Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

219
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
DIVISION
General Outcome: Develop Number Sense
Authorized Resource
Performance
• 
Aaron states that 15 0 is not possible. Ask students whether they 
agree or disagree with Aaron. They should use pictures, numbers 
and words to explain their thinking.
(5N3.4)
Journal
• 
Ask students to respond to the following prompt:
Karen said 10 0 and 0 10 have the same quotient. Is she
correct? Use pictures, numbers and words to explain your thinking.
(5N3.4)
Lesson 2: Dividing by Halving
TR: pp. 17-20 
SB: pp. 302-303
Math Focus 5
Lesson 1: Division Fact Strategies
TR: pp. 13-16 
SB: pp. 298-301
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220
MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
DIVISION 
Suggestions for Teaching and Learning
Students will be expected to:
Number
5N3.3 Demonstrate recall of 
multiplication facts to 9 
×
 9 and 
related division facts.
5N3 Continued...
Achievement Indicator:
Students are expected to master their number facts. Mastery occurs 
when they both understand and recall number facts. Recall of number 
facts is when students commit them to memory and retrieve them 
when needed. Students who simply recall number facts without 
understanding have not reached mastery.
Children’s literature can present situations for discussing the use of 
division in everyday life.
Spaghetti and Meatballs for All!
by Marilyn Burns 
features preparation for a dinner with 30 guests and the many ways tables 
can be arranged to accommodate the diners. This gives a realistic example 
of relating several division sentences with the same dividend - one number 
can be divided in a variety of ways. It may offer a springboard for other 
explorations of related multiplication and division situations.

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