Mathematics Grade 5 Curriculum

Mathematics Introduction

What Is Mathematics?
Mathematics is a universal language relying on a shared understanding of symbols and procedures to communicate ideas efficiently. It is a powerful tool used every day to solve real-life problems. The beauty of mathematics inspires curiosity about our
world and the universe. As a subject, mathematics has historical roots in many cultures and continues to evolve in support of innovations. Mathematics involves learning across various disciplines, including arithmetic, algebra, geometry, statistics, and
probability. In all disciplines, procedures may range from counting, calculating, and measuring to analyzing, modelling, and generalizing. Engaging with mathematics allows students to develop logical thinking skills, which contribute to effective decision
making and problem solving. Students are able to extend their thinking beyond personal experiences through flexible and collaborative learning opportunities. Experiences with mathematics help students develop appreciation for the patterns and
relationships that describe multiple aspects of the world and its future possibilities.

Numeracy, Quantitative Information, and Spatial Information

Numeracy is a foundational building block of learning and is developed in all subjects in different ways. Central to the development of numeracy, the mathematics curriculum helps students acquire and apply the knowledge and skills necessary to interact
with quantitative and spatial information in a variety of situations. Foundational numeracy focuses on counting, comparing, and calculating* with numbers; describing, representing, and measuring shapes and objects; collecting, organizing, and
interpreting data; and creating and interpreting diagrams, graphs, and tables. Numeracy skills support real-life pursuits, including telling time, using and managing money, following instructions, finding an address, and reading a schedule. With a focus on
numeracy, the mathematics curriculum provides all students with a solid foundation of mathematical knowledge, understanding, and skills to set them up for future success.

Mathematics education is an ongoing process of connecting students’ concrete experiences to their comprehension of abstract concepts. A recognition of numbers and their application to counting and comparing form foundational knowledge and skills
for students as they encounter a variety of quantitative information in their lives. The development of these skills supports students as they participate in family, community, and cultural activities. As their experiences broaden, students also learn that
operations with numbers provide reliable and efficient options to counting and comparing. Students acquire knowledge of basic number facts that can be applied to addition, subtraction, multiplication, and division of larger numbers using commonly
recognized algorithms. Students also communicate using conventional mathematical symbols and vocabulary. As students are exposed to more and varied quantitative information, they learn about different number systems and their applications to
various situations, such as decimals for money and integers for temperature. In developing algebraic thinking skills, students transfer their understandings of properties of number to new or abstract problems.

Although mathematics is often considered the study of numbers, it also provides the tools to interpret spatial information in the world. The earliest mathematical experiences of children involve exploration of the space and objects around them.
Mathematics provides the foundations for precisely describing, defining, and measuring spatial information. Students will learn geometric properties that relate to and distinguish shapes. They will also develop an understanding of measurement,
progressing from direct comparison, to the use of non-standard units of measure, to accurately measuring with various standard units and tools. Examining shapes through measures and calculations of length, area, volume, and angle will allow students
to build a broad understanding of spatial information. Students will extend their application of spatial knowledge and skills from concrete to abstract situations, precisely describing location and movement of shapes in a plane. They will develop knowledge
of geometric properties, theorems, and formulas to appreciate complex patterns within traditional cultural designs, to solve immediate real-life problems, and to propose innovations.

Throughout the study of mathematics, students apply their foundational knowledge, understandings, skills, and procedures to solve problems. They visualize and reason to move from what is known to what is sought. Thinking logically about a problem,
choosing a strategy, reaching a conclusion, and justifying the solution helps students develop confidence in their mathematical thinking and decision making. These processes are reinforced by both literacy and numeracy skills and continue to develop
throughout students’ lives to support a wide variety of needs, such as financial literacy.

The foundational knowledge and skills provided by the mathematics curriculum are important contributions to the future success of students. Students will apply abilities in computation, managing information, reasoning, and problem solving in daily life
and in future educational pursuits and careers. Mathematics will help students interact in society with confidence and intellectual curiosity. Students will rely on their mathematical knowledge and skills as they continue into adulthood in our interconnected
and ever-changing world.

*Note: Learning outcomes in the Mathematics Kindergarten to Grade 6 Curriculum are intended to be achieved without the support of calculators.

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 Mathematics Grade 5 Curriculum

Grade 5

Organizing Idea Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.

Guiding Question How can the infinite nature of place value enhance insight into number?

Learning Outcome Students analyze patterns in place value.

Knowledge Understanding Skills & Procedures

A number expressed with more decimal places is more precise. Place value symmetry extends infinitely to the left and right of the ones Relate the names of place values that are the same number of places to the
place. left and right of the ones place.
A zero in the rightmost place of a decimal number does not change the value
of the number. Express numbers within 10 000 000, including decimal numbers to
thousandths, using words and numerals.
There are infinitely many decimal numbers between any two decimal
numbers. Relate a decimal number to its position on the number line.

