Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
MEASUREMENT
General Outcome: Use Direct or Indirect Measurement to Solve Problems
Authorized Resource
Math Focus 5
Lesson 6: Measuring Volume in 
Cubic Centimetres
TR: pp. 39-43
SB: pp. 274-277
Journal
• 
Ask students to respond to the following prompts:
(i) A box has a volume of 10 cm
3
. What is it most likely to hold?
a) refrigerator b) shoes 
c) 10 pack of pencils
Explain your choice.
(5SS3.8)
(ii) Name 3-D objects that could be measured in cubic
millimetres, cubic centimetres and cubic metres. Explain
why you chose each.
(5SS3.7)
Performance
• 
Ask students to sort various containers - or photos of them - (e.g., 
swimming pool, bus, transport truck, shoe box, match box, pill 
bottle, milk carton, playpen, the gym) according to the unit they 
would choose to measure their volume and explain how each was 
determined. Ask students to estimate the volume of one container in 
each of their categories.
(5SS3.8)
• 
Place rectangular prisms, boxes, etc. in several centres around the 
classroom. Be sure there is no indication of the volume of each (i.e., 
label). On a card beside each, write two estimates. Students will 
record which estimate they think is closer to the actual volume of the 
container. This may be done with a paper ticklist, using an app, or 
self checking using QR codes or punch cards.
Sample: 1 500 cm
3 
or 5 m
3
.
(5SS3.8)
Lesson 7: Measuring Volume in 
Cubic Meters
TR: pp. 44-47
SB: pp. 278-280
27
cm
19 cm 
3 cm

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