Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

40
MATHEMATICS 5 CURRICULUM GUIDE 2015
Outcomes
NUMERATION
Suggestions for Teaching and Learning
Students will be expected to:
 Number
Remind students that it is not the number of decimal places that 
determines the size of a number. Some students may think 0.101 is 
larger than 0.11 because 101 is larger that 11; others think it is smaller 
just because it has thousandths while the other number has only 
hundredths. Such misconceptions can be corrected by having students 
make base ten block representations of the numbers being compared.
Many students find it easier to compare (and calculate with) decimals 
when they have the same number of digits. This is always possible using 
equivalent decimals.
Comparing Using Equivalent Decimals with the Same Number of 
Digits
• 0.34 > 0.3 since 0.34 > 0.30 (34 hundredths > 30 hundredths)
• 8.302 < 8.32 since 8.302 < 8.320
(8 and 302 thousandths < 8 and 320 thousandths)
5N10 Continued...
Achievement Indicators:
5N10.1 (Continued) Order a 
given set of decimals including 
only tenths, using place value.
5N10.2 (Continued) Order a 
given set of decimals including 
only hundredths, using place 
value.
5N10.3 (Continued) Order a 
given set of decimals including 
only thousandths, using place 
value.
5N10.4 (Continued) Order a 
given set of decimals by placing 
them on a number line (vertical 
or horizontal) that contains the 
benchmarks 0.0, 0.5 and 1.0.
5N10.5 Order a given set of 
decimals including tenths, 
hundredths and thousandths, 
using equivalent decimals.
sticks provide visual representations of tenths (decimeters), hundredths 
(centimeters) and thousandths (millimetres).

---