Determine a decimal number between any two other decimal numbers.

Compare and order numbers, including decimal numbers.

Express the relationship between two numbers, including decimal numbers,

using <, >, or =.

Round numbers, including decimal numbers, to various places according to

context.

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 Mathematics Grade 5 Curriculum

Grade 5

Organizing Idea Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.

Guiding Question In what ways can the processes of addition and subtraction be articulated?

Learning Outcome Students add and subtract within 1 000 000, including decimal numbers to thousandths, using standard algorithms.

Knowledge Understanding Skills & Procedures

Standard algorithms are efficient procedures for addition and subtraction. Addition and subtraction of numbers with many digits is facilitated by Add and subtract numbers, including decimal numbers, using standard
standard algorithms. algorithms.

Assess the reasonableness of a sum or difference using estimation.

Solve problems using addition and subtraction, including problems involving

money.

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 Mathematics Grade 5 Curriculum

Grade 5

Organizing Idea Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.

Guiding Question In what ways can divisibility characterize natural numbers?

Learning Outcome Students determine divisibility of natural numbers.

Knowledge Understanding Skills & Procedures

A divisibility test can be used to determine factors of a natural number. A number is divisible by another number if it can be divided with a remainder Investigate divisibility by natural numbers to 10, including 0.
of 0.
Division by zero is not possible. Generalize divisibility tests for 2, 3, and 5.

Determine factors of natural numbers using divisibility tests.

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 Mathematics Grade 5 Curriculum

Grade 5

Organizing Idea Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.

Guiding Question In what ways can the processes of multiplication and division be articulated?

Learning Outcome Students multiply and divide natural numbers within 100 000, including with standard algorithms.

Knowledge Understanding Skills & Procedures

Multiplication and division of numbers with many digits is facilitated by Standard algorithms are efficient procedures for multiplication and division. Explain the standard algorithms for multiplication and division of natural
standard algorithms. numbers.

Multiply up to 3-digit by 2-digit natural numbers using standard algorithms.

Divide 3-digit by 1-digit natural numbers using standard algorithms.

Express a quotient with or without a remainder according to context.

Assess the reasonableness of a product or quotient using estimation.

Solve problems using multiplication and division of natural numbers.

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 Mathematics Grade 5 Curriculum

Grade 5

Organizing Idea Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.

Guiding Question In what ways can fractions communicate numbers greater than one?

Learning Outcome Students interpret improper fractions.

Knowledge Understanding Skills & Procedures

A fraction can represent quantities greater than one. Fractions allow counting and measuring between whole quantities. Relate fractions, improper fractions, and mixed numbers to their positions on
the number line.
An improper fraction has a numerator that is greater than its denominator. Improper fractions and mixed numbers that represent the same number are
associated with the same point on the number line. Count beyond 1 using fractions with the same denominator.
Natural numbers can be expressed as improper fractions with a denominator
of 1. Model fractions, including improper fractions and mixed numbers, using
quantities, lengths, and areas.
A mixed number of the form A cb , composed of a number of wholes, A, and a
Express improper fractions and mixed numbers symbolically.
fractional part, cb , can represent an improper fraction.
Express an improper fraction as a mixed number and vice versa.

Compare fractions, including improper fractions and mixed numbers, to

benchmarks of 0, 12 , and 1.

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 Mathematics Grade 5 Curriculum

Grade 5

Organizing Idea Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.

Guiding Question How can the composition of fractions facilitate operating with fractions?

Learning Outcome Students add and subtract fractions with common denominators.

Knowledge Understanding Skills & Procedures

Fractions with common denominators can be composed or decomposed to Fractions with common denominators are multiples of the same unit fraction. Investigate the composition and decomposition of a quantity within 1 using
model the change in a quantity of unit fractions. unit fractions.
Properties for addition and subtraction of natural numbers apply to fractions.
Addition and subtraction of fractions with common denominators does not Express the composition or decomposition of fractions with common
change the unit fraction from which they are composed. denominators as a sum or difference.

Fractions greater than one can be added or subtracted as mixed numbers or Compare strategies for adding or subtracting improper fractions to strategies
improper fractions. for adding or subtracting mixed numbers.

Add and subtract fractions with common denominators within 100, including
improper fractions and mixed numbers.

Solve problems requiring addition and subtraction of fractions with common

denominators, including improper fractions and mixed numbers.

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 Mathematics Grade 5 Curriculum

Grade 5

Organizing Idea Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating.

Guiding Question How can ratios provide new ways to relate numbers?

