Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

5N6 Continued...

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229
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
DIVISION
General Outcome: Develop Number Sense
Authorized Resource
Performance
• 
Ask students to use base ten blocks to model 252 shared equally 
among seven groups. They could then represent their answer using 
labelled diagrams and a number sentence. 
(5N6.2)
• 
Students could use Kidspiration® software to model and explore 
various division questions with virtual base ten manipulatives. The 
software will allow students to explain their step by step reasoning.
(5N6.2)
• 
Ask students to use base ten blocks to solve:
Each trailer can carry 4 horses. If there are 308 horses to be
moved, how many trailers would be needed?
(5N6.2)
Suggested Resource
• Resource Link: https://www.
k12pl.nl.ca/curr/k-6/math/
grade-5/links/unit9
-Kidspiration®
Math Focus 5
Lesson 3: Dividing Tens and 
Hundreds
TR: pp. 21-24 
SB: pp. 304-306
Math Game: 
Choose Four
TR: pp. 25-26
SB: p. 307
Lesson 7: Dividing by Sharing
TR: pp. 45-49
SB: pp. 318-321

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
DIVISION 
Suggestions for Teaching and Learning
Students will be expected to:
Number
5N6 Continued...
Achievement Indicators:
5N6.2 (Continued) Model the 
division process as equal sharing, 
using base ten blocks, and record 
it symbolically.
5N6.1 (Continued) Students 
investigate a variety of strategies 
and become proficient in at least 
one appropriate and efficient 
division strategy that they 
understand.
Sometimes a number does not divide evenly into the number of groups 
specified and there will be a remainder. Students should understand 
why the number of units left over after the sharing must be less than 
the divisor. This can be demonstrated using models so that students can 
realize that if there are more left over than the divisor, there is enough to 
give each group another equal share; e.g., if there are 6 blocks left over 
but the divisor is 4, each of the 4 groups can get another block (an equal 
share) and the actual remainder is 2. 
5N6.3 Explain that the 
interpretation of a remainder 
depends on the context:
• ignore the remainder
• round up the quotient
• express remainders as a
fraction or decimal
Students must understand and be able to express remainders 
symbolically. There are many ways to interpret remainders. They can be 
expressed as:
• whole numbers where it is ignored - 882 marbles shared among 
4 children, 882 ÷ 4 = 220 R2, because even if there are 2 marbles 
left over, each child still gets 220 marbles. Contexts in which you 
ignore the remainder involve items that cannot be expressed other 
than as a whole; e.g., marbles, cards, etc.
• round up the quotient - 260 children with 7 children per van. How 
many vans are required? 260 ÷ 7 = 37 R1. There are 38 vans needed.
• decimals - $19.00 shared equally among 4 people is 19 ÷ 4 = 4 R3
which is $4.75
• fractions - 100 oranges shared between 8 people, 100 ÷ 8 = 12 R4 
which is 12 1/2 oranges each. Contexts in which the remainder is 
expressed as a fraction involve items that can be expressed as less 
than a whole; e.g., metres, pizzas, cakes, etc.

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