ 2 = 15, so 60 ÷ 4 = 15.
There are also apps available which provide fun ways to practice basic 
division facts.
5N3.1 Describe the mental 
mathematics strategy used to 
determine a given basic fact, such 
as: 
• skip count up by one or two 
groups from a known fact
• skip count down by one or two 
groups from a known fact
• doubling
• patterns when multiplying by 9
• repeated doubling
• repeated halving

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
DIVISION
General Outcome: Develop Number Sense
Authorized Resource
Performance
• 
Alex is stitching together a quilt for the Grade 5 class. The students 
have prepared 30 squares of material with their own drawings 
depicting Friendship. Using 30 colored tiles, ask students to model 
Alex’s quilt design to determine all possible layouts. They should 
show all multiplication and related division facts. Ask them which 
layout would be the most reasonable for the quilt and why they 
made that decision.
(5N3.1)
• 
Students could use an interactive whiteboard or coloured tiles 
to create a game board which requires 18 squares. Ask them to 
determine all possible layouts for the game board and show the 
related multiplication and division facts. Students could share their 
creations with the class.
(5N3.1)
• 
Ask students to use a division mat to model various division 
problems such as 48 8. Students place the counters that represent 
the dividend at the bottom of the mat, then model the quotient. Ask 
students to write the related multiplication fact for each example.
(5N3) 
Paper and Pencil
• 
Ask students to complete the following:
(i) Use the known fact 56 ÷ 8 = 7 to find 64 ÷8; 72 ÷ 8; 80 ÷ 8.
(5N3.1)
(ii) Use the known fact 49 ÷7 = 7 to find 42 ÷7, 35 ÷ 7 and 28 ÷ 7.
(5N3.1)
Interview
• 
Ask students: How would you use 56 coloured tiles to show that
56 ÷ 8 = 7? What other division sentences could you show using the 
56 colored tiles? 
(5N3.1)
Math Focus 5
Getting Started: 
Opening Ceremony
Teacher Resource (TR): pp. 9–11
Student Book (SB): pp. 296-297
Lesson 1: Division Fact Strategies
TR: pp. 13-16 
SB: pp. 298-301
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