Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
DIVISION
General Outcome: Develop Number Sense
Authorized Resource
Interview
• Ask students:
(i) There are 336 students traveling to a hockey tournament on
buses. There are 6 buses. How many students will be on each
bus? Did you overestimate or underestimate? Explain.
(5N2.8) 
(ii) James estimated 834 ÷ 4 to be 200. Will the actual answer be
less than or greater than this estimate? Explain.
(5N2.4)
Paper and Pencil
• At the annual Spring Fair there were 947 prizes won at the duck 
pond. If the fair lasted three hours, ask students to estimate how 
many prizes were won each hour.
(5N2.4)
• Ask students to create a problem for 579 ÷ 3 and estimate a 
solution.
(5N2.4) 
• Your school expects 265 children to attend the book fair. Ms 
Collins purchased packages of erasers with eight erasers in each.
Ask students: About how many packages did she purchase so that 
every student can take home one eraser? Explain your thinking 
using pictures, numbers and words.
(5N2.2)
Math Focus 5
Lesson 4: Estimating Quotients
TR: pp. 27-30 
SB: pp. 308-310
Note
Front-end estimation is not 
adressed in 
Math Focus 5
. The 
student book concentrates on 
rounding the dividend to the 
nearest multiple of 10.
• Share 
The Doorbell Rang 
by Pat Hutchins. Divide students into 
groups of three or four. Provide each group with a different 
division problem or situation (it should include numbers which 
provide an opportunity to apply estimation strategies). Ask 
students to create a dramatic presentation of the situation or 
problem and record the play (iPad, iMovie, etc.). The presentation 
should demonstrate an understanding of the division required 
by the problem or situation and an explanation of the estimation 
strategies used. Movies can be shared with other groups and the 
estimation strategies discussed.
(5N2.6, 5N2.7)