Grade 5 Curriculum Expectations For 2013-2014
These expectations are taken from the The Ontario Curriculum Grades 1-8: Mathematics
SEPTEMBER
. make a table of values for a pattern that is generated by adding or subtracting a number (i.e., a constant) to get the next term, or by multiplying or dividing by a constant to get the next term, given either the sequence (e.g., 12, 17, 22, 27, 32, …) or the pattern rule in words (e.g., start with 12 and add 5 to each term to get the next term)
. make predictions related to growing and shrinking geometric and numeric patterns (Sample problem: Create growing L’s using tiles. The first L has 3 tiles, the second L has 5 tiles, the third L has 7 tiles, and so on. Predict the number of tiles you would need to build the 10th L in the pattern.)
OCTOBER
• read, represent, compare, and order whole numbers to 100 000 and decimal numbers to hundredths
• demonstrate an understanding of magnitude by counting forward and backwards by 0.01
. read and print in words whole numbers to ten thousand, using meaningful contexts (e.g., newspapers, magazines)
. round decimal numbers to the nearest tenth, in problems arising from real-life situations
NOVEMBER
. collect and organize discrete or continuous primary data and secondary data
• display the data using charts and graphs; including broken-line graphs
. read, describe, and interpret primary data and secondary data presented in charts and graphs
DECEMBER
. identify and describe the location of an object, using cardinal directions, and translate two-dimensional shapes
January
. identify and classify two- dimensional shapes by side and angle properties
• measure and construct angles using a protractor
. identify triangles based on side and angle properties
. sort three-dimensional figures
. identify and construct nets of prisms and pyramids
SEPTEMBER
. make a table of values for a pattern that is generated by adding or subtracting a number (i.e., a constant) to get the next term, or by multiplying or dividing by a constant to get the next term, given either the sequence (e.g., 12, 17, 22, 27, 32, …) or the pattern rule in words (e.g., start with 12 and add 5 to each term to get the next term)
. make predictions related to growing and shrinking geometric and numeric patterns (Sample problem: Create growing L’s using tiles. The first L has 3 tiles, the second L has 5 tiles, the third L has 7 tiles, and so on. Predict the number of tiles you would need to build the 10th L in the pattern.)
OCTOBER
• read, represent, compare, and order whole numbers to 100 000 and decimal numbers to hundredths
• demonstrate an understanding of magnitude by counting forward and backwards by 0.01
. read and print in words whole numbers to ten thousand, using meaningful contexts (e.g., newspapers, magazines)
. round decimal numbers to the nearest tenth, in problems arising from real-life situations
NOVEMBER
. collect and organize discrete or continuous primary data and secondary data
• display the data using charts and graphs; including broken-line graphs
. read, describe, and interpret primary data and secondary data presented in charts and graphs
DECEMBER
. identify and describe the location of an object, using cardinal directions, and translate two-dimensional shapes
January
. identify and classify two- dimensional shapes by side and angle properties
• measure and construct angles using a protractor
. identify triangles based on side and angle properties
. sort three-dimensional figures
. identify and construct nets of prisms and pyramids