Grade 5 - Number (Number Operations)

The sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will apply arithmetic operations on whole numbers and decimal fractions and illustrate the use of decimal fractions in solving problems.

It is expected that students will:

add and subtract decimal fractions to hundredths concretely, pictorially, and symbolically
estimate, mentally calculate, or compute and verify the product (three-digit by two-digit numbers) and quotient (three-digit by one-digit numbers) of the multiplication and division of whole numbers
multiply and divide decimal fractions to hundredths concretely, pictorially, and symbolically using one-digit, whole number multipliers and divisors

To view the prescribed learning outcomes for Number (Number Operations) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

In promoting the development of number sense, select activities that encourage students to develop their own techniques for finding answers, to consider alternate ways to solve problems, to consider the form their answers could take, and to share their reasoning with the class. Their consolidation of the basic arithmetic operations can be promoted by ensuring that students learn to calculate in a variety of ways, using written, mental, approximate, and electronic methods.

Provide students with place-value mats. Using base-ten block cutouts, have students model the process of addition by representing each number on the mat, then combining and regrouping place-value cutouts as necessary. Record the number values as they proceed.
Present the beginning of the following pattern:

4 x 2 = 8
4 x 20 = 80
4 x 200 = 800

Have students continue the pattern and extend it to other examples. Have them play group or individual flashcard games to develop quick recall.
Assign a project that requires students to compute all numbers in their heads, such as the cost of going on a field trip.
Have students explore alternative ways to compute sums, differences, and the products of multiplication in their heads.
Given that 1 is represented by a flat of base-ten blocks, create a model for 4.62. Challenge a group of students to divide the flat of blocks into three equal sets. Discuss the results. Ask: How many are in each set?

SUGGESTED ASSESSMENT STRATEGIES

As students work with basic operations, watch for evidence that they are able to estimate and verify their answers, as well as perform accurate calculations. Encourage them to assess their own work and to talk about the strategies they use.

Observe

Provide students with an addition exercise. Have them represent it pictorially with base-ten blocks. Use photocopies of base-ten materials that students can cut out. Observe:
- which students represent the first number correctly
- which students add the blocks of the second number to the appropriate place-value columns
- which students regroup those place values greater than nine
- which students correctly record their procedures in numerical form as they proceed

Collect

From the student projects, observe the degree to which students have used rounded-off numbers and estimated results.
Have students complete a worksheet of questions and then have them check their answers using a calculator.

Question