Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
NUMERATION
General Outcome: Develop Number Sense
Authorized Resource
Paper and Pencil
• 
Ask students to place two zeros anywhere in the number 2 583 to 
form a new six-digit number. They should write the new number 
and explain how the value of each digit has changed.
(5N1.3)
• 
Provide students with a statement such as: 
The digit 3 does not 
always have a value of 3. Ask them to explain in writing using 
examples.
(5N1.4)
• 
Ask students to explain how the value represented by the digit 1 
varies in each of the following numbers:
45 213 
1 000 000 
12 326 987 531 154 605
(5N1.4)
Performance
• 
Provide students with a place value chart and counters. Ask them 
to model a six-digit number that has 9 as two of its digits. Instruct 
students to add one more counter to a place that has a 9 and write 
the new number with an explanation as to how they found that 
number.
(5N1.3)
• 
Ask students to model 304 with base ten blocks and explain why 
rods are not present in the model although there is a digit in the tens 
place of the number.
(5N1.4)
• 
Students choose six cards from a set of number cards with digits 0 to 
9. Ask them to find:
(i) the greatest possible number.
(ii) the least possible number. 
(iii) a third number with value between the other two
but closer in value to the greater than to the lesser.
(5N1.4)
Math Focus 5
Lesson 1: Representing Numbers
TR: pp. 12-16
SB: pp. 40-43
Lesson 2: Using Expanded Form
TR: pp. 17–21
SB: pp. 44-47
Supplementary Resource
Teaching Student-Centred 
Mathematics Grade 3-5
- John Van 
de Walle and LouAnn Lovin
• Support for SCO 5N1 can be 
found on pages 48-49.

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