Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Achievement Indicator:
5SS1.1 Construct or draw two 
or more rectangles for a given 
perimeter in a problem-solving 
context.
Students should have frequent opportunities to formulate, grapple with 
and solve complex problems that might require a significant amount of 
effort and should then be encouraged to reflect on their thinking. The 
method of solution should not be known in advance.
It is essential that the concepts of area and perimeter be applied to 
real-life situations. In order to lay floor coverings, paint a wall, or cover 
a bulletin board, students need knowledge of the area of the floor or 
wall. Such examples let students see the real world applications of these 
mathematical concepts.
Geoboards or grid paper can be used to create various rectangles with 
the same perimeter. A rectangle with a perimeter of 20 units, for 
example, can have sides that are 9 cm, 9 cm, 1 cm, 1cm; 8 cm, 8 cm, 
2 cm, 2 cm; 3 cm, 3 cm, 7 cm, 7cm; or 6 cm, 6 cm, 4 cm, 4 cm.
Students are working towards the realization that rectangles of different 
dimensions can have the same perimeter.

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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
Performance
• 
Ask students to create different size rectangles on grid paper each 
having a perimeter of 24 cm.
(5SS1.1)
• 
Ask students to create two rectangles on a geoboard, each with a 
perimeter of 20 cm. They should explain how they decided the 
dimensions of the rectangles.
(5SS1.1)
• 
Distribute 16 colour tiles to each student. Ask students to create two 
different rectangles which have a perimeter of 16 units and find the 
area of each rectangle.
(5SS1.1)
Paper and Pencil
• Ask students:
Frank is painting the outside lines for the basketball court on the
school playground. The principal gave him enough paint to paint
160 metres of lines. What possible sizes can Frank create the court?
(5SS1.1)
Math Focus 5
Lesson 3: Exploring Perimeter 
TR: pp. 20-22
SB: pp. 263