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The official Newfoundland and Labrador Mathematics, Grade 5 curriculum
Newfoundland and Labrador 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 Newfoundland and Labrador's official curriculumRead it on the government site — gov.nl.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 22 | Large Numbers · Representing Whole Numbers · Fractions and Decimals · Multiplication and Division · Decimal Operations |
| PAR | 4 | Patterns · Equations |
| SAS | 14 | Measurement · Geometry and Transformations |
| SAP | 6 | Data · 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 1Large NumbersOfficial strand · Strand N
Recognizing large numbers in everyday media.
Large Numbers Around Us
- Large numbers in mediaN.1.1 — Provide examples of large numbers used in print or electronic media.
The official wording — 1 outcome in this unit
- N.1.1
Provide examples of large numbers used in print or electronic media
Unit 2Representing Whole NumbersOfficial strand · Strand N
Reading, writing, and using expanded notation for numbers to a million.
Numbers to a Million
- Writing numbers to a millionN.2.2 — Write a numeral to 1 000 000 in words, use proper spacing without commas, and describe the pattern of adjacent place positions.
- Meaning of digits and expanded notationN.2.4 — Describe the meaning of each digit, express a numeral in expanded notation, and write the numeral from expanded notation.
The official wording — 2 outcomes in this unit
- N.2.2
Write a given numeral to 1 000 000 in words
- N.2.4
Describe the meaning of each digit in a given numeral
Unit 3Fractions and DecimalsOfficial strand · Strand N
Equivalent fractions, place-value of decimals to thousandths, ordering decimals, and connecting fractions and decimals.
Equivalent Fractions
- Making equivalent fractionsN.3.1 — Create equivalent fractions, model and explain that they represent the same quantity, determine if two fractions are equivalent, identify equivalent fractions, and formulate a rule for making them.
- Comparing and ordering fractionsN.3.7 — Compare fractions with unlike denominators by creating equivalent fractions, and position fractions with like and unlike denominators on a number line.
Decimals to Thousandths
- Tenths, hundredths, and thousandthsN.3.4 — Express a tenth as an equivalent hundredth and thousandth, express a hundredth as a thousandth, and represent equivalent decimals using a grid.
- Decimal place value and representationN.3.13 — Describe the value of each digit in a decimal, represent a decimal using concrete materials or a grid, express a decimal for a representation, and round decimals to the nearest whole, tenth, or hundredth.
- Ordering decimalsN.3.15 — Order sets of decimals to tenths, hundredths, and thousandths using place value, on a number line with benchmarks, and using equivalent decimals.
- Fractions and decimalsN.3.20 — Express a decimal as a fraction with denominator 10, 100, or 1 000, express such a fraction as a decimal, and express a representation as a fraction or decimal.
- Rounding decimalsN.3.11 — Round decimals to the nearest whole number, nearest tenth, or nearest hundredth.
The official wording — 7 outcomes in this unit
- N.3.1
Create a set of equivalent fractions; and explain, using concrete materials, why there are many equivalent fractions for any given fraction
- N.3.7
Compare two given fractions with unlike denominators by creating equivalent fractions
- N.3.4
Express a given tenth as an equivalent hundredth and thousandth
- N.3.13
Describe the value of each digit in a given decimal
- N.3.15
Order a given set of decimals including only tenths, using place value
- N.3.20
Express orally and in written form, a given decimal as a fraction with a denominator of 10, 100 or 1 000
- N.3.11
Round decimals to the nearest whole number, nearest tenth or nearest hundredth
Unit 4Multiplication and DivisionOfficial strand · Strand N
Two-digit multiplication with models, division with remainder interpretation, mental strategies, and estimation.
Two-Digit Multiplication
- Multiplying and dividing with zeroN.5.1 — Explain why multiplying by zero gives zero and why division by zero is undefined.
- Two-digit multiplication with modelsN.5.4 — Model two-digit multiplication with arrays, base ten blocks, and area models, illustrate partial products, and use the distributive property with expanded notation.
- Multiplying near multiples of tenN.5.3 — Apply the distributive property to determine products where factors are close to multiples of 10.
Division
- Dividing with models and strategiesN.5.8 — Model division as equal sharing with base ten blocks, record symbolically, and investigate and use an efficient division strategy.
- Interpreting the remainderN.5.10 — Explain that the interpretation of a remainder depends on context: ignore it, round up, express as a fraction, or express as a decimal.
- Solving multiplication and division problemsN.5.12 — Solve and create multiplication and division problems in context using personal strategies, and record the process.
Mental Math and Estimation
- Mental multiplication strategiesN.5.16 — Describe mental strategies for basic facts (skip counting, doubling, nines patterns, repeated doubling and halving), apply halving and doubling, and multiply by multiples of 10 by annexing zeros.
- Recalling multiplication and division factsN.5.19 — Demonstrate recall of multiplication facts to 9 x 9 and related division facts.
