Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Achievement Indicators:
141 R.0
4) 564
Divide 
- 4 
Multiply 
16
Subtract - Bring Down
- 16
Repeat 
04
- 4 
0 
5N6.5 Refine personal strategies 
to increase their efficiency.

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237
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
DIVISION
General Outcome: Develop Number Sense
Authorized Resource
Paper and Pencil
• 
Ask students to use basic facts to help calculate each of the following:
2 400 ÷ 8 560 ÷ 7
4 800 ÷ 6
(5N6.1)
• 
Ask students to create and solve a problem involving division with a 
divisor of 6 and a dividend of 252.
(5N6.4)
• 
Ask students to solve this problem: Joey’s partner worked 147 days 
this year. If he worked six days a week, how many weeks did he 
work? If he worked five days a week, how many weeks did he work?
(5N6.2) 
• 
Jill is a chicken farmer with 816 m of fencing material to build a 
chicken coop. Jill fences off an area with all sides the same length. 
Ask students to give three possibilities as to how many sides there are 
in all.
(5N6.4)
Interview
• 
Ask students to discuss the following:
What basic fact would help you calculate 3 600 ÷ 9? What is
3 600 ÷ 9? 
(5N6.1)
Journal
• 
Ask students to respond to the following prompts:
(i) Fred was asked to divide 42 by 7. He started at 42 and skip
counted backwards by 7. How many groups did he get? Is this
a good strategy for solving division problems? Why or why not?
(5N6.4)
(ii) To divide 467 by 3, Amy subtracted one group of three at a time.
Using pictures, numbers and words, explain why or why not this
is a good division strategy for this problem.
(5N6.4) 
(iii) A marine biologist discovered a school of translucent sea
creatures floating in the coral reef. The total number of tentacles
was 96. If each creature had the same number of tentacles,
how many creatures were there and how many tentacles were on
each? Give three different possibilities. Use words and pictures to
explain ONE of your answers.

(5N6.4)
Lesson 5: Exploring Division with 
Greater Numbers
TR: pp. 31-34 
SB: p. 311
Note
The problem situations in 
Lesson 10 may be suitable as 
an enrichment activity or class 
discussion as both the divisor and 
dividend are unknown.
Be aware that the food quantities 
discussed in Lesson 5 are not 
realistic.
Math Focus 5
Lesson 10: Solving Problems by 
Guessing and Testing
TR: pp. 59-61 
SB: pp. 328-329

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