Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Achievement Indicator:
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3 

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31
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
NUMERATION
General Outcome: Develop Number Sense
Authorized Resource
Math Focus 5
Lesson 6: Decimal Place Value
TR: pp. 39-43
SB: pp. 56-59
Note
The relationship between fractions 
and decimals is further developed 
in 5N9 in the Fractions unit.
1 
0.1 
0.01 0.001 
Key:
Interview
• Present students with a base ten model of a decimal number and 
ask them to represent the model symbolically.
Performance
• Ask students to identify tenths, hundredths and thousandths of a 
metre on a metre stick. Students could then measure objects to the 
nearest tenth (dm), hundredth (cm) and thousandth (mm) of a metre.
(5N8.1)
• Show a variety of grids representing different decimals and ask 
students to write the corresponding decimal number in standard
form.
(5N8.1)
• Ask students to create matching cards with decimals in standard 
form and pictorial, concrete representations or indications of the 
value of digits. They could use these cards in various ways such as 
finding partners, concentration or bingo game, or quiz, quiz, trade.
(5N8.1, 5N8.3)

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32
MATHEMATICS 5 CURRICULUM GUIDE 2015
Outcomes
NUMERATION
Suggestions for Teaching and Learning
Students will be expected to:
 Number
5N8 Continued...
5N1 Continued...
There are often different, but equivalent, representations for a number.
Relating fractions to decimals is an example of this concept.
Decimals are introduced as tenths, hundredths or thousandths so 
students immediately recognize the relationship between decimals and 
fractions. For example, equals 0.2 , 0.34 is and 0.472 equals
.
At this point in the year, students are expected to see the parallels in 
the naming system and be able to express decimals as fractions with 
denominators of 10, 100, or 1000. The conversion between fractions 
and decimals will be further developed in their work with fractions. 
Students should read the decimal 3.2 as “3 and 2 tenths” not as “3 point 
2.” “3 and 2 tenths” reveals the important connection between fractions 
and decimals but the language “3 point 2” is meaningless and should be 
avoided.
Teachers should reinforce the correct usage of the word “and” to connect 
the whole number part of a number with the fractional or decimal part.
The following poem may be useful to remind students of how to 
properly read/name decimal numbers between zero and one:
Reading decimals is easy, you’ll see. 
They have two names like you and me.
First say the name as if there were no dot, 
Then say the name of the last place value spot.
Using decimals extends the place value system to represent parts 
of a whole. This principle means that decimals are an extension of 
whole numbers. Writing the tenths digit after the decimal point is a 
convention that must be explicitly taught. If you follow the base ten 
relationship from right to left, a pattern appears.
Each time you move one place to the left, the value of the position 
increases by a factor of 10. Moving from the tens place to the hundreds 
place increases the value of the digit ten times; e.g., 900 is ten times 
larger than 90. The same thing happens with decimal places. 0.01 is ten 
times larger than 0.001; 0.1 is ten times larger than 0.01 or 100 times 
larger than 0.001. Using examples that explore money can highlight the 
similar relationships between pennies, dimes and dollars.