Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Mathematical 
Processes
Grade 4 
Grade 5 
Grade 6 
Strand: Number 
Specific Outcomes 
Specific Outcomes 
Specific Outcomes 
4N8 Demonstrate an 
understanding of 
fractions less than or 
equal to one by using 
concrete, pictorial and 
symbolic representations 
to: 

name and record 
fractions for the parts 
of a whole or a set 

compare and order 
fractions

model and explain 
that for two different 
wholes, two identical 
fractions may not 
represent the same 
quantity 

provide examples of 
where fractions are 
used. 
[C, CN, PS, R, V] 
4N9 Represent and describe 
decimals (tenths and 
hundredths), concretely, 
pictorially and 
symbolically. 
[C, CN,R, V] 
4N10 Relate decimals to 
fractions and fractions to 
decimals (to hundredths). 
[C, CN, R, V] 
4N11 Demonstrate an 
understanding of addition 
and subtraction of 
decimals (limited to 
hundredths). 
[C, ME, PS, R, V] 
5N2 Use estimation strategies, 
including: 

front-end estimation 

compensation 

compatible numbers 

rounding 
in problem-solving contexts. 
[C, CN, ME, PS, R, V] 
5N11 Demonstrate an understanding of 
addition and subtraction of 
decimals (limited to thousandths). 
[C, CN, PS, R, V] 
6N2 Solve problems 
involving whole 
numbers and decimal 
numbers. 
 
[ME, PS, T] 

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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
Estimation is a mental “process of producing an answer that is 
sufficiently close to allow decisions to be made” (Reys 1986, p. 22). In 
Grade 4, students used front-end estimation, rounding, compensation, 
benchmarks and compatible numbers to predict sums and differences 
of four-digit whole numbers and decimal numbers (limited to 
hundredths). In Grade 5, students will continue to use these strategies to 
estimate sums and differences of whole numbers to hundred thousands 
and decimal numbers to thousandths. As students estimate first and 
then calculate, they refine their estimation strategies. When estimating, 
it is important that students focus on the meaning of the numbers and 
the operations.
Consider the following when teaching estimation:
• Encourage students to take risks as they explore various estimation
strategies. They must develop a comfort level in finding approximate 
answers to computation. 
• “Create a classroom environment that encourages student 
exploration, questioning, verification and sense making”
(Reys 1992, p. 5). 
• Have students communicate their thinking as they estimate and 
share their reasoning.
• Capitalize on class sharing by highlighting the estimation strategies 
that result in close estimates.
• Provide regular reinforcement so that students always estimate before 
they calculate in order to determine the reasonableness of their 
calculated answers. 
• Provide a variety of problem-solving contexts in which students 
decide that an estimated answer is adequate and efficient. 
• Provide a variety of problem-solving contexts in which students have 
the opportunity to explore various types of estimation strategies 
and then choose the strategy that works best for them in a given 
situation.