Learning Outcome Students employ ratios to represent relationships between quantities.

Knowledge Understanding Skills & Procedures

A ratio can express part-part or part-whole relationships between two A ratio is a comparison of two quantities in a specific situation. Express part-part ratios and part-whole ratios of the same whole to describe
countable or measurable quantities. various situations.
Fractions, decimals, ratios, and percentages can represent the same part-
A ratio can be expressed with a fraction or with a colon. whole relationship. Express, symbolically, the same part-whole relationship as a ratio, fraction,
decimal, and percentage.
A percentage represents a part-whole ratio that compares a quantity to 100.

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 Mathematics Grade 5 Curriculum

Grade 5

Organizing Idea Algebra: Equations express relationships between quantities.

Guiding Question How can expressions enhance communication of number?

Learning Outcome Students interpret numerical and algebraic expressions.

Knowledge Understanding Skills & Procedures

Numerical expressions with multiple operations may include parentheses to Numerical expressions represent a quantity of known value. Evaluate numerical expressions involving addition or subtraction in
group numbers and operations. parentheses according to the order of operations.
Parentheses change the order of operations in a numerical expression.
The conventional order of operations includes performing operations in
parentheses before other operations.
Expressions that include variables are called algebraic expressions. Algebraic expressions use variables to represent quantities of unknown Relate repeated addition of a variable to the product of a number and a
value. variable.
A variable can be interpreted as a specific unknown value and is represented
symbolically with a letter. Algebraic expressions may be composed of one algebraic term or the sum of Express the product of a number and a variable using a coefficient.
algebraic and constant terms.
Products with variables are expressed without the multiplication sign. Express the quotient of a variable and a number as a fraction.

Quotients with variables are expressed using fraction notation. Recognize a product with a variable, a quotient with a variable, or a number
as a single term.
An algebraic term is the product of a number, called a coefficient, and a
variable. Write an algebraic expression involving one or two terms to describe an
unknown value.
A constant term is a number.
Evaluate an algebraic expression by substituting a given number for the
A variable can be replaced by a given number in order to evaluate an variable.
expression.
The process of applying inverse operations can be used to solve an Equality is preserved by applying inverse operations to algebraic expressions Write equations involving one or two operations to represent a situation.
equation. on each side of an equation.
Investigate order of operations when performing inverse operations on both
The value of the variable obtained by solving an equation is the solution. The expressions on each side of an equation will be equal when evaluated sides of an equation.
using the correct solution.
Apply inverse operations to solve an equation, limited to equations with one
or two operations.

Verify the solution to an equation by evaluating expressions on each side of

the equation.

Solve problems using equations, limited to equations with one or two

operations.

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 Mathematics Grade 5 Curriculum

Grade 5

Organizing Idea Geometry: Shapes are defined and related by geometric attributes.

Guiding Question In what ways might symmetry characterize shape?

Learning Outcome Students investigate symmetry as a geometric property.

Knowledge Understanding Skills & Procedures

A 2-D shape has reflection symmetry if there is a straight line over which the Symmetry is a property of shapes. Recognize symmetry in nature.
shape reflects and the two halves exactly match.
Symmetry can be created and can occur in nature. Recognize symmetry in First Nations, Métis, and Inuit designs.
A 3-D shape has reflection symmetry if there is a plane over which the shape
reflects and the two halves exactly match. Investigate symmetry in familiar 2-D and 3-D shapes using hands-on
materials or digital applications.
A 2-D shape has rotation symmetry if it exactly overlaps itself one or more
times within a rotation of less than 360° around its centre point. Show the line of symmetry of a 2-D shape.

Order of rotation symmetry describes the number of times a shape coincides Describe the order of rotation symmetry of a 2-D shape.
with itself within a rotation of 360° around its centre point.

Central symmetry is the rotational symmetry by 180°.

The straight line that connects a point with its image in the central symmetry
passes through the centre of rotation.

Symmetry can be found in First Nations, Métis, and Inuit designs, such as
• basket weaving
• wampum belts
• quilts
• First Nations beadwork, Inuit beadwork, or Métis floral beadwork
• architecture such as tipis or longhouses
In a regular polygon, the number of sides equals the number of reflection Symmetry is related to other geometric properties. Compare the number of reflection and rotation symmetries of a 2-D shape to
symmetries and the number of rotation symmetries. the number of equal sides and angles.

A circle has infinitely many reflection and rotation symmetries. Classify 2-D shapes according to the number of reflection or rotation
symmetries.

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 Mathematics Grade 5 Curriculum

Grade 5

Organizing Idea Coordinate Geometry: Location and movement of objects in space can be communicated using a coordinate grid.

Guiding Question How can location enhance the ways in which space is defined?

