Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Suggested Resource
• Math Art 
- Carolyn Brunetto
Math Focus 5
Lesson 2: Using Expanded Form
TR: pp. 17–21
SB: pp. 44-47
Note
Lesson 2 does not provide enough 
work in moving back and forth 
between standard and expanded 
form where zeros are concerned.
Lesson 3: Renaming Numbers
TR: pp. 23–24
SB: p. 48
Curious Math:
Keep on Doubling
TR: pp. 25-26
SB: p. 49
Curious Math:
Lots of Money
TR: pp. 27-28
SB: p. 49
Lesson 5: Exploring One Million
TR: pp. 33-35
SB: p. 53

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
NUMERATION
Suggestions for Teaching and Learning
Students will be expected to:
Number
5N1.7 Provide examples of 
large numbers used in print or 
electronic media.
Brainstorm with students where they might see examples of large 
numbers. Ask them to gather real world examples of large numbers 
in headlines and stories to bring in and share with the class. Common 
uses might include population numbers, voting or polling results, event 
attendance, export numbers, government spending, twitter followers, 
Internet site hits, high scores in video games, etc.
The book 
A Million Dots
by Andrew Clements may help students gain 
an appreciation for the magnitude of 1 000 000 while introducing a 
new place value period. Readers are able to visualize one million of 
something as this book contains one million dots (and 46 amazing 
facts).
Before reading the book, engage students in a discussion of one million.
Ask questions such as:
• If you travelled one million km, where would you end up?
• How long is a million seconds? (about 11 1/2 days)
• How tall is a tower of one million dimes? (about 1.2 km)
Allow students to discuss the magnitude of the large numbers presented 
throughout the book. Students might attempt to make a small drawing 
using dots (pointillism) similar to the illustrations in 
A Million Dots
.
How many dots does it take to draw a heart on an 8 cm square sticky 
note? How many dots did the whole class use in making these hearts?
How close are we to one million? 
In pairs, students could time each other to see how high each can count 
in two minutes. Using this information, students could estimate how 
high a student could count in one hour, then one day. How long would 
it take to count to one million?
Have the students investigate other fun facts and relate them to one 
million.