Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

197
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
FRACTIONS
General Outcome: Develop Number Sense
Authorized Resource
Performance
• 
Ask students to create various sets of equivalent fractions using 
pattern blocks, such as:
(5N7.1)
• 
Give students blue and green colour tiles and two cm grid paper.
Ask them to mark or cut out a rectangle with 24 squares from the 
grid paper. Place tiles on the rectangle so that of the rectangle 
is green and the rest is blue. Ask students to find and record as 
many ways as possible to write fractions which name the part of the 
rectangle that is blue. Do the same for the part that is green.
(5N7.1, 5N7.2)
Math Focus 5
Getting Started
Teacher Resource (TR): pp. 10-11
Student Book (SB): pp. 218-219
Lesson 1: Recognizing and 
Creating Equivalent Fractions
TR: pp. 12-16
SB: pp. 220-223
Suggested Resource
• Resource Link: https://www.
k12pl.nl.ca/curr/k-6/math/
grade-5/links/unit8
-enrichment activities
1
3
=
=
1
6
1
6
1
6
1
2
1
6
1
6
1
3
3
6
= 
1
2
2
6
= 
1
3
=
1
6
1
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1
6
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2

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198
 MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
FRACTIONS
Suggestions for Teaching and Learning 
Students will be expected to:
Number
5N7 Continued...
Achievement Indicators:
5N7.1 (Continued) Create a 
set of equivalent fractions and 
explain, using concrete materials, 
why there are many equivalent 
fractions for any given fraction.
Double-sided counters could also be used to create equivalent fractions.
Students should identify other ways to arrange the counters in equal 
groups.
They should conclude that = = = .
5N7.2 (Continued) Model and 
explain that equivalent fractions 
represent the same quantity.
2
8
3
12
1
4
6
24
2
8
1
4
3
12

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