Learning Outcome Students relate location to position on a grid.

Knowledge Understanding Skills & Procedures

Coordinate grids use coordinates to indicate the location of the point where Location can describe the position of shapes in space. Locate a point on a coordinate grid given the coordinates of the point.
the vertical and horizontal grid lines intersect.
Location can be described precisely using a coordinate grid. Describe the location of a point on a coordinate grid using coordinates.
Coordinates are ordered pairs of numbers in which the first number indicates
the distance from the vertical axis and the second number indicates the Describe the location of a point on a coordinate grid in relation to the location
distance from the horizontal axis. of another point using positional language.

Positional language includes Model a polygon on a coordinate grid using coordinates to indicate the
• left vertices.
• right
• up Describe the location of the vertices of a polygon on a coordinate grid using
• down coordinates.

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 Mathematics Grade 5 Curriculum

Grade 5

Organizing Idea Measurement: Attributes such as length, area, volume, and angle are quantified by measurement.

Guiding Question In what ways can area be communicated?

Learning Outcome Students estimate and calculate area using standard units.

Knowledge Understanding Skills & Procedures

Area is expressed in the following standard units, derived from standard units Area can be expressed in various units according to context and desired Relate a centimetre to a square centimetre.
of length: precision.
• square centimetres Relate a metre to a square metre.
• square metres Rectangles with the same area can have different perimeters.
• square kilometres Relate a square centimetre to a square metre.

A square centimetre (cm2) is an area equivalent to the area of a square Express the relationship between square centimetres, square metres, and
measuring 1 centimetre by 1 centimetre. square kilometres.

Justify the choice of square centimetres, square metres, or square kilometres

A square metre (m2) is an area equivalent to the area of a square measuring
as appropriate units to express various areas.
1 metre by 1 metre.
Estimate an area by comparing to a benchmark of a square centimetre or
A square kilometre (km2) is an area equivalent to the area of a square square metre.
measuring 1 kilometre by 1 kilometre.
Express the area of a rectangle using standard units given the lengths of its
Among all rectangles with the same area, the square has the least perimeter. sides.

Compare the perimeters of various rectangles with the same area.

Describe the rectangle with the least perimeter for a given area.

Solve problems involving perimeter and area of rectangles.

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 Mathematics Grade 5 Curriculum

Grade 5

Organizing Idea Patterns: Awareness of patterns supports problem solving in various situations.

Guiding Question How might representation of a sequence provide insight into change?

Learning Outcome Students relate terms to position within an arithmetic sequence.

Knowledge Understanding Skills & Procedures

A table of values representing an arithmetic sequence lists the position in the Each term of an arithmetic sequence corresponds to a natural number Represent one-to-one correspondence between positions and terms of an
first column or row and the corresponding term in the second column or row. indicating position in the sequence. arithmetic sequence in a table of values and on a coordinate grid.

Points representing an arithmetic sequence on a coordinate grid fit on a Describe the graph of an arithmetic sequence as a straight line.
straight line.
Describe a rule, limited to one operation, that expresses correspondence
An algebraic expression can describe the relationship between the positions between positions and terms of an arithmetic sequence.
and terms of an arithmetic sequence.
Write an algebraic expression, limited to one operation, that represents
correspondence between positions and terms of an arithmetic sequence.

Determine the missing term in an arithmetic sequence that corresponds to a

given position.

Solve problems involving an arithmetic sequence.

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 Mathematics Grade 5 Curriculum

Grade 5

Organizing Idea Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.

Guiding Question How might frequency bring meaning to data?

Learning Outcome Students analyze frequency in categorical data.

Knowledge Understanding Skills & Procedures

Frequency can be compared across categories to answer statistical Frequency is a count of categorized data, but it is not the data value itself. Examine categorized data in tables and graphs.
questions.
Determine frequency for each category of a set of data by counting individual
The mode is the category with the highest frequency. data points.

Identify the mode in various representations of data.

Recognize data sets with no mode, one mode, or multiple modes.

Justify possible answers to a statistical question using mode.

Data can be collected by asking closed-list and open-ended questions. Frequency can be a count of categorized responses to a question. Discuss potential categories for open-ended questions and closed-list
questions in relation to the same statistical question.
Closed-list questions provide a list of possible responses to choose from. Frequency can be used to summarize data.
Formulate closed-list questions to collect data to answer a statistical
Open-ended questions allow any response. Frequency can be represented in various forms. question.

Responses can be categorized in various ways. Categorize data that was collected using closed-list questions.

Representations of frequency can include Organize counts of categorized data in a frequency table.
• bar graphs
• dot plots Create various representations of data, including with technology, to interpret
• stem-and-leaf plots frequency.

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