Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Suggestions for Teaching and Learning
Students will be expected to:
Number
A number line could also be used to determine a sum or difference. The 
number line would not resemble the traditional number line with even 
intervals.
When asked to determine 3.019 + 1.309, for example, students should start 
with 3.019 and count on. The first jump would be 1 to reach 4.019, the 
next jump would be three tenths (0.3) to reach 4.319 and the final jump 
would be nine thousandths (0.009) resulting in 4.328.
To determine a difference, such as 3.22 - 2.61, students should start at 2.61 
and find what the difference is to 3.22 (add on).
Jumping by 0.1, wil move to 2.71, 2.81. 2.91, up until 3.21. That gives 
six jumps of 0.1 or 0.6. Then he or she will need 0.01 to get to 3.22.
Altogether, there was 0.61 in the difference so 3.22 - 2.61 = 0.61.
Jumping by 0.1 would reach 2.71, then 2.81, 2.91 and so on up to 3.21.
That is 6 jumps of 0.1 for a difference of 0.6 to get to 3.21. A further 
0.01 is need to reach 3.22. Altogether, the jumps totalled 0.61, therefore
3.22 - 2.61 = 0.61.
5N11.4 (Continued) Solve a 
given problem that involves 
addition and subtraction of 
decimals, limited to thousandths.
5N11 Continued...
Achievement Indicator:

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
ADDING AND SUBTRACTING DECIMALS
General Outcome: Develop Number Sense
Authorized Resource
Math Focus 5
Note
There are very few examples in 
Math Focus 5
of using number 
lines to represent addition and 
subtraction of decimals. This 
strategy will require teacher 
demonstration.
Performance
• 
Ask students to use base ten materials or number lines to determine 
the following.
(i) 1.24 – 0.13 
(ii) 2.42 + 1.35 
(iii) 2.432 – 1.212 
(iv) 3.163 – 2.041 
(v) 3.652 + 0.513 
(vi) 2.322 – 1.424
(5N11.4)

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