Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
DIVISION 
Suggestions for Teaching and Learning
Students will be expected to:
Number
5N6 Continued...
Achievement Indicators:
Teachers could use base ten materials to show that 120 ÷ 4 would be 12 
rods shared equally into 4 groups with 3 rods in each group. Since each 
rod represents 10, the answer is 30. 
1 200 ÷ 4 would be 12 flats shared equally into 4 groups to get 3 flats in 
each group. Since each flat represents 100, then answer is 300.
From this and other similar examples, discuss the pattern of dividing 
multiples of 10 and 100. For example, 12 ÷ 4 = 3, so 120 ÷ 4 = 30 and 
1 200 ÷ 4 = 300.
5N6.2 (Continued) Model the 
division process as equal sharing, 
using base ten blocks, and record 
it symbolically.
+
Regroup flats as 
rods and share 
equally into 6 
groups.
Combine the 
groupings to 
get 54 in each 
set with one 
left over.
Regroup 
rods and 
share 
equally into 
6 groups. 
There is 
one left over 
(remaining).
325
 
÷ 6 = 54 R1
Teachers could present the following problem and model the solution 
using base ten blocks, renaming and regrouping.
Six friends decide to share a jar of 325 marbles equally. How many 
marbles will each friend get?
325 = 300 + 25
5N6.1 (Continued) Students 
investigate a variety of strategies 
and become proficient in at least 
one appropriate and efficient 
division strategy that they 
understand.

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MATHEMATICS 5 CURRICULUM GUIDE 2015