Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

.
Daily Routine 
Opportunity
[C] 
Communication 
[PS] Problem Solving
[CN] Connections
[R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation
[V] Visualization
While the focus on multiplication and division begins later in 
the year, review of the facts up to 7 x 7 from Grade 4 will solidify 
student recall and allow for extension in Grade 5. Place all facts
up to 7 x 7 in a bag. Ask students to draw a 4 x 4 grid and fill the 
squares with their choice of any products of facts up to 7 x 7. The 
caller pulls a fact from the bag, reads it aloud, and students with 
the corresponding product cover the number on their grid. Play 
continues until one student covers a straight line of 4 (vertical, 
horizontal or diagonal).
Mathematical 
Processes









---

22
MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
NUMERATION
Suggestions for Teaching and Learning
Students will be expected to:
Number
5N1 Represent and describe
whole numbers to 1 000 000.
[C, CN, V, T]
In Grade 4, students represented, described, compared and ordered 
numbers to 10 000. In Grade 5, this will be extended to develop place 
value concepts for numbers to 1 000 000. The focus is on numbers 
in the tens and hundreds of thousands. However, students are also 
expected to develop meaning for “one million”. 
As students model numbers, they should also write them in standard 
form. The modelling should help them see that, in standard form, 
numbers are written in groups of three digits (periods).
Achievement Indicators:
5N1.1 Write a given numeral, 
using proper spacing without 
commas.
To effectively read large numbers (i.e., numbers at and above tens of 
thousands), periods must be separated with a space. It is no longer the 
convention to separate periods with commas. A four-digit number can 
5N1.2 Write a given numeral to 
1 000 000 in words.
correctly be written with or without a space separating the thousands 
place from the hundreds place. To emphasize the patterns and periodic 
nature of place value, this document will employ the use of the space for 
all four-digit numbers. This is consistent with the practice implemented 
in Grade 4.
Students should represent, in words, numbers which they see or hear.
They could practice using meaningful contexts, such as cheque writing, 
population, event attendance, dates (years), and large numbers quoted in 
newspapers or sources such as the 
Guinness Book of World Records
TM
.
Reading and writing numbers in words requires students to consider the 
place value of each digit and solidifies the importance of the periodic 
structure. Students have experience in writing numbers to 10 000 in 
words; writing numbers to 1 000 000 is a natural extension. To write
946 219 using words, for example, students should recognize that they 
start with the largest period and continue with the successive periods. 
When reading whole numbers, students read the number of hundreds, 
tens and ones in the period furthest to the left (nine hundred forty-
six) and then the name of the period (thousands). This is followed 
by the number of hundreds, tens and ones in the next period (two 
hundred nineteen). Remind students that since the ones period is the 
most common, its name is considered implicit and not usually named 
aloud. Therefore, 946 219 is correctly named as nine hundred forty-six 
thousand two hundred nineteen.
Teachers should model reading whole numbers to remind students that 
the word “and” is not used. The word “and” is reserved for use with 
fractional or decimal numbers.

---