Saskatchewan Foundational and Learning Objective

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??).

Fraction, Decimal, Percent (Area and Grid Models)

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

Critter Count (Modeling Multiplication)

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

Chocomatic (Multiplication, Arrays, and Area)

Critter Count (Modeling Multiplication)

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

Chocomatic (Multiplication, Arrays, and Area)

Multiplying Decimals (Area Model)

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.

Chocomatic (Multiplication, Arrays, and Area)

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).

Chocomatic (Multiplication, Arrays, and Area)

N5.4.3: compatible numbers

Cannonball Clowns (Number Line Estimation)

Multiplying Decimals (Area Model)

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

Cannonball Clowns (Number Line Estimation)

Multiplying Decimals (Area Model)

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

Cannonball Clowns (Number Line Estimation)

Multiplying Decimals (Area Model)

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

Adding Whole Numbers and Decimals (Base-10 Blocks)

Number Line Frog Hop (Addition and Subtraction)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

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

Cannonball Clowns (Number Line Estimation)

Multiplying Decimals (Area Model)

N5.5.1: create sets of equivalent fractions

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Factor Trees (Factoring Numbers)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

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

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

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

Factor Trees (Factoring Numbers)

Fraction Artist 1 (Area Models of Fractions)

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

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

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

Equivalent Fractions (Fraction Tiles)

Factor Trees (Factoring Numbers)

Fraction Artist 1 (Area Models of Fractions)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

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

Fraction Artist 1 (Area Models of Fractions)

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

Equivalent Fractions (Fraction Tiles)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Fractions Greater than One (Fraction Tiles)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

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?.

Adding Fractions (Fraction Tiles)

Equivalent Fractions (Fraction Tiles)

Fraction Artist 2 (Area Models of Fractions)

Fraction Garden (Comparing Fractions)

Modeling Fractions (Area Models)

Toy Factory (Set Models of Fractions)

N5.6.1: describing and representing

Comparing and Ordering Decimals

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Multiplying Decimals (Area Model)

Treasure Hunter (Decimals on the Number Line)

N5.6.2: relating to fractions

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

N5.6.3: comparing and ordering.

Adding Whole Numbers and Decimals (Base-10 Blocks)

Comparing and Ordering Decimals

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

Treasure Hunter (Decimals on the Number Line)

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

Fraction, Decimal, Percent (Area and Grid Models)

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.

Fraction, Decimal, Percent (Area and Grid Models)

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).

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

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

Comparing and Ordering Decimals

Fraction, Decimal, Percent (Area and Grid Models)

Modeling Decimals (Area and Grid Models)

Modeling Whole Numbers and Decimals (Base-10 Blocks)

Treasure Hunter (Decimals on the Number Line)

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

Fraction, Decimal, Percent (Area and Grid Models)

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

Fraction, Decimal, Percent (Area and Grid Models)

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

Fraction, Decimal, Percent (Area and Grid Models)

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

Adding Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

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

Adding Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

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

Adding Whole Numbers and Decimals (Base-10 Blocks)

Subtracting Whole Numbers and Decimals (Base-10 Blocks)

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).

Function Machines 1 (Functions and Tables)

Points, Lines, and Equations

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

Function Machines 1 (Functions and Tables)

Pattern Flip (Patterns)

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).

Fido's Flower Bed (Perimeter and Area)

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

Cannonball Clowns (Number Line Estimation)

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

Cannonball Clowns (Number Line Estimation)

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).

Cannonball Clowns (Number Line Estimation)

Measuring Trees

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

Cannonball Clowns (Number Line Estimation)

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.

Cannonball Clowns (Number Line Estimation)

SS5.5.1: parallel

SS5.5.3: perpendicular

SS5.5.4: vertical

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.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.

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

Reaction Time 2 (Graphs and Statistics)

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.?).

Movie Reviewer (Mean and Median)

Reaction Time 2 (Graphs and Statistics)

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.

Movie Reviewer (Mean and Median)

Reaction Time 2 (Graphs and Statistics)

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).

Reaction Time 2 (Graphs and Statistics)

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.

Reaction Time 1 (Graphs and Statistics)

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

Reaction Time 1 (Graphs and Statistics)

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Correlation last revised: 9/24/2019

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