Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
MEASUREMENT
General Outcome: Use Direct or Indirect Measurement to Solve Problems
Authorized Resource
Paper and Pencil
• 
Ask students to use their knowledge of these metric units to fill in 
the blanks.
30 cm = _____ mm
2 mm = _____ cm
(5SS2.1)
Performance
• 
Ask students to measure the length of their desk tops in cm. 
Then ask them to measure in mm. Ask them which way was most 
appropriate and which markings on their rulers they used. Note any 
troubles students may have with the actual measuring.
(5SS2.1)
• 
Ask students to measure a bookshelf or the teacher’s desk with a 
metre stick. They could then measure it in mm to emphasize that
1 000 mm = 1 m. Some students may find it easier to manipulate a 
flexible metre measure (a paper strip or a flexible sewing measuring 
tape) than a rigid stick.
(5SS2.2)
• 
Give students photos of objects and ask them to sort into two piles:
those best measured using millimetres and those best measured using 
metres. Ask students to justify their choices.
(5SS3)
Math Focus 5
Getting Started: Planning a Park 
(optional)
Teacher Resource (TR): pp. 9-11
Student Book (SB): pp. 256-257
Lesson 1: Measuring Length in 
Millimetres
TR: pp. 12-15
SB: pp. 258-259
Suggested Resource
• Resource Link: https://www.
k12pl.nl.ca/curr/k-6/math/
grade-5/links/unit3
-enrichment activities
Journal 
• 
Ask students to respond to the following: What would we measure 
with the millimetre unit and why is this unit useful?
(5SS2.3)

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