Gizmos for Saskatchewan - Mathematics: 5th Grade (Saskatchewan Foundational and Learning Objective adopted 2008)

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.

N5: : Number

N5.1: : Represent, compare, and describe whole numbers to 1 000 000 within the contexts of place value and the base ten system, and quantity.

N5.1.f: : Pose and solve problems that explore the quantity of whole numbers to 1 000 000 (e.g., a student might wonder: ?How does the population of my community compare to those of surrounding communities??).

N5.2: : Analyze models of, develop strategies for, and carry out multiplication of whole numbers.

N5.2.c: : Recall multiplication facts to 81 including within problem solving and calculations of larger products.

N5.2.d: : Generalize and apply strategies for multiplying two whole numbers when one factor is a multiple of 10, 100, or 1000.

N5.2.e: : Generalize and apply halving and doubling strategies to determine a product involving at least one two-digit factor.

N5.2.g: : Model multiplying two 2-digit factors using an array, base ten blocks, or an area model, record the process symbolically, and describe the connections between the models and the symbolic recording.

N5.2.i: : Illustrate, concretely, pictorially, and symbolically, the distributive property using expanded notation and partial products (e.g., 36 x 42 = (30 +6) x (40+2) = 30 x 40 + 6 x 40 +30 x 2 + 6 x 2).

N5.4: : Develop and apply personal strategies for estimation and computation including:

N5.4.3: : compatible numbers

N5.4.b: : Develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results.

N5.4.c: : Critique the statement ?an estimate is never good enough?.

N5.4.f: : Explain estimation and computation strategies, including compatible numbers, compensation, and front-end rounding, and how each strategy relates to different operations.

N5.4.g: : Identify if a strategy used in solving a problem involved estimation or computation.

N5.5: : Demonstrate an understanding of fractions by using concrete and pictorial representations to:

N5.5.1: : create sets of equivalent fractions

N5.5.2: : compare fractions with like and unlike denominators.

N5.5.a: : Create concrete, pictorial, or physical models of equivalent fractions and explain why the fractions are equivalent.

N5.5.b: : Model and explain how equivalent fractions represent the same quantity.

N5.5.c: : Verify whether or not two given fractions are equivalent using concrete materials, pictorial representations, or symbolic manipulation.

N5.5.e: : Determine equivalent fractions for a fraction found in a situation relevant to self, family, or community.

N5.5.f: : Explain how to use equivalent fractions to compare two given fractions with unlike denominators.

N5.5.h: : Justify the statement, ?If two fractions have a numerator of 1, the larger of the two fractions is the one with the smaller denominator?.

N5.6: : Demonstrate understanding of decimals to thousandths by:

N5.6.1: : describing and representing

N5.6.2: : relating to fractions

N5.6.3: : comparing and ordering.

N5.6.b: : Represent concretely or pictorially a decimal identified in a situation relevant to self, family, or community.

N5.6.c: : Recognize and generate equivalent forms (decimal or fraction) of fractions and decimals found in situations relevant to one?s life, family, or community.

N5.6.d: : Demonstrate, using concrete or pictorial models to explain, how a quantity in tenths or hundredths can also be recorded as hundredths or thousandths (e.g., 0.2 can be written as 0.200).

N5.6.e: : Describe the quantity represented by each digit in a given decimal.

N5.6.g: : Use and explain personal strategies for writing decimals as fractions.

N5.6.h: : Use and explain personal strategies for writing fractions with a denominator of 10, 100, or 1000 as a decimal.

N5.6.i: : Explain, by providing examples, how to write decimals as a fraction with a denominator of 10, 100, or 1000.

N5.7: : Demonstrate an understanding of addition and subtraction of decimals (limited to thousandths).

N5.7.d: : Explain how estimation can be used to determine the position of the decimal point in a sum or difference.

N5.7.f: : Explain how understanding place value is necessary in calculating sums and differences of decimals.

N5.7.g: : Solve a given problem that involves addition and subtraction of decimals and explain the strategies used.

P5: : Patterns and Relations

P5.1: : Represent, analyse, and apply patterns using mathematical language and notation.

P5.1.a: : Describe situations from one?s life, family, or community in which patterns emerge, identify assumptions made in extending the patterns, and analyze the usefulness of the pattern for making predictions.

P5.1.c: : Create alternate representations, including concrete or pictorial models, charts, and mathematical expressions, for a given pattern (numeric or geometric).

