Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

MATHEMATICS 5 CURRICULUM GUIDE 2015
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MOTION GEOMETRY
SCO Continuum
Mathematical 
Processes
[C] 
Communication 
[PS] Problem Solving
[CN] Connections
[R] Reasoning
[ME] Mental Mathematics [T] Technology
and Estimation
[V] Visualization
Identify a path of students around the classroom and then practice 
a rhythm with the students (e.g., two finger snaps followed by two 
claps, two snaps, two claps, etc.). After the pattern is established 
with the whole class, the teacher states a multiplication fact on the 
snaps (e.g., “three fives”). Without disturbing the rhythm, the 
student thinks during the two claps and gives the answer on the 
next two snaps (“fif-teen”). On the next two snaps, the teacher has 
another multiplication fact ready to state and a different student is 
ready to answer. All naming of facts and responses happen during 
the snapping stages of the rhythm. Try to continue around the 
class without breaking the rhythmic pattern. Start with a slow pace 
to allow for greater success. When starting this activity, students 
should recall the facts up to 7 x 7 from their work in Grade 4.
Throughout the course of Grade 5, this will be expanded to expect 
recall of facts up to 9 x 9.
Daily Routine 
Opportunity
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MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
MOTION GEOMETRY
Suggestions for Teaching and Learning
Students will be expected to:
Shape and Space (Transformations)
5SS7 Perform a single 
transformation (translation, 
rotation or reflection) of a 2-D 
shape, and draw and describe the