Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
ADDING AND SUBTRACTING DECIMALS
General Outcome: Develop Number Sense
Authorized Resource
Math Focus 5
Lesson 8: Subtracting Decimals by 
Renaming
TR: pp. 50-54
SB: pp. 106-108
Math Game:
Close Call
TB: pp. 55-56
SB: p. 109
Paper and Pencil
• Ask students to answer the following questions:
 
(i) Mary ran 3 km. Sally ran 2.432 km. Mary said she ran 0.567
km further. Is she correct? Explain.
(5N11.4)
(ii) Henry received $20 for his allowance. He downloaded an
album of music for $14.38. How much money does he have
left?
(5N11.4)
Interview
• Ask students to explain how renaming can help determine the 
following differences:
(i) 4 kg – 3.675 kg
(ii) 25 km – 10.95 km
(5N11.4)
Journal
• Ask students to respond to the following prompt:
Subtracting decimals by “renaming” makes subtracting decimals a 
whole lot easier. 
Do you agree with this statement? Why or why not?
(5N11.4)

---

76
MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
ADDING AND SUBTRACTING DECIMALS
Suggestions for Teaching and Learning
Students will be expected to:
Number
5N11.5 Create and solve 
problems that involve addition 
and subtractions of decimals, 
limited to thousandths.
5N11 Continued...
Requiring students to create their own problems provides opportunities 
for them to explore operations in depth. It is a more complex skill 
requiring conceptual understanding and must be part of the student’s 
problem-solving experiences.
To help students create problems, teachers could:
• 
provide a diagram or map and ask students to create story problems 
based on them
• 
provide a number sentence and ask students to create a problem 
based on the given number sentence
• 
provide a story situation involving numbers and ask students to write 
questions which can be solved, based on the story.
Students could write questions based on a story, such as ‘At the Mall!’