Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

MATHEMATICS 5 CURRICULUM GUIDE 2015
212
FRACTIONS

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Division
Suggested Time: 3 Weeks
September October November December
May
June
January February March
April
Div
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MATHEMATICS 5 CURRICULUM GUIDE 2015
214
DIVISION
Unit Overview
Focus and Context
An understanding of division has been developed through studying 
division facts and division of two-digit numbers by one-digit numbers.
In this unit, students continue to explore the meaning of division 
and develop a strong conceptual understanding of this operation. 
Development of computational fluency should flow from a sound 
understanding of what division means. Equal sharing (15 ÷ 5 = 3; the 
number of treats each of 5 people will get if there are 15 treats) and equal 
grouping (15 ÷ 5 = 3; the number of equal groups of 5 in 15) are two 
meanings of division that should be presented to students in real world 
contexts. In this way, division does not become a rote procedure but one 
that is rooted in a problem situation.
Estimation should be used to determine an approximate solution before 
computation using a model or an algorithm. Estimation will be used to 
determine the reasonableness of a solution. 
Outcomes Framework
SCO 5N2 
Use estimation strategies, including:
• front-end estimation
• compensation
• compatible numbers
• rounding
in problem-solving contexts.
GCO
Develop number sense
SCO 5N3 
Apply mental mathematics strategies and number properties, such as:
• skip counting from a known fact
• using halving and doubling
• using patterns in the 9s facts
• using repeated doubling or halving
in order to understand, apply and recall basic multiplication facts to 9 x 9 and 
related division facts.
SCO 5N6 
Demonstrate, with and without concrete materials, an understanding of 
division (three-digit by one-digit), and interpret remainders to solve problems.

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