Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Resources/Notes
DIVISION
General Outcome: Develop Number Sense
Authorized Resource
Math Focus 5
Lesson 3: Dividing Tens and 
Hundreds
TR: pp. 21-24 
SB: pp.304-306
Math Game: 
Choose Four
TR: pp. 25-26
SB: p. 307
Lesson 7: Dividing by Sharing
TR: pp. 45-49
SB: pp. 318-321
Performance
• Ask students to use equal sharing with base ten blocks to determine 
804 4.
(5N6.2)
÷ 

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
DIVISION 
Suggestions for Teaching and Learning
Students will be expected to:
Number
Teachers could model division by equal sharing where the dividend 
requires renaming. In the Numeration unit, students worked with 
renaming digits using varying place values. 4 500, for example, can 
be renamed as 45 hundreds. Students should be able to reflect this 
understanding in regrouping base ten materials.
Ask students to work in groups of two to determine 320 ÷ 8. Give 
each group three flats and two rods to represent 320 and ask if they 
can complete the division with only those base ten blocks. They 
should realize that regrouping is necessary.
Achievement Indicators:
5N6.2 (Continued) Model the 
division process as equal sharing, 
using base ten blocks, and record 
it symbolically.
320
Trade the flats for 
rods. This gives 32 
rods of 10.
Since 32 
÷ 8 = 4,
32 rods ÷ 8 groups gives 
4 rods in each group
32 tens 
÷ 8 = 4 tens.
Therefore, 
320 ÷ 8 = 40
5N6.1 (Continued) Students 
investigate a variety of strategies 
and become proficient in at least 
one appropriate and efficient 
division strategy that they 
understand.