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Newfoundland & Labrador · Grade 5

Mathematics, Grade 5

Newfoundland & Labrador’s Grade 5 math course, from Large Numbers to Probability.

Learn thisPractice test
Units
11
Lessons
16
Skills
46
Provincial exam
None
Official curriculum
Government of Newfoundland and Labrador, Department of Education

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 1 skill

Large Numbers

Large Numbers Around Us

The official wording · 1 outcomes
1.1
Provide examples of large numbers used in print or electronic media

Key ideas

  1. Large numbers appear in sports, populations, and prices.

  2. We read large numbers by their periods.

Watch out for

  • Misreading the periods of a large number.
  • Confusing thousands with millions.

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

Unit 2 · 2 skills

Representing Whole Numbers

Numbers to a Million

The official wording · 2 outcomes
2.1
Write a given numeral to 1 000 000 in words
2.2
Describe the meaning of each digit in a given numeral

Key ideas

  1. Numbers to a million have ones, thousands, and millions periods.

  2. Each place to the left is ten times the one to its right.

  3. Each digit's place tells its value.

  4. Expanded notation adds the value of each digit.

Watch out for

  • Misgrouping the periods when reading.
  • Placing a comma instead of a space.
  • Dropping a place with zero.

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

Unit 3 · 7 skills

Fractions and Decimals

Equivalent Fractions

Decimals to Thousandths

The official wording · 7 outcomes
3.1
Create a set of equivalent fractions; and explain, using concrete materials, why there are many equivalent fractions for any given fraction
3.2
Compare two given fractions with unlike denominators by creating equivalent fractions
3.3
Express a given tenth as an equivalent hundredth and thousandth
3.4
Describe the value of each digit in a given decimal
3.5
Order a given set of decimals including only tenths, using place value
3.6
Express orally and in written form, a given decimal as a fraction with a denominator of 10, 100 or 1 000
3.7
Round decimals to the nearest whole number, nearest tenth or nearest hundredth

Key ideas

  1. Equivalent fractions name the same amount.

  2. 0.3 equals 0.30 equals 0.300.

  3. Multiplying the numerator and denominator by the same number keeps the value.

  4. Each place to the right is ten times smaller.

  5. Equivalent fractions let us compare unlike denominators.

Watch out for

  • Adding instead of multiplying both parts.
  • Thinking 0.3 and 0.30 are different amounts.
  • Changing only the numerator or only the denominator.

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

Unit 4 · 10 skills

Multiplication and Division

Two-Digit Multiplication

Division

Mental Math and Estimation

The official wording · 10 outcomes
4.1
Explain why multiplying by zero produces a product of zero
4.2
Model the steps for multiplying two-digit factors, using an array and base ten blocks, and record the process symbolically
4.3
Apply the distributive property to determine a given product involving multiplying factors that are close to multiples of 10
4.4
Model the division process as equal sharing, using base ten blocks, and record it symbolically
4.5
Explain that the interpretation of a remainder depends on the context
4.6
Solve a given multiplication problem in context, using personal strategies, and record the process
4.7
Describe the mental mathematics strategy used to determine a given basic fact
4.8
Demonstrate recall of multiplication facts to 9 × 9 and related division facts
4.9
Determine the approximate solution to a given problem not requiring an exact answer
4.10
Apply front-end rounding to estimate

Key ideas

  1. Zero groups of anything is zero.

  2. Division shares a total into equal groups.

  3. Halving and doubling keeps the product the same.

  4. We cannot divide by zero.

  5. An efficient strategy records the sharing steps.

Watch out for

  • Thinking times zero gives the original number.
  • Making unequal groups.
  • Halving one factor without doubling the other.

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

Unit 5 · 2 skills

Decimal Operations

Adding and Subtracting Decimals

The official wording · 2 outcomes
5.1
Predict sums and differences of decimals, using estimation strategies
5.2
Solve given and created problems that involve addition and subtraction of decimals, limited to thousandths

Key ideas

  1. Estimating first tells us about where the point goes.

  2. Compatible numbers make estimating easier.

  3. We line up the decimal points and the place values.

  4. Keeping place values straight keeps the answer correct.

Watch out for

  • Ignoring the decimal part when rounding.
  • Placing the point without checking the estimate.
  • Not lining up the decimal points.

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

Unit 6 · 2 skills

Patterns

Patterns and Expressions

The official wording · 2 outcomes
6.1
Describe, orally or in writing, a given pattern, using mathematical language, such as one more, one less, five more
6.2
Determine and explain why a given number is or is not the next element in a pattern

Key ideas

  1. A pattern rule can be written as an expression.

  2. A table shows the relationship between terms.

  3. The rule tells what the next element should be.

  4. We can verify a prediction by extending the pattern.

Watch out for

  • Describing only the terms, not the rule.
  • Writing an expression that does not match the table.
  • Predicting without checking the rule.

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

Unit 7 · 2 skills

Equations

Single-Variable Equations

The official wording · 2 outