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
• 
Tell students that Jane has to make a rectangular cabbage patch with 
an area of 24 m². Ask them to:
(i) use grid paper to sketch all the possible rectangles.
(ii) find and record the side lengths of each rectangle.
(iii) consider why Jane might want to make the patch with the
greatest perimeter.
(5SS1.2, 5SS1.3) 
• 
Tell students that the area of a rectangular classroom is 600 m
2
and its perimeter is 100 m. Ask: What are the dimensions of the 
classroom?
(5SS1.1, 5SS1.2)
• 
Joe is staining his patio. His can of stain will cover 36 m
2
which is 
just enough for one coat. Ask students to find possible dimensions 
of his patio.
Math Focus 5
Lesson 4: Perimeters and Areas of 
Rectangles 
TR: pp. 23-26
SB: pp. 264-266
Curious Math: 
Same Area, Greater Perimeter
TR: pp. 27-28
SB: pp. 267
Suggested Resources
• Pigs
- Robert Munsch
• Resource Links: https://www.
k12pl.nl.ca/curr/k-6/math/
grade-5/links/unit3
-apps 
-algebra tiles
• 
Roger and his neighbour, Jason, decided to build swimming pools in 
their back yards. They decided on different shapes.
It costs $1 000 for every square metre of pool, plus $200 for every 
metre of non-slid pool edging for the distance around the outside of 
the pool. Ask students: Which pool is cheaper to construct? Which 
pool has more area to swim?
(5SS1.5)
Journal
• 
Ask students to respond to the following prompt:
• 
A farmer has 100 m of fencing to make a pen for his pigs. He decides 
that a rectangle would be the best shape. What are some possible 
sizes of pens he could make? How do the areas of the pens compare? 
What dimensions would you recommend and why? What pen has 
the greatest area? What is special about this rectangle? Which one 
encloses the least area? What is special about this rectangle?
( 5SS1.1, 5N1.3, 5N1.4)
Performance
• 
Give each pair of students a set number of straws or pieces of 
uncooked spaghetti. Ask each pair to create and sketch as many 
rectangles as possible that use all of the straws or spaghetti (set 
perimeter). Ask them to compare the changes in area with each new 
configuration.
(5SS1.2)
Roger’s pool
Jason’s pool
(5SS1.3)

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