Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Suggested Resources
• The Doorbell Rang
-Pat 
Hutchins

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
DIVISION 
Suggestions for Teaching and Learning
Students will be expected to:
Number
5N6 Demonstrate, with and 
without concrete materials, an 
understanding of division (three- 
digit by one-digit) and interpret 
remainders to solve problems.
[C, CN, ME, PS, R, V]
Achievement Indicators:
5N6.1 Students investigate 
a variety of strategies and 
become proficient in at least one 
appropriate and efficient division 
strategy that they understand.
5N6.2 Model the division process 
as equal sharing, using base ten 
blocks, and record it symbolically.
Ask small groups of students to model 396 using base ten blocks. 
They should then share the blocks equally into three groups to find
396 ÷ 3.
Each of the three equal sets contains 132. Therefore, 396 ÷ 3 = 132.
In Grade 4, students used base ten blocks to model division (two-digit 
by one-digit) as equal sharing. They also renamed the dividend in 
order to get friendly numbers for dividing. 92 ÷ 4, for example, could 
be renamed as (80 + 12) ÷ 4. In Grade 5, students will build on these 
strategies and explore several others to divide three-digit by one-digit 
numbers.
Teachers could begin by asking students to use base ten blocks to model 
division by equal grouping for 396 ÷ 3.

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies