Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

202
 MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
FRACTIONS
Suggestions for Teaching and Learning 
Students will be expected to:
Number
5N7 Continued...
Students could be given 
4
1
, for example, and asked to create equivalent 
fractions using the same diagram.
They could also use counters to identify equivalent fractions.
Students should conclude that 
= =
Achievement Indicators:
5N7.5 Formulate and verify 
a rule for developing a set of 
equivalent fractions.
Students should continue to draw diagrams to help develop more 
symbolic methods. However, often in real life students will have to 
extend the size of equivalent fractions beyond what is reasonable to draw. 
Therefore, they will have to identify a rule for developing equivalent 
fractions. 
Students should analyze the equivalent fractions they have already created 
such as = = = .
Ask them: What is the relationships between the numerators and 
denominators?
Emphasize that fractions with the same numerator and denominator 
have a value of one and that multiplying or dividing any number by one 
results in the original number.
5N7.4 Identify equivalent 
fractions for a given fraction.
1
4
2
8
3
12
Students should add another four 
counters to replicate the set.
3
12
2
8
1
4
1
4
2
8
3
12
4
16
Add another four counters to get
and so on.

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203
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes