There are four areas in Grade 5 math: the Number strand, the Patterns and Relationships strand, the Shape and Space strand and the Statistics and Probability strand.
In the Number strand, your child learns to
In the Patterns and Relationship strand, your child makes make predictions about patterns and solves problems using equations.
In the Shape and Space strand, your child
In the Statistics and Probability strand, your child collects data and solves problems using double bar graphs.
In the four strands, children:
To find out more about what your child is learning, we encourage you to talk to the teacher. You may also find helpful information on the Curriculum Essentials posters, which are interactive PDFs designed for teachers that provide an overview of the knowledge, processes, and skills for this subject area.
The first page gives an overview of what your child will be learning, grouped into learning targets (concepts) so that the curriculum is easier to understand. The number codes correspond to the curriculum learning outcomes. The arrow at the top of the page highlights the mathematical processes, which are described in more detail on the third page. These are the ways through which mathematical concepts are taught. The second page offers a more detailed description of the expectations related to each concept and the categories found on the provincial report cards regarding assessment.
You may also wish to refer to the Mathematics - Manitoba Curriculum Framework of Outcomes.
Your child’s teacher will assess students on the four math strands. Your child’s progress will be measured in three categories, shown on your child’s report card:
The teacher will report on your child’s progress three times a year. The information from each report helps you to support your child’s learning. You can use it to talk with your child and your child’s teacher about results, strengths, challenges and what your child will be doing next.
Parents can help middle years students build a better understanding about math by doing the following:
Additional information and resources to support your child’s learning.
These are a few examples and the list is not exhaustive.
On this site, you will find a library of over 2,400 videos covering mathematics to physics, finance, and history.
Here are some questions that are often asked about Mathematics. If you have a question that isn't answered here, you can ask your child's teacher or use the comment form on the left of the page.
What has changed in the new curriculum?
The whole curriculum has not been revised. Clarifications have been made to some of the learning outcomes of the number strand in the curriculum. Clear indications of what students are expected to do have been added. The revised programs of study offer students greater opportunities to develop mathematical reasoning and problem-solving skills, and to make connections between mathematics and its applications.
Highlights of the revisions can be reviewed within the document Kindergarten to Grade 8 Mathematics Curriculum Framework: 2013 Revisions.
How can I stay informed about the revised mathematics program?
Updates about the mathematics program are posted on the website. Students and parents are also encouraged to talk to the mathematics teachers in their school for additional information about the mathematics program.
Will my child learn basic addition, subtraction and multiplication?
Yes. Everyone needs to know the number operations to solve problems. Teachers also want students to understand the concepts behind the math skills so they will know which skill to use when solving problems. Students may use numbers, models or drawings to learn the math facts and will practice the facts to use in more complex questions. As the numbers increase in size, students are encouraged to demonstrate an understanding of multiplication and/or division by using estimation, standard algorithms and strategies such as partial products.
Ex: For 36 × 42,
What do you mean by mental math and estimation?
Mental math is the ability to calculate answers mentally rather than on paper or an electronic device. Mental math strategies help students learn to estimate or figure out approximate values or quantities. Building on their knowledge of facts, numbers and number properties, students will be able to choose appropriate strategies to use in number or algebraic problems and will use estimates to help them make mathematical judgements.
What are mental math strategies?
A mental math strategy is a way to solve problems. Your child’s knowledge of math strategies gets more sophisticated as he or she builds on the level of math in each grade. As your child moves up to a higher grade, his or her level of math understanding increases. Mental math strategies in the middle years include:
How can I help my child with mental math and estimation?
You can help your child build a better understanding of mental math and estimation skills by:
When your child is working on mental math and estimation problems, ask:
What is meant by personal strategies?
Personal strategies are steps students take to solve a problem when using addition, subtraction, multiplication or division. These used to be taught in a formal step-by-step method and students didn’t always understand why the steps were done or why the order was important. Students now learn they can solve problems in different ways. Your child is learning a variety of personal strategies including the standard step-by-step method, and the carrying and borrowing numbers method. The goal is to help your child calculate using number sense and learn flexible and accurate ways to solve math problems.
What is meant by problem solving?
Students generally learn math through problems, models and real-life situations. A task or problem will be given to your child so he or she can solve it through math thinking and applying math skills and knowledge. These are important ways to have students think critically about numbers and use them in appropriate situations. An important part of problem solving is getting students to explain their answers and how they got them. Communication, justification and reasoning are key components of mathematical problem solving.