Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

6
2
and 
3
1
of a chocolate bar, for example, the bars 
must be the same size. One half of a snack size bar is not equivalent to 
one half of a family size bar. The same is true with the concrete materials 
or sketches students may use.
Pattern blocks are convenient for comparing some fractions (halves, 
thirds, sixths) but fractions strips are perhaps a more useful tool and 
can be used throughout the unit, especially for students who have 
difficulty drawing bars of equal size and/or appropriate divisions 
for their fractional parts. They are applicable for a broader range of 
denominators than pattern blocks can readily accommodate. 
When asked if is equivalent to , for example, students should model 
each fraction.
They should recognize that since they do not cover the same area, the 
two fractions are not equivalent.
2
3
3
5
2
3
3
5

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
FRACTIONS
General Outcome: Develop Number Sense
Authorized Resource
Paper and Pencil
• John ate 
8
4
of a medium pizza. Joanne ate 
2
1
of a medium pizza. 
Ask students: Who ate more pizza? How do you know?
(5N7.2, 5N7.3)
• Give students sets of fractions. For each set, ask students to identify 
which ones are equivalent and explain how they know.
(5N7.3)
Journal
• Ask students to explain why 
4
2
is equivalent to 
2
1
. They should 
use words, pictures and numbers in their answer.
(5N7.2, 5N7.3)
Performance
• Use counters or sketches to determine which pair of fractions are 
equivalent:
(i) and
(ii) and
(5N7.3)
Math Focus 5
Lesson 1: Recognizing and 
Creating Equivalent Fractions
TR: pp. 12-16
SB: pp. 220-223
Lesson 2: Using Fractions to 
Describe Area
TR: pp. 17-20
SB: p. 224
Curious Math: 
Fraction Riddles
TR: pp. 21-22
SB: p. 225
Math Game: 
Winner Takes All
TR: pp. 32-33
SB: p. 233
3
5
3
4
6
16
12
15

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