P5.1.e: : Verify whether or not a particular number belongs to a given pattern.

SS5: : Shape and Space

SS5.1: : Design and construct different rectangles given either perimeter or area, or both (whole numbers), and draw conclusions.

SS5.1.e: : Generalize patterns discovered through the exploration of the areas of rectangles with the same perimeter and through the exploration of the perimeters of rectangles with the same area (e.g., greater areas do not imply greater perimeters and vice versa, the rectangle for a situation closest to a square will have the greatest area, or the rectangle with the smallest width for a given perimeter will have the smallest area).

SS5.2: : Demonstrate understanding of measuring length (mm) by:

SS5.2.1: : selecting and justifying referents for the unit mm

SS5.2.2: : modelling and describing the relationship between mm, cm, and m units.

SS5.2.d: : Draw, construct, or physically act out a representation of a given linear measurement (e.g., the students might be asked to show 4 m; this could be done by drawing a straight line on the board that is 4 m in length, constructing a box (or different boxes) that has a base with a perimeter of 4 m, or carrying out a physical movement that results in moving 4 m).

SS5.4: : Demonstrate understanding of capacity by:

SS5.4.e: : Estimate the capacity of a container using personal referents.

SS5.4.g: : Sort a set of containers from least to greatest capacity, explain the strategies used, and verify by determining or estimating the capacity.

SS5.5: : Describe and provide examples of edges and faces of 3-D objects, and sides of 2-D shapes that are:

SS5.5.1: : parallel

SS5.5.3: : perpendicular

SS5.5.4: : vertical

SS5.6: : Identify and sort quadrilaterals, including:

SS5.6.1: : rectangles

SS5.6.2: : squares

SS5.6.3: : trapezoids

SS5.6.4: : parallelograms

SS5.6.5: : rhombuses

SS5.6.6: : according to their attributes.

SS5.6.b: : Compare different quadrilaterals using concrete materials and pictures, identify common and differing attributes, and sort the quadrilaterals according to one of the attributes (e.g., relationships between side lengths, or number of pairs of parallel sides).

SS5.6.d: : Describe, orally or in writing, the attributes of different quadrilaterals including rectangles, squares, trapezoids, parallelograms, and rhombuses.

SS5.6.e: : Create a model to illustrate the relationships between different quadrilaterals (e.g., demonstrating that a square is a rectangle and a parallelogram is a trapezoid) including rectangles, squares, trapezoids, parallelograms, and rhombuses.

SS5.7: : Identify, create, and analyze single transformations of 2-D shapes (with and without the use of technology).

SS5.7.d: : Draw a 2-D shape, rotate the shape, and describe the direction of the turn (clockwise or counter clockwise), the fraction of the turn, and the point of rotation.

SS5.7.e: : 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.

SS5.7.g: : Describe a single transformation that could be used to replicate the given image of a 2-D shape.

SP5: : Statistics and Probability

SP5.1: : Differentiate between first-hand and second-hand data.

SP5.1.a: : Provide examples of data relevant to self, family, or community and categorize the data, with explanation, as first-hand or second-hand data.

SP5.1.b: : Formulate a question related to self, family, or community which can best be answered using first-hand data, describe how that data could be collected, and answer the question (e.g., ?What game will we play at home tonight?? ?I can survey everyone at home to find out what games everyone wants to play.?).

SP5.1.c: : Formulate a question related to self, family, or community, which can best be answered using second-hand data (e.g., ?Which has the larger population ? my community or my friend?s community??), describe how those data could be collected (I could find the data on the StatsCan website), and answer the question.

SP5.1.d: : Find examples of second-hand data in print and electronic media, such as newspapers, magazines, and the Internet, and compare different ways in which the data might be interpreted and used (e.g., statistics about health-related issues, sports data, or votes for favourite websites).

SP5.2: : Construct and interpret double bar graphs to draw conclusions.

SP5.2.a: : Compare the attributes and purposes of double bar graphs and bar graphs based upon situations and data that are meaningful to self, family, or community.

SP5.2.c: : Pose and solve problems related to the construction and interpretation of double bar graphs.

Correlation last revised: 9/16/2020

Saskatchewan - Mathematics: 5th Grade

Saskatchewan Foundational and Learning Objective | Adopted: 2008

N5: : Number

P5: : Patterns and Relations

SS5: : Shape and Space

SP5: : Statistics and Probability