British Columbia · Grade 5

Mathematics 5

British Columbia’s Grade 5 math course, from Number to Financial Literacy.

Units
6
Lessons
18
Skills
19
Provincial exam
None
Official curriculum
Province of British Columbia

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 9 skills

Number

Numbers to a Million

Decimals to Thousandths

Equivalent Fractions

Benchmarks for Whole Numbers, Fractions, and Decimals

  • Using benchmarks to estimate and place numbers

    I can use benchmark numbers to estimate and place whole numbers, fractions, and decimals.

Adding and Subtracting Big Numbers

Multiplying and Dividing with Remainders

  • Multiplying and dividing to three digits, including remainders

    I can multiply and divide numbers up to three digits, and make sense of remainders.

Adding and Subtracting Decimals

Building Fact Fluency

The official wording · 9 outcomes
1.1
number concepts to 1 000 000
1.2
decimals to thousandths
1.3
equivalent fractions
1.4
whole-number, fraction, and decimal benchmarks
1.5
addition and subtraction of whole numbers to 1 000 000
1.6
multiplication and division to three digits, including division with remainders
1.7
addition and subtraction of decimals to thousandths
1.8
addition and subtraction facts to 20 (extending computational fluency)
1.9
multiplication and division facts to 100 (emerging computational fluency)

Key ideas

  1. Each place value is 10 times bigger than the place to its right — ones, tens, hundreds, thousands, ten-thousands, hundred-thousands, then a million.

  2. After the decimal point, the places are tenths, hundredths, and thousandths — each one is 10 times smaller than the one before it.

  3. Multiplying (or dividing) the numerator and denominator by the same number gives an equivalent fraction — the amount doesn't change, just how it's cut up.

  4. Benchmarks are easy-to-picture numbers — like 0, 1/2, 1, 10, or 100 — that we compare other numbers to.

  5. Line up the digits by place value (ones under ones, tens under tens, and so on) before adding or subtracting.

Watch out for

  • Thinking more digits always means a bigger number without checking (forgetting to line up place values when comparing).
  • Thinking a decimal with more digits is always bigger (believing 0.405 > 0.45 because it 'has more numbers').
  • Adding the same number to the numerator and denominator instead of multiplying (thinking 1/2 = 2/3 because '+1 on top and bottom').

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 2 skills

Patterns and Algebra

Pattern Rules with Variables

  • Describing pattern rules in different ways

    I can describe pattern rules using words, numbers, symbols, and variables.

One-Step Equations

The official wording · 2 outcomes
2.1
rules for increasing and decreasing patterns with words, numbers, symbols, and variables
2.2
one-step equations with variables

Key ideas

  1. An increasing pattern grows by the same amount (or rule) each step; a decreasing pattern shrinks by the same amount (or rule) each step.

  2. A variable (like x or n) stands for an unknown number, and the equation tells you a fact about it.

  3. The same rule can be written in words ('start at 3, add 3 each time'), as a number sentence, or using a variable like n (for example, 3 × n).

  4. To find the variable's value, use the opposite (inverse) operation — if the equation adds, subtract to solve; if it multiplies, divide to solve.

Watch out for

  • Only looking at the difference between the first two terms and assuming it applies to the whole pattern without checking further.
  • Guessing and checking randomly instead of using the inverse operation, which breaks down on harder numbers.
  • Confusing the term's position (1st, 2nd, 3rd...) with the term's value when writing the rule.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 3 skills

Measurement

Area of Squares and Rectangles

Area and Perimeter Relationships

Measuring Duration

The official wording · 3 outcomes
3.1
area measurement of squares and rectangles
3.2
relationships between area and perimeter
3.3
duration, using measurement of time

Key ideas

  1. Area is the amount of flat space inside a shape, measured in square units (like square centimetres).

  2. Area (space inside) and perimeter (distance around the outside) measure different things, and one doesn't determine the other.

  3. Duration is the amount of time between a start time and an end time.

  4. For a rectangle or square, area = length × width — this counts how many unit squares fit inside without measuring each one.

  5. Shapes can have the same area but different perimeters — a long skinny rectangle and a more square-ish one can cover the same space but need different amounts of fencing.

Watch out for

  • Confusing area with perimeter — adding all four sides instead of multiplying length by width.
  • Assuming a bigger area always means a bigger perimeter (or the reverse).
  • Subtracting minutes like regular numbers (like treating 8:20 − 6:45 as if there are 100 minutes in an hour).

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 2 skills

Geometry

Prisms and Pyramids

Sliding, Turning, and Flipping Shapes

  • Applying one transformation to a shape

    I can apply a translation, rotation, or reflection to a shape and describe the result.

The official wording · 2 outcomes
4.1
classification of prisms and pyramids
4.2
single transformations

Key ideas

  1. A prism has two matching parallel bases connected by rectangle (or parallelogram) faces; a pyramid has one base and triangular faces that meet at a single point (the apex).

  2. A translation slides a shape without turning or flipping it; a rotation turns a shape around a point; a reflection flips a shape over a line like a mirror.

  3. Prisms and pyramids are named after the shape of their base — a rectangular prism has rectangle bases, a triangular pyramid has a triangle base.

  4. In all three transformations, the shape's size and form stay exactly the same — only its position or orientation changes.

Watch out for

  • Thinking any shape with a pointy top is a pyramid (a cone is not a pyramid — it has a curved surface, not triangular faces).
  • Mixing up a rotation and a reflection — thinking a turned shape is the same as a flipped shape.
  • Naming the shape by its overall look instead of by the shape of its base.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 5 · 2 skills

Data and Likelihood

One-to-One and Many-to-One Graphs

  • Reading graphs where one symbol stands for many

    I can read and create graphs where a symbol stands for one item, or for many items.

Probability Experiments: Single Events

  • Testing the chance of a single event

    I can carry out a probability experiment for a single event, record results, and compare them to the expected probability.

The official wording · 2 outcomes
5.1
one-to-one correspondence and many-to-one
5.2
probability experiments, single events or outcomes

Key ideas

  1. In a one-to-one graph, each symbol or square represents exactly one item.

  2. A single event or outcome (like rolling exactly a 4, or landing on 'blue') has a probability that can be written as a fraction: favourable outcomes out of total possible outcomes.

  3. In a many-to-one graph, each symbol represents more than one item (like 1 star = 5 medals) — always check the legend or key first before reading the graph.

  4. Running the experiment many times and tallying results lets you compare what ACTUALLY happened to what was theoretically expected.

  5. Probability tells you what is likely over many trials — it does not guarantee an exact result in any small number of trials.

Watch out for

  • Counting the number of symbols and treating that as the final answer, ignoring the key (assuming 1 symbol always equals 1 item).
  • Believing a 1-in-6 chance means a 4 MUST appear once in exactly six rolls, and being confused when it doesn't.
  • Forgetting how to handle a half-symbol in a many-to-one graph (like half a star meaning half of 5 medals).

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 6 · 1 skill

Financial Literacy

Making Change and Simple Financial Plans

  • Making change and planning simple savings

    I can make monetary calculations, including making change with larger amounts, and use them to build a simple financial plan.

The official wording · 1 outcomes
6.1
financial literacy — monetary calculations, including making change with amounts to 1000 dollars and developing simple financial plans

Key ideas

  1. Making change with larger amounts (up to $1000) works the same way as with smaller amounts — count up from the price to the amount given, or subtract.

  2. A simple financial plan starts with a goal amount, subtracts what's already saved, and divides what's left by a savings rate to estimate how long it will take.

  3. Keeping a running total (of change owed, or of savings progress) helps track money accurately over several steps.

Watch out for

  • Losing track of the running total across several steps when making change with larger, multi-digit amounts.
  • Forgetting to subtract money already saved before dividing by the weekly savings rate, over-estimating how long a goal will take.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Number Blitz: numbered bubbles

Number Blitz

Can you keep up?

It starts easy. It doesn’t stay that way.

Free, no account needed

  • 0Best score
  • 0Games
  • —Top level
  • —Accuracy
Grade
Choose your mode

How to play
  • Tap the floating bubbles in the right order
  • The next number to tap is shown at the top
  • Collect heart bubbles for extra lives
  • A wrong tap costs a life. Lose them all and the game ends.
  • 5 right taps in a row add 3 seconds to the timer!

The official curriculum

This page follows British Columbia’s own curriculum for Mathematics 5.

BC's Curriculum, Mathematics Grade 5, Content learning standardsProvince of British Columbia · curriculum.gov.bc.ca · Read July 23, 2026

Textbooks

In British Columbia, each school district chooses its own textbooks: the ministry no longer recommends them. The ministry’s page

Study it in MapleMind

MapleMind teaches Mathematics 5 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Chemistry 11 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsChemistry 11 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Chemistry 11, another British Columbia course, partway through Unit 1.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Mathematics 5 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
36
Fillable fields
1,358
Price
$4.99
See the Course Companion

Questions about Mathematics 5

What is Mathematics 5?

British Columbia’s Grade 5 math course: 6 units and 19 skills, from Number to Financial Literacy.

What units are in Mathematics 5?

1. Number, 2. Patterns and Algebra, 3. Measurement, 4. Geometry, 5. Data and Likelihood and 6. Financial Literacy.

Is there a provincial exam for Mathematics 5?

No. British Columbia gives no provincial exam for Mathematics 5.

What textbook does Mathematics 5 use?

Each school district in British Columbia chooses its own textbooks, so ask your teacher which one your class uses.

What comes after Mathematics 5?

Mathematics 6.

Can MapleMind help with Mathematics 5?

Yes. MapleMind teaches every skill of Mathematics 5, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

Get ready for Mathematics 5

Practise every skill of Mathematics 5 in MapleMind, free with daily limits.