- Estimation strategiesN.5.20 — Determine approximate solutions, estimate using compatible numbers and compensation, select an estimation strategy, and give contexts for estimating and overestimating.
- Front-end roundingN.5.26 — Apply front-end rounding to estimate sums, differences, products, and quotients.
The official wording — 10 outcomes in this unit
- N.5.1
Explain why multiplying by zero produces a product of zero
- N.5.4
Model the steps for multiplying two-digit factors, using an array and base ten blocks, and record the process symbolically
- N.5.3
Apply the distributive property to determine a given product involving multiplying factors that are close to multiples of 10
- N.5.8
Model the division process as equal sharing, using base ten blocks, and record it symbolically
- N.5.10
Explain that the interpretation of a remainder depends on the context
- N.5.12
Solve a given multiplication problem in context, using personal strategies, and record the process
- N.5.16
Describe the mental mathematics strategy used to determine a given basic fact
- N.5.19
Demonstrate recall of multiplication facts to 9 × 9 and related division facts
- N.5.20
Determine the approximate solution to a given problem not requiring an exact answer
- N.5.26
Apply front-end rounding to estimate
Unit 5Decimal OperationsOfficial strand · Strand N
Adding and subtracting decimals to thousandths using estimation and place value.
Adding and Subtracting Decimals
- Estimating and placing the decimal pointN.6.8 — Predict sums and differences of decimals using estimation, place the decimal point using estimation, and estimate with compatible numbers and front-end rounding.
- Adding and subtracting decimals to thousandthsN.6.11 — Solve problems involving addition and subtraction of decimals to thousandths, explain why place value matters, and correct decimal-point placement errors.
The official wording — 2 outcomes in this unit
- N.6.8
Predict sums and differences of decimals, using estimation strategies
- N.6.11
Solve given and created problems that involve addition and subtraction of decimals, limited to thousandths
Unit 6PatternsOfficial strand · PAR
Describing patterns with expressions and using pattern rules to predict and solve.
Patterns and Expressions
- Describing patterns with expressionsPAR.7.1 — Describe a pattern using mathematical language, write an expression to represent a pattern, and describe the relationship in a table using an expression.
- Predicting and solving with patternsPAR.7.4 — Determine why a number is or is not the next element, predict and verify subsequent elements, extend patterns, and use a pattern rule to solve problems.
The official wording — 2 outcomes in this unit
- PAR.7.1
Describe, orally or in writing, a given pattern, using mathematical language, such as one more, one less, five more
- PAR.7.4
Determine and explain why a given number is or is not the next element in a pattern
Unit 7EquationsOfficial strand · PAR
Writing and solving single-variable equations.
Single-Variable Equations
- Writing equations with a variablePAR.8.2 — Create a problem for an equation, express a problem as an equation using a letter variable, and identify the unknown to represent a problem.
- Solving single-variable equationsPAR.8.4 — Solve single-variable equations with the unknown in any term, and represent and solve a problem with an equation.
The official wording — 2 outcomes in this unit
- PAR.8.2
Express a given problem as an equation where the unknown is represented by a letter variable
- PAR.8.4
Solve a given single-variable equation with the unknown in any of the terms
Unit 8MeasurementOfficial strand · SAS
Metric length, area and perimeter relationships, and volume and capacity.
Metric Length
- Relating metric length unitsSAS.9.1 — Show that 10 mm is 1 cm and 1000 mm is 1 m, know 1000 m is 1 km, and generalize relationships among millimetres, centimetres, metres, and kilometres.
- Referents for metric lengthsSAS.9.6 — Provide referents for a millimetre, centimetre, metre, and kilometre, and give examples of when each unit is used.
- Referents for cubic and capacity unitsSAS.9.11 — Determine which standard cubic or capacity unit a referent represents and provide referents for a cubic centimetre and cubic metre.
Area, Perimeter, Volume, and Capacity
- Area and perimeter relationshipsSAS.9.19 — Construct rectangles for a given perimeter or area, and illustrate how area changes as a rectangle's shape changes for a fixed perimeter.
- Volume of prismsSAS.9.24 — Identify the cube as the volume unit, determine the volume of a 3-D object with manipulatives, construct prisms for a given volume, and estimate volume.
- Capacity in litres and millilitresSAS.9.12 — Show that 1000 mL is 1 L, relate mL and L in problems, provide referents for a litre and millilitre, and estimate and determine capacity.
- Greatest area for a perimeterSAS.9.21 — Illustrate that for a given perimeter the shape closest to a square has the greatest area and the narrowest rectangle the least, and give a real-life context for the area-perimeter relationship.
The official wording — 7 outcomes in this unit
- SAS.9.1
Show that 10 millimeters is equivalent to one centimeter, using concrete materials
- SAS.9.6
Provide a referent for one kilometre, and explain the choice
- SAS.9.11
Determine which standard cubic unit is represented by a given referent
- SAS.9.19
Construct or draw two or more rectangles for a given perimeter in a problem-solving context
- SAS.9.24
Identify the cube as the most efficient unit for measuring volume, and explain why
- SAS.9.12
Demonstrate that 1 000 millilitres is equivalent to 1 litre by filling a 1 litre container using a combination of smaller containers
- SAS.9.21
Illustrate that for any given perimeter, the square or shape closest to a square will result in the greatest area
Unit 9Geometry and TransformationsOfficial strand · SAS
Parallel and perpendicular sides, quadrilaterals, and transformations.
Lines and Quadrilaterals
- Parallel and perpendicular sidesSAS.10.1 — Identify and describe parallel, intersecting, perpendicular, vertical, and horizontal sides, edges, and faces on shapes and objects, and that perpendicular lines form right angles.
- Sorting quadrilateralsSAS.10.8 — Describe characteristics of quadrilaterals and sort them by side lengths, by parallel sides, and by an explained rule.
- Drawing shapes with described sidesSAS.10.17 — Draw 2-D shapes and 3-D objects that have sides, edges, and faces that are parallel, intersecting, perpendicular, vertical, or horizontal, and find examples in the environment.
- Parallel and perpendicular edges and facesSAS.10.4 — Identify and describe parallel, intersecting, perpendicular, vertical, and horizontal edges and faces on 3-D objects, and find examples in media and the environment.
Transformations
- Describing transformationsSAS.10.12 — Describe a translation by direction and magnitude, a reflection by its line, and a rotation by its direction, and identify a single transformation.
- Performing transformationsSAS.10.19 — Translate, reflect, and rotate 2-D shapes and describe the image's position and orientation, and predict and verify the result of a transformation.
- Rotating shapes and predicting resultsSAS.10.23 — Rotate a 2-D shape about a vertex describing direction and the fraction of the turn, and predict and verify the result of a single transformation.
The official wording — 7 outcomes in this unit
- SAS.10.1
Identify parallel, intersecting, perpendicular, vertical and horizontal sides on 2-D shapes
- SAS.10.8
Identify and describe the characteristics of a pre-sorted set of quadrilaterals
- SAS.10.17
Draw 2-D shapes that have sides that are parallel, intersecting, perpendicular, vertical or horizontal
- SAS.10.4
Identify parallel, intersecting, perpendicular, vertical and horizontal edges and faces on 3-D objects
- SAS.10.12
Describe a given translation by identifying the direction and magnitude of the movement
- SAS.10.19
Translate a given 2-D shape horizontally, vertically or diagonally, and draw and describe the position and orientation of the image
- SAS.10.23
Rotate a given 2-D shape about a vertex, and describe the direction of rotation (clockwise or counterclockwise) and the fraction of the turn (limited to 1/4, 1/2, 3/4 or full turn)
Unit 10DataOfficial strand · SAP
First- and second-hand data and double bar graphs.
Data and Double Bar Graphs
- First-hand and second-hand dataSAP.11.1 — Explain the difference between first-hand and second-hand data, find examples in media, and formulate questions best answered by each.
- Double bar graphsSAP.11.5 — Determine the attributes of double bar graphs, create one with a title, axes, and legend, and draw conclusions to answer questions.
- Double bar graphs in mediaSAP.11.3 — Provide examples of double bar graphs in print and electronic media and determine their attributes.
The official wording — 3 outcomes in this unit
- SAP.11.1
Explain the difference between first-hand and second-hand data
- SAP.11.5
Represent a given set of data by creating a double bar graph, label the title and axes, and create a legend without the use of technology
- SAP.11.3
Provide examples of double bar graphs used in a variety of print and electronic media, such as newspapers, magazines and the Internet
Unit 11ProbabilityOfficial strand · SAP
Describing likelihood and conducting probability experiments.
Likelihood and Experiments
- Describing likelihoodSAP.12.1 — Give examples of events that are impossible, possible, or certain, classify the likelihood of an outcome, and identify outcomes as less, equally, or more likely.
- Conducting probability experimentsSAP.12.4 — Conduct a probability experiment and record outcomes, and design experiments where an outcome is impossible, less likely, equally likely, or more likely.
- Designing comparative experimentsSAP.12.6 — Design and conduct probability experiments in which one outcome is less, equally, or more likely to occur than another.
The official wording — 3 outcomes in this unit
- SAP.12.1
Provide examples of events, from personal contexts, that are impossible, possible or certain
- SAP.12.4
Conduct a given probability experiment a number of times, record the outcomes, and explain the results
- SAP.12.6
Design and conduct a probability experiment in which one outcome is less likely to occur than the other outcome
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.
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Can MapleMind help my child with Mathematics, Grade 5?
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Is MapleMind aligned to Newfoundland and Labrador's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Newfoundland and Labrador'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.
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Where can I see the official Newfoundland and Labrador curriculum for Mathematics, Grade 5?
The official source is linked on this page — Newfoundland and Labrador's official curriculum. 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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