Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Achievement Indicator:

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77
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
ADDING AND SUBTRACTING DECIMALS
General Outcome: Develop Number Sense
Authorized Resource
Paper and Pencil
• 
Ask students to create a word problem using the numbers 1.37 and 
3.701.
(5N11.5)
• 
Ask students to create word problems involving addition and 
subtraction for which the answer is 13.52.
(5N11.5)
• 
In pairs, students could create a word problem involving decimals 
to thousandths. Allow students time to share their problem with 
other pairs to solve.
(5N11.5)
• 
Ask students to create a word problem which could be solved with 
one of the following:
(i) 10.00 - 2.25 - 3.80 
(ii) 5.903 + 4.5 - 6.065 
(iii) 0.499 + 1.001 + 0.251 + 0.999 
They could trade their word problem with a classmate and discuss
their solutions.
(5N11.5)
Note
Math Focus 5 
does not address this 
indicator. Teachers are encouraged 
to use suggestions from this guide.
Suggested Resources
• Math Curse -
Jon Scieszka
• Resource Link: https://www.
k12pl.nl.ca/curr/k-6/math/
grade-5/links/unit2
-Glogster

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
ADDING AND SUBTRACTING DECIMALS
Suggestions for Teaching and Learning
Students will be expected to:
Number
Share the book 
Math Curse
by Jon Scieszka with the class. Add 
examples of daily experiences of math from the book to the students’ 
brainstormed list.
Students could choose two of the math problems posed in the book to 
solve, and investigate one reference they did not understand, (Mayan 
place value, other bases, Fibonacci sequence...). Using some of the 
information they gathered from their daily experience, they could create 
a problem from everyday life to pose to a classmate. The class could 
compile a collection of crazy problems based on everyday events and 
occurrences. This might take the form of a Glogster poster for each 
problem.
Students could also time themselves getting ready for school as the 
book’s narrator did on Wednesday morning. They might benefit from 
an organizer such as:
I get up at __________________.
It takes me _________________ minutes to get dressed.
It takes me _________________ minutes to eat my breakfast.
It takes me _________________ minutes to brush my teeth and comb 
my hair.
It takes me _________________ minutes to gather what I need for 
school (my backpack, my lunch, my homework, my gym shoes, my 
library book, and my smile!)
I leave home at ______________(time).
Encourage them to record the part minutes as decimals. Students 
could then find their total required preparation time by calculating the 
minutes including decimals.
Students should be encouraged to use their estimation skills when 
checking that the results of their calculations are reasonable. An error 
involving the placement of the decimal in a given sum or difference 
can be located and corrected often without recalculating. Consider the 
following example:
Florence gets to the check out with four bottles of shampoo which are 
$4.95 each. The cashier asks her for $198. She knows immediately that 
this is wrong.
What do you think the cashier did to get this total? Correct the error.