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
Performance
• 
Given a set of counters and a place value chart, ask students to 
model five different six-digit numbers and write them in expanded 
form. Some of the numbers should include zeros as digits
(e.g., 274 092). 
(5N1.5)
• 
Students create and share punch cards* which give multiple choice 
solutions to questions related to naming a number, such as the value 
represented by a particular digit, or a missing value in expanded 
notation. 
(5N1.2, 5N1.4, 5N1.5)
* Punch cards are a type of self-correcting multiple choice questions. On 
the front of an index card is a question with three possible answers 
along the bottom. Next to each answer choice, a small hole has been 
punched. Students put their pencil through the hole which corresponds 
to the answer they belive to be correct. On the back of the card, the hole 
corresponding to the correct response has been highlighted. When the 
student turns the card over, he or she can easily tell if his or her answer 
is correct.
• 
Play a loop game “I Have..., Who has...” for numbers up to one 
million. Questions could include expanded notation, standard form, 
particular place values, etc.
(5N1.2, 5N1.4, 5N1.5, 5N1.6)
Paper and Pencil
• 
Given a set of numbers in standard form, ask students to write them 
in expanded form. Be certain to include examples with zeros in 
some places.
(5N1.5)
• 
Students may create 
Wanted Posters
for whole numbers up to one 
million. The posters would list attributes such as standard form, 
digits in certain place value places, word presentation of its name, 
base ten or place value mat representations, etc. See
Math Art by 
Carolyn Brunetto for details.
(5N1.1, 5N1.2, 5N1.4, 5N1.5, 5N1.6)
• 
Given a set of numbers in expanded form, ask students to write 
them in standard form. Be certain to give some examples which mix 
the order of the values, e.g., (2 x 100) + (3 x 100 000) + (5 x 1).
(5N1.6)
• 
Complete a modified* Frayer model or a web for a six-digit number.
Students represent their number in different ways such as word 
form, expanded notation, pictorial form, etc.
* instead of using non-examples, include another characteristic.
(5N1.2, 5N1.4, 5N1.5)