Gizmos for Nova Scotia - Mathematics: 5th Grade (Mathematics Curriculum adopted 2022)

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

N: : Number

N01: : Students will be expected to represent and partition whole numbers to 1 000 000.

N01.02: : Record numerals for numbers expressed orally, concretely, pictorially, or symbolically as expressions, using proper spacing without commas.

N01.10: : Represent a given number, 0 to 1 000 000, in a variety of ways, and explain how they are equivalent.

N02: : Students will be expected to use estimation strategies, including front-end, front-end adjusted, rounding, and compatible numbers in problem-solving contexts.

N02.01: : Provide a context for when estimation is used to make predictions, check the reasonableness of an answer, and determine approximate answers.

N02.04: : Estimate a sum, a difference, a product, or a quotient using an appropriate strategy.

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.

N03.01: : Describe the mental mathematics strategy used to determine basic multiplication or division facts.

N03.04: : Quickly recall multiplication facts up to 9 × 9 and related division facts.

N04: : Students will be expected to apply mental mathematics strategies for multiplication, including multiplying by multiples of 10, 100, and 1000, halving and doubling, or using the distributive property.

N04.03: : Apply the distributive property to determine a given product that involves multiplying factors that are close to multiples of 10 (e.g., 98 × 7 = (100 × 7) - (2 × 7)).

N05: : Students will be expected to demonstrate, with and without concrete materials, an understanding of multiplication (two-digit by two-digit) to solve problems.

N05.01: : Model the multiplication of two two-digit factors, using concrete and visual representations of the area model, and record the process symbolically.

N05.02: : Illustrate partial products in expanded notation for both factors (e.g., For 36 × 42, determine the partial products for (30 + 6) × (40 + 2).).

N05.03: : Represent both two-digit factors in expanded notation to illustrate the distributive property; for example, to determine the partial products of 36 × 42, record (30 + 6) × (40 + 2) = 30 × 40 + 30 × 2 + 6 × 40 + 6 × 2 = 1200 + 60 + 240 + 12 = 1512.

N05.04: : Describe a solution procedure for determining the product of two given two-digit factors, using a pictorial representation such as an area model.

N05.05: : Solve a given multiplication problem in context, using personal strategies, and record the process.

N05.06: : Create and solve multiplication story problems, and record the process symbolically.

N05.07: : Determine the product of two given numbers using a personal strategy and record the process symbolically.

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.

N06.01: : Model the division of two given numbers, using concrete or visual representations, and record the process symbolically.

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), or express remainders as decimals (e.g., measurement and money).

N06.03: : Solve a given division problem in context, using personal strategies, and record the process.

N06.04: : Create and solve division story problems, and record the process symbolically.

N07: : Students will be expected to demonstrate an understanding of fractions by using concrete, pictorial, and symbolic representations to create sets of equivalent fractions or compare and order fractions with like and unlike denominators.

N07.01: : Represent a given fraction of one whole, set, linear model, or region using concrete materials.

N07.02: : Create a set of equivalent fractions, and explain, using concrete materials, why there are many equivalent fractions for any given fraction.

N07.03: : Model and explain that equivalent fractions represent the same quantity.

N07.04: : Determine if two given fractions are equivalent, using concrete materials or pictorial representations.

N07.05: : Identify equivalent fractions for a given fraction.

N07.06: : Compare and order two given fractions with unlike denominators by creating equivalent fractions.

N07.07: : Position a given set of fractions with like and unlike denominators on a number line, and explain strategies used to determine the order.

N07.08: : Formulate and verify a personal strategy for developing a set of equivalent fractions.

N08: : Students will be expected to describe and represent decimals (tenths, hundredths, and thousandths) concretely, pictorially, and symbolically.

N08.01: : Write the decimal for a given concrete or pictorial representation of part of a set, part of a region, or of a unit of measure.

N08.02: : Represent a given decimal using concrete materials or a pictorial representation.

N08.03: : Represent an equivalent tenth, hundredth, or thousandth for a given decimal, using concrete or visual representations.

N08.04: : Express a given tenth as an equivalent hundredth and thousandth.

N08.06: : Explain the value of each digit in a given decimal.

N09: : Students will be expected to relate decimals to fractions and fractions to decimals (to thousandths).

N09.01: : Express, orally and symbolically, a given fraction with a denominator of 10, 100, or 1000 as a decimal.

N09.02: : Read decimals as fractions (e.g., 0.45 is read as zero and forty-five hundredths).

N09.03: : Express, orally and symbolically, a given decimal in fraction form.

N09.04: : Represent the fractions 1/2, 1/4, 3/4 and 4/4 as decimals using base-ten blocks, grids, and number lines.

N09.05: : Express a given pictorial or concrete representation as a fraction or decimal (e.g., 250 shaded squares on a thousandth grid can be expressed as 0.250 or 250/1000).

N10.01: : Compare and order a given set of decimals by placing them on a number line that contains the benchmarks 0.0, 0.5, and 1.0.

N10.02: : Compare and order a given set of decimals including only tenths using place value.

N10.03: : Compare and order a given set of decimals including only hundredths using place value.

N10.05: : Explain what is the same and what is different about 0.2, 0.20, and 0.200.

N11: : Students will be expected to demonstrate an understanding of addition and subtraction of decimals (limited to thousandths).

N11.03: : Explain why keeping track of place-value positions is important when adding and subtracting decimals.

N11.04: : Solve problems that involve addition and subtraction of decimals, limited to thousandths, using personal strategies.

PR: : Patterns and Relations

PR01: : Students will be expected to determine the pattern rule to make predictions about subsequent terms.

PR01.01: : Extend a given increasing or decreasing pattern, with and without concrete materials, and explain how each term differs from the preceding one.

PR01.02: : Describe, orally or in written form, a given pattern using mathematical language such as one more, one less, or five more.

PR01.03: : Write a mathematical expression to represent a given pattern, such as r + 1, r – 1, r + 5.

PR01.04: : Describe the relationship in a given table or chart using a mathematical expression.

PR01.06: : Predict subsequent terms in a given pattern.

PR01.07: : Solve a given problem by using a pattern rule to determine subsequent terms.

PR01.08: : Represent a given pattern visually to verify predictions.

PR02: : Students will be expected to solve problems involving single-variable, one-step equations with whole number coefficients and whole number solutions.

PR02.03: : Express a given problem as an equation where the unknown is represented by a letter variable.

PR02.05: : Solve a given single-variable equation with the unknown in any of the terms (e.g., n + 2 = 5, 4 + a = 7, 6 = r – 2, 10 = 2c, 15 ÷ r = 3).

PR02.06: : Identify the unknown in a problem; represent the problem with an equation; and solve the problem concretely, pictorially, or symbolically.

M: : Measurement

M01: : Students will be expected to design and construct different rectangles, given a perimeter or an area or both (whole numbers), and make generalizations.

M01.02: : Draw two or more rectangles for a given area in a problem-solving context.

M02: : Students will be expected to demonstrate an understanding of measuring length (mm) by selecting and justifying referents for the unit millimetre (mm), or modelling and describing the relationship between millimetre (mm) and centimetre (cm) units, and between millimetre (mm) and metre (m) units.

M02.07: : Estimate and measure length in millimetres, centimetres, and metres.

M03: : Students will be expected to demonstrate an understanding of volume by selecting and justifying referents for cubic centimetre (cm^3) or cubic metre (m^3) units, estimating volume using referents for cubic centimetre (cm^3) or cubic metre (m^3), measuring and recording volume (cm^3 or m^3), or constructing rectangular prisms for a given volume.

M03.06: : Determine the volume of a given 3-D object using manipulatives, and explain the strategy.

M03.07: : Construct a rectangular prism for a given volume.

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), or measuring and recording capacity (mL or L).

M04.06: : Determine the capacity of a given container using materials that take the shape of the inside of the container (e.g., a liquid, rice, sand, beads), and explain the strategy.

G: : Geometry

G01: : Students will be expected to describe and provide examples of edges and faces of 3-D objects, and sides of 2-D shapes that are parallel, intersecting, perpendicular, vertical, and horizontal.

G01.01: : Identify parallel, intersecting, perpendicular, vertical, and horizontal edges and faces on 3-D objects.

G01.02: : Identify parallel, intersecting, perpendicular, vertical, and horizontal sides on 2-D shapes.

G01.08: : Describe the sides of a given 2-D shape using terms such as parallel, intersecting, perpendicular, vertical, or horizontal.

G03: : Students will be expected to perform a single transformation (translation, rotation, or reflection) of a 2-D shape (with and without technology) and draw and describe the image.

G03.01: : Translate a given 2-D shape horizontally, vertically, or diagonally, draw the image, and describe the position and orientation of the image.

G03.02: : Rotate a given 2-D shape about a vertex, draw the image, and describe the position and orientation of the image.

G03.03: : Reflect a given 2-D shape in a line of reflection, draw the image, and describe the position and orientation of the image.

G03.04: : Perform a transformation of a given 2-D shape by following instructions.

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.

G05: : Students will be expected to identify right angles.

G05.04: : Identify angles greater than or less than a right angle.

SP: : Statistics and Probability

SP03: : Students will be expected to describe the likelihood of a single outcome occurring, using words such as impossible, possible, and certain.

SP03.01: : Identify examples of events from personal contexts that are impossible, possible, or certain.

SP03.02: : Classify the likelihood of a single outcome occurring in a probability experiment as impossible, possible, or certain.

SP03.03: : Design and conduct a probability experiment in which the likelihood of a single outcome occurring is impossible, possible, or certain.

SP03.04: : Conduct a given probability experiment a number of times, record the outcomes, and explain the results.

SP04: : Students will be expected to compare the likelihood of two possible outcomes occurring, using words such as less likely, equally likely, or more likely.

SP04.01: : Identify outcomes from a given probability experiment that are less likely, equally likely, or more likely to occur than other outcomes.

SP04.02: : Design and conduct a probability experiment in which one outcome is less likely to occur than the other outcome.

SP04.03: : Design and conduct a probability experiment in which one outcome is equally likely to occur as the other outcome.

SP04.04: : Design and conduct a probability experiment in which one outcome is more likely to occur than the other outcome.

Correlation last revised: 3/27/2023

Nova Scotia - Mathematics: 5th Grade

Mathematics Curriculum | Adopted: 2022

N: : Number

PR: : Patterns and Relations

M: : Measurement

G: : Geometry

SP: : Statistics and Probability