Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Achievement Indicators
The following set of indicators help determine whether 
students have met the corresponding specific outcome: 
Page
Reference
5PR2 Solve problems involving 
single-variable, one-step 
equations with whole number 
coefficients and whole number 
solutions.
[C, CN, PS, R]
5PR2.1 Express a given problem as an equation where the 
unknown is represented by a letter variable.
5PR2.2 Solve a given single-variable equation with the 
unknown in any of the terms; e.g., n + 2 = 5, 4 + a = 7, 
6 = r – 2, 10 = 2c.
5PR2.3 Identify the unknown in a problem; represent the 
problem with an equation; and solve the problem 
concretely, pictorially or symbolically.
5PR2.4 Create a problem for a given equation.
p. 184 
pp. 184-188 
pp. 184-188 
pp. 188,190

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MATHEMATICS 5 CURRICULUM GUIDE 2015
284
APPENDIX A
Strand: 
Shape and Space
(Measurement)
General Outcome: 
Use direct or indirect measurement to solve 
problems.
Specific Outcomes
It is expected that students will:
Achievement Indicators
The following set of indicators help determine whether 
students have met the corresponding specific outcome: 
Page 
Reference
5SS1 Design and construct different 
rectangles, given either 
perimeter or area, or both 
(whole numbers), and draw 
conclusions.
[C, CN, PS, R, V]
5SS1.1 Construct or draw two or more rectangles for a given 
perimeter in a problem-solving context.
5SS1.2 Construct or draw two or more rectangles for a given 
area in a problem-solving context.
5SS1.3 Illustrate that for any given perimeter, the square or 
shape closest to a square will result in the greatest area.
5SS1.4 Illustrate that for any given perimeter, the rectangle with 
the smallest possible width will result in the least area.
5SS1.5 Provide a real-life context for when it is important to 
consider the relationship between area and perimeter.
p. 90 
p. 92 
p. 92 
p. 92 
p. 92
5SS2 Demonstrate an understanding 
of measuring length (mm and 
km) by:
• selecting and justifying 
referents for the unit mm
• modelling and describing the 
relationship between mm and 
cm units, and between mm 
and m units.
• selecting and justifying 
referents for the unit km.
• modelling and describing the 
relationship between m and 
km units.
[C, CN, ME, PS, R, V]
5SS2.1 Show that 10 millimetres is equivalent to one 
centimetre, using concrete materials.
5SS2.2 Show that 1 000 millimetres is equivalent to one metre, 
using concrete materials.
5SS2.3 Provide examples of when millimetres are used as the 
unit of measure.
5SS2.4 Provide a referent for one kilometre, and explain the 
choice. 
5SS2.5 Know that 1 000 metres is equivalent to one kilometre.
5SS2.6 Provide examples of when kilometres are used as the unit 
of measure. 
5SS2.7 Explore and generalize the measurement relationships 
between and among millimetres, centimetres, metres and 
kilometres.
5SS2.8 Provide a referent for one millimetre, and explain the 
choice.
5SS2.9 Provide a referent for one centimetre, and explain the 
choice.
5SS2.10 Provide a referent for one metre, and explain the 
choice.
p. 84 
p. 84 
p. 84 
p. 86 
p. 86 
pp. 86,88 
p. 88 
p. 88 
p. 88

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