Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Achievement Indicators:
5N1.3 (Continued) Describe 
the pattern of adjacent place
positions moving from right to 
left.
5N8.1 (Continued) Express orally 
and in written form the decimal 
for a given symbolic, concrete or 
pictorial representation of a part 
of a set, part of a region, or part 
of a unit of measure.
34
100
2
10
472
1 000

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
NUMERATION
Authorized Resource
General Outcome: Develop Number Sense
Math Focus 5
Lesson 6: Decimal Place Value
TR: pp. 39-43
SB: pp. 56-59
• Ask students to write the decimal represented by the shaded section.
(5N8.1)
• Ask students to write the decimal represented by an identified point 
on a metre stick.
(5N8.1)
Interview
• Ask the student, “Why are the zeros important in the number
23 006? How would it affect the value of the number if the zeros 
were removed?”
(5N1.3)
Paper and Pencil
• Write a decimal and a fraction to show the indicated part of each of 
the following diagrams. 
Number of sunflowers:
Shaded area:
(5N8.1)

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34
MATHEMATICS 5 CURRICULUM GUIDE 2015
Outcomes
NUMERATION
Suggestions for Teaching and Learning
Students will be expected to:
 Number
Students should continue to use concrete materials to represent or model 
decimals in order to better see the relationship between hundredths 
and thousandths. Base ten blocks are an effective tool for this. Model 
decimal numbers to the thousandths using large cubes as ones, flats as 
tenths, rods as hundredths and unit cubes as thousandths. Using base ten 
blocks to model 3.231, for example, would look like this:
Remind students to draw a key when modelling with base ten blocks.
Number lines can also be used to visually represent decimal numbers. 
The tenths can be subdivided as needed in order to represent 
thousandths.
Students may also use thousandth grid paper for modelling decimal 
numbers to thousandths. Using thousandths grids on an interactive 
white board, shade a given value, such as 1.453. Discuss the value of 
each digit and how it is represented on the thousandths grid.
Metre sticks could also be used to represent decimals. Measuring to 
the nearest millimetre is one thousandth of a metre, centimetres are 
hundredths of a metre and decimetres are tenths of a metre.