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 Indicator:
5N6.1 (Continued) Students 
investigate a variety of strategies 
and become proficient in at least 
one appropriate and efficient 
division strategy that they 
understand.
Multiplication has been identified as repeated addition. Likewise, 
division is repeated subtraction. A number line is a possible and 
plausible visual to demonstrate division as repeated subtraction. Erin 
has 251 hockey cards in her collection, for example. She doesn’t want 
to collect hockey cards anymore so she decides to share them equally 
among her eight friends.
Give 10 cards each subtract 80 cards
Give 10 more cards each subtract 80 cards
Give 10 more cards each subtract 80 cards
Eleven are left. That is one more card each and 3 left over, so each 
friend gets 31 cards with 3 cards remaining.
This same strategy can also be used symbollically. Students may find 
this just as meaningful and more efficient.
3 11 
91 
171 
251 
- 8 
- 80
- 80
- 80 
→
→
→

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
DIVISION
General Outcome: Develop Number Sense
Authorized Resource
Math Focus 5
Lesson 6: Using Subtraction to 
Divide
TR: pp. 39-42 
SB: pp. 314-316
Curious Math: 
Stubborn Remainders
TR: pp. 43-44
SB: p. 317
Performance
• Ask students to solve the following problem:
Alvin was raising money for his four favourite hockey teams.
After many car washes, bake sales, and hat days, he had raised
$625. Show how he could share this money with the four teams.
How much more money does he need so that each team has the 
same amount of money?
(5N6.1)

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