Get help with Mathematics, Grade 5
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The official New Brunswick Mathematics, Grade 5 curriculum
New Brunswick defines Mathematics, Grade 5 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source New Brunswick's official K-12 education resourcesRead it on the government site — www2.gnb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 11 | Number |
| Strand PR | 2 | Patterns and Relations |
| Strand SS | 8 | Shape and Space |
| Strand SP | 4 | Statistics and Probability |
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How MapleMind teaches Mathematics, Grade 5 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1NumberOfficial strand · Strand N
Whole numbers to a million, estimation and mental math, 2-digit multiplication and division with remainders, equivalent fractions, and decimals to thousandths.
Numbers and Estimation
- Whole numbers to 1 000 000N1 — Represent and describe whole numbers to 1 000 000, reading and writing them and naming the value of each digit.
- Front-end rounding and compensationN2 — Use the front-end rounding and compensation estimation strategies in problem-solving contexts.
- Compatible numbersN2 — Use the compatible-numbers estimation strategy in problem-solving contexts.
Mental Math, Multiplication, and Division
- Skip-counting and doubling/halving for facts to 81N3 — Apply the skip-counting-from-a-known-fact and doubling/halving mental math strategies to determine multiplication facts to 81 and related division facts.
- Nines patterns and repeated doubling/halvingN3 — Apply the 9s-pattern and repeated-doubling-or-halving mental math strategies to determine multiplication facts to 81 and related division facts.
- Annexing zero and halving/doubling for multiplicationN4 — Apply the annexing-a-zero and halving-and-doubling mental math strategies for multiplication.
- Using the distributive propertyN4 — Apply the distributive property as a mental math strategy for multiplication, breaking a factor into parts.
- Multiplying 2-digit by 2-digitN5 — Multiply a 2-digit number by a 2-digit number to solve problems, using an area model or partial products.
- Dividing with remaindersN6 — Divide a 3-digit dividend by a 1-digit divisor, with and without concrete materials, and interpret the remainder to solve problems.
Fractions and Decimals
- Equivalent fractionsN7 — Create sets of equivalent fractions using concrete and pictorial representations.
- Comparing fractions with like and unlike denominatorsN7 — Compare fractions with like and unlike denominators using concrete and pictorial representations.
- Decimals to thousandthsN8 — Describe and represent decimals (tenths, hundredths, thousandths) concretely, pictorially, and symbolically.
- Decimals and fractions to thousandthsN9 — Relate decimals to fractions to thousandths, such as writing 0.125 as one hundred twenty-five thousandths.
- Comparing decimals with benchmarksN10 — Compare and order decimals to thousandths using benchmarks such as 0, one-half, and 1.
- Comparing decimals with place value and equivalentsN10 — Compare and order decimals to thousandths using place value and equivalent decimals, such as seeing 0.5 as 0.500.
- Adding decimals to thousandthsN11 — Add decimals to thousandths by lining up place values and regrouping.
- Subtracting decimals to thousandthsN11 — Subtract decimals to thousandths by lining up place values and regrouping.
The official wording — 11 outcomes in this unit
- N1
Represent and describe whole numbers to 1 000 000.
- N2
Use estimation strategies, including: front-end rounding; compensation
- N3
Apply mental mathematics strategies and number properties, such as: skip counting from a known fact; using doubling or halving
- N4
Apply mental mathematics strategies for multiplication, such as: annexing then adding zero; halving and doubling
- N5
Demonstrate an understanding of multiplication (2-digit by 2-digit) to solve problems.
- N6
Demonstrate, with and without concrete materials, an understanding of division (3-digit by 1-digit) and interpret remainders to solve problems.
- N7
Demonstrate an understanding of fractions by using concrete and pictorial representations to: create sets of equivalent fractions
- N8
Describe and represent decimals (tenths, hundredths, thousandths) concretely, pictorially and symbolically.
- N9
Relate decimals to fractions (to thousandths).
- N10
Compare and order decimals (to thousandths), by using: benchmarks
- N11
Demonstrate an understanding of addition and subtraction of decimals (limited to thousandths).
Unit 2Patterns and RelationsOfficial strand · Strand PR
Determining pattern rules to make predictions, and solving single-variable one-step equations.
Pattern Rules and Equations
- Pattern rules and predictionsPR1 — Determine the pattern rule to make predictions about subsequent terms in a pattern.
- One-step equationsPR2 — Solve problems involving single-variable, one-step equations with whole number coefficients and whole number solutions.
The official wording — 2 outcomes in this unit
- PR1
Determine the pattern rule to make predictions about subsequent terms (elements).
- PR2
Solve problems involving single-variable, one-step equations with whole number coefficients and whole number solutions.
Unit 3Shape and SpaceOfficial strand · Strand SS
Perimeter and area of rectangles, measuring length, volume, capacity, edges and sides, quadrilaterals, and transformations.
Perimeter, Area, and Length
- Rectangles from perimeter or areaSS1 — Design and construct different rectangles given a perimeter, an area, or both (whole numbers), and draw conclusions.
- Measuring length (mm and km)SS2 — Demonstrate an understanding of measuring length using millimetres and kilometres, choosing referents and relating them to metres.
Volume
- Referents for volumeSS3 — Select and justify referents for the units cubic centimetre and cubic metre.
- Estimating volumeSS3 — Estimate volume by using referents for cubic centimetres or cubic metres.
- Measuring and recording volumeSS3 — Measure and record the volume of a solid in cubic centimetres or cubic metres.
- Building prisms for a given volumeSS3 — Construct rectangular prisms for a given volume, showing that different prisms can have the same volume.
Capacity
- Millilitres and litresSS4 — Describe the relationship between millilitres and litres, showing that 1000 millilitres make one litre.
- Referents for capacitySS4 — Select and justify referents for the units millilitre and litre.
- Estimating capacitySS4 — Estimate capacity by using referents for millilitres or litres.
- Measuring and recording capacitySS4 — Measure and record the capacity of a container in millilitres or litres.
Geometry and Transformations
- Parallel, intersecting, and perpendicularSS5 — Describe and provide examples of edges, faces, and sides that are parallel, intersecting, and perpendicular.
- Vertical and horizontalSS5 — Describe and provide examples of edges, faces, and sides that are vertical and horizontal.
- Sorting quadrilateralsSS6 — Identify and sort quadrilaterals — including rectangles, squares, trapezoids, parallelograms, and rhombuses — according to their attributes.
- Performing a transformationSS7 — Perform a single transformation (translation, rotation, or reflection) of a 2-D shape, with and without technology, and draw and describe the image.
- Identifying a transformationSS8 — Identify a single transformation, including a translation, a rotation, and a reflection, of 2-D shapes.
The official wording — 8 outcomes in this unit
- SS1
Design and construct different rectangles given either perimeter or area, or both (whole numbers) and draw conclusions.
- SS2
Demonstrate an understanding of measuring length (mm and km).
- SS3
Demonstrate an understanding of volume by: selecting and justifying referents for cm3 or m3 units
- SS4
Demonstrate an understanding of capacity by: describing the relationship between mL and L
- SS5
Describe and provide examples of edges and faces of 3-D objects and sides of 2-D shapes that are: parallel; intersecting; perpendicular
- SS6
Identify and sort quadrilaterals, including: rectangles; squares; trapezoids; parallelograms; rhombuses according to their attributes.
- SS7
Perform a single transformation (translation, rotation or reflection) of a 2-D shape, (with and without technology) and draw and describe the image.
- SS8
Identify a single transformation including a translation, a rotation and a reflection of 2-D shapes.
Unit 4Statistics and ProbabilityOfficial strand · Strand SP
First-hand and second-hand data, double bar graphs, and describing and comparing the likelihood of outcomes.
Data and Probability
- First-hand and second-hand dataSP1 — Differentiate between first-hand and second-hand data.
- Double bar graphsSP2 — Construct and interpret double bar graphs to draw conclusions.
- Likelihood of a single outcomeSP3 — Describe the likelihood of a single outcome occurring using words such as impossible, possible, and certain.
- Comparing the likelihood of two outcomesSP4 — Compare the likelihood of two possible outcomes occurring using words such as less likely, equally likely, and more likely.
The official wording — 4 outcomes in this unit
- SP1
Differentiate between first-hand and second-hand data.
- SP2
Construct and interpret double bar graphs to draw conclusions.
- SP3
Describe the likelihood of a single outcome occurring using words, such as: impossible; possible; certain.
- SP4
Compare the likelihood of two possible outcomes occurring using words, such as: less likely; equally likely; more likely.
Printable workbook · A keepsake of the year
A Mathematics, Grade 5 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
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Common questions
Can MapleMind help my child with Mathematics, Grade 5?
Yes. MapleMind's AI tutor covers all 38 skills in New Brunswick's Mathematics, Grade 5 — your child picks the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to New Brunswick's official curriculum?
Yes. Every skill in this course maps to an official outcome code from New Brunswick's Grade 5 Mathematics curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if my child is stuck on just one topic?
That's the point of skill-level tutoring: open Mathematics, Grade 5 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons your child doesn't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language your child chooses.
Where can I see the official New Brunswick curriculum for Mathematics, Grade 5?
The official source is linked on this page — New Brunswick's official K-12 education resources. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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