Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

42
MATHEMATICS 5 CURRICULUM GUIDE 2015
Outcomes
NUMERATION
Suggestions for Teaching and Learning
Students will be expected to:
 Number
Same 
Different 

They have 0 and 2 as digits 

They are both decimal numbers 

The 2 is always in the tenths place 

The same point on the number line 

The same amount shaded on tenth, 
hundredth and thousandth grids 

Number of digits after the 0 

Degree of precision shown ( 3 places 
after the decimal suggests that the 
measurement was more precise 
–
to 
thousandths) 

0.2 represents 2 parts out of 10 

0.20 represents 20 parts out of 100 

0.200 represents 200 parts of 1 000 
5N10 Continued...
Achievement Indicator:
5N10.6 Explain what is the same 
and what is different about 0.2, 
0.20 and 0.200.
The decimal numbers 0.2, 0.20 and 0.200 represent the same
amount: is equivalent to which is also equivalent to . They 
are different in their representation and in the number of digits used.
Students should realize, though, that using different expressions of this 
value implies a difference in the precision of measurement used. For 
example, you cannot equate 3.2 m and 3.20 m. The measurement
3.20 m indicates that the actual length could be anywhere between 
3.195 m and 3.204 m (the range of values that could be rounded to 
3.20), whereas 3.2 m could be anywhere between 3.15 m and 3.24 m 
(the range of values that could be rounded to 3.2). This makes 3.2 m 
less precise than 3.20 m (Big Ideas from Dr. Small, 2009, p. 65).
Students could use an organizer, such as a T-chart, to compare 0.2, 
0.20 and 0.200.
2
10
20
100
200
1 000

---