Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Suggested Resource
• Resource Link: https://www.
k12pl.nl.ca/curr/k-6/math/
grade-5/links/unit1
-enrichment activities

---

24
MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
NUMERATION
Suggestions for Teaching and Learning
Students will be expected to:
Number
5N1. 3 Describe the pattern of 
adjacent places/positions moving 
from right to left.
5N1 Continued...
Achievement Indicators:
When discussing adjacent place positions and hundreds of thousands, 
build on students’ prior knowledge with tens, hundreds, thousands 
and ten thousands.
Students should be aware that base ten blocks can take on different 
values depending on the context. It is important, therefore, that 
proper terminology be used when naming the blocks. The word 
“block” is a generic name for any of the base ten pieces. Avoid using 
terms such as “thousands cube/block”, “hundreds flat”, “tens rod”, or 
“ones”, as students will need to be flexible in their thinking.
large cube flat rod unit
Begin with the unit cube representing one and the ten unit cube 
making a rod representing ten. Then ask, “What Comes Next?” Ten 
rods should give a flat, representing one hundred. Continue to one 
thousand. Continue using large cubes to make a rod representing ten 
thousand. Continue up to the cubic metre which has one million 
cubes.
5N1.4 Describe the meaning of 
each digit in a given numeral.
Some time may be required to review the concept of the “value” of a 
digit. The “value” of a digit is determined by where it falls in reference 
to the place value chart. Ask students to describe the meaning of 
a digit in a given set of numbers, such as 234 561
,
108 300, or
344 901. 
Number of the Day
Given a whole number, students express it in various ways such as: 
words, expanded notation, pictorial form (place value chart, number 
line, base ten blocks, etc.), sum of other numbers.

---