5.N02.05 Select and explain an estimation strategy for a given problem.
5.N03 Students will be expected to describe and apply mental mathematics strategies and number properties to recall, with fluency, answers for basic multiplication facts to 81 and related division facts.
5.N03.01 Describe the mental mathematics strategy used to determine basic multiplication or division facts.
5.N03.02 Explain why multiplying by 0 produces a product of 0 (zero property of multiplication).
5.N03.03 Explain why division by 0 is not possible or is undefined (e.g., 8 ÷ 0).
5.N03.04 Quickly recall multiplication facts up to 9 × 9 and related division facts.
5.N04 Students will be expected to apply mental mathematics strategies for multiplication, including: • multiplying by multiples of 10, 100, and 1000 • halving and doubling • using the distributive property
5.N04.01 Determine the products when one factor is a multiple of 10, 100, or 1000.
5.N06 Students will be expected to demonstrate, with and without concrete materials, an understanding of division (three-digit by one-digit), and interpret remainders to solve problems.
5.N06.01 Model the division of two given numbers, using concrete or visual representations, and record the process symbolically.
5.N06.02 Explain that the interpretation of a remainder depends on the context: • ignore the remainder (e.g., making teams of four from 22 people [five teams, but two people are left over]) • round the quotient up (e.g., the number of five-passenger cars required to transport 13 people) • express remainders as fractions (e.g., five apples shared by two people) • express remainders as decimals (e.g., measurement and money)
5.N07 Students will be expected to demonstrate an understanding of fractions by using concrete, pictorial, and symbolic representations to: • create sets of equivalent fractions • compare and order fractions with like and unlike denominators
5.N07.01 Represent a given fraction of one whole, set, linear model, or region using concrete materials.
5.M02 Students will be expected to demonstrate an understanding of measuring length (mm) by: • selecting and justifying referents for the unit millimetre (mm) • modelling and describing the relationship between millimetre (mm) and centimetre (cm) units, and between millimetre (mm) and metre (m) units
5.M02.01 Provide a referent for one millimetre, and explain the choice.
5.M03 Students will be expected to demonstrate an understanding of volume by: • selecting and justifying referents for cubic centimetre (cm3) or cubic metre (m3) units • estimating volume using referents for cubic centimetre (cm3) or cubic metre (m3) • measuring and recording volume (cm3 or m3) • constructing rectangular prisms for a given volume
5.M03.01 Identify and explain why the cube is the most efficient unit for measuring volume.
5.M03.02 Provide a referent for a cubic centimetre, and explain the choice.
5.M03.03 Provide a referent for a cubic metre, and explain the choice.
5.M03.04 Determine which standard cubic unit is represented by a given referent.
5.M03.05 Estimate the volume of a given 3-D object using personal referents.
5.M03.06 Determine the volume of a given 3-D object using manipulatives, and explain the strategy.
5.M03.07 Construct a rectangular prism for a given volume.
5.M03.08 Construct more than one rectangular prism for a given volume.
5.M04 Students will be expected to demonstrate an understanding of capacity by: • describing the relationship between millilitre (mL) and litre (L) units • selecting and justifying referents for millilitre (mL) and litre (L) units • estimating capacity using referents for millilitre (mL) and litre (L) • measuring and recording capacity (mL or L)
5.M04.01 Demonstrate that 1000 millilitres is equivalent to one litre by filling a one-litre container using a combination of smaller containers.
5.M04.02 Provide a referent for one litre, and explain the choice.
5.G01.04 Find examples of edges, faces, and sides that are parallel, intersecting, perpendicular, vertical, and horizontal in print and electronic media, such as newspapers, magazines, and the Internet.
5.G01.05 Draw 2-D shapes that have sides that are parallel, intersecting, perpendicular, vertical, or horizontal.
5.G01.06 Build 3-D objects that have edges and faces that are parallel, intersecting, perpendicular, vertical, or horizontal.
5.G01.07 Describe the faces and edges of a given 3-D object using terms such as parallel, intersecting, perpendicular, vertical, or horizontal.
5.G01.08 Describe the sides of a given 2-D shape using terms such as parallel, intersecting, perpendicular, vertical, or horizontal.
5.G03.05 Draw a 2-D shape, translate the shape, and record the translation by describing the direction and magnitude of the movement.
5.G03.06 Draw a 2-D shape, rotate the shape about a vertex, and describe the direction of the turn (clockwise or counter-clockwise) and the fraction of the turn (limited to 1/4, 1/2, 3/4, or full turn).
5.G03.07 Draw a 2-D shape, reflect the shape, and identify the line of reflection and the distance of the image from the line of reflection.
5.G03.08 Predict the result of a single transformation of a 2-D shape and verify the prediction.