Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

84
MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
MEASUREMENT
Suggestions for Teaching and Learning
Students will be expected to:
Shape and Space (Measurement)
5SS2 Demonstrate an 
understanding of measuring 
length (mm and km) by:
• 
selecting and justifying 
referents for the unit mm
• 
modelling and describing 
the relationship between 
mm and cm units, and 
between mm and m units
• 
selecting and justifying 
referents for the unit km
• 
modelling and describing 
the relationship between m 
and km units.
[C, CN, ME, PS, R, V]
In Grade 3, students measured lengths in cm and m. In Grade 5, 
students will continue to develop skills with cm and m units, as well as 
being introduced to mm and km units.
The introduction to millimetres should take place after students have 
had additional experience using centimetres. A good way to introduce 
millimetres is to look at objects that are between centimetres; something, 
that is 25 mm, for example, is between two and three cm.
When discussing centimetres, use an overhead ruler which has only 
centimetres marked (if possible). Once students work with centimetres, 
introduce the ruler that includes the markings for centimetres and 
millimetres.
Achievement Indicators:
5SS2.1 Show that 10 millimetres 
is equivalent to 1 centimetre using 
concrete materials.
It can easily be shown on a centimetre ruler that 1cm = 10 mm or that 
30 mm = 3 cm.
Students will require many experiences comparing one unit of 
measurement to another. Have students make some curved paths on the 
floor with masking tape. Use a rope to measure the path, then stretch 
out the rope and measure it in mm. Ask the students to decide what the 
measure will be in a different unit such as m or cm.
Possible shapes:
5SS2.2 Show that 1 000 
millimetres is equivalent to 1 
metre using concrete materials.
A metre stick is divided into centimetres. Students should analyze a 
metre stick to see that 100 cm = 1 metre.
Since they know that 1 cm = 10 mm, it follows that 1 metre (100 cm)
has 1 000 mm.
Using the metre stick, students can mark off sets of 10 mm (1cm) again 
realizing that 10 mm x 100 = 1 000 mm.
While discussing a millimetre, students will realize that it is a very tiny 
linear measurement. Ask students to draw 1 mm on paper using a ruler.
They could discover referents by brainstorming objects that would be 
that tiny. Suggestions might include: thickness of a fingernail, width 
of an eyelash, head of a straight pin, a fraction of a mosquito leg, the 
thickness of a credit card or a stack of 10 sheets of paper.
5SS2.3 Provide examples of when 
millimetres are used as the unit of 
measure.

---