Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

5N8 Continued...
Achievement Indicators:
5N8.3 Represent a given decimal, 
using concrete materials, pictorial 
representation, or a grid.
5N8.2 Describe the value of each 
digit in a given decimal.
1 
0.1 
0.01 0.001 
0
1
1.4 
Ask students to write at least one decimal example for each 
of the following clues:
• the ones digit is 0
• the tenths, hundredths and thousandths digit are all even
• the tenths, hundredths and thousandths digit are all even and are all 
different
• the tenths digit is less than the hundredths digit
As the students gain facility with decimal place value, more complex 
criteria or descriptors can be added.

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
NUMERATION
Authorized Resource
General Outcome: Develop Number Sense
Performance
• Present students with the following decimal numbers;
1.105 0.403 2.069
Ask students to model the decimals using base ten materials, grids, 
place value chart or number lines. Ask: “How did you choose your 
materials to model the decimals?” Students could draw their models 
and include a key.
(5N8.3)
• Ask students to do a card sort. Provide a small group of students 
with a plastic bag containing index cards with various statements 
about a specified number. Students are to discuss each card and 
create two rows of cards. Row One is for all cards that are true for 
the given number. Row Two is for the cards which are not true.
Students explain why each card was placed in a particular row.
There may be a need for a third row for disputed cards if not all 
members can agree.
Sample: For the number 80.367
A. There is a 6 in the hundredths place B. There are 803 tenths
C. There are 67 hundredths
D. There are 80 ones
(5N8.2) 
• Provide the student several sticky notes on which decimal 
expressions of distance between 0m and 1m have been written 
(e.g., 0.75 m and 0.265 m). Ask the student to stick the notes 
appropriately on a metre stick and explain his or her thinking.
(5N8.3)
Paper and Pencil
• Ask students to work in pairs. One student prepares a list of 
four different decimal numbers. The other student models these 
numbers using base ten materials, number lines or grids. Students 
alternate roles.
(5N8.3)
• Ask students to write the decimal represented by each of the 
following:
4 hundredths 17 thousandths 36 tenths
(5N8.2)
• Ask students to explain the value of each digit in $9.99.
(5N8.2)
Math Focus 5
Lesson 6: Decimal Place Value
TR: pp. 39-43
SB: pp. 56-59
Lesson 7: Renaming Decimals
TR: pp. 44–48
SB: pp. 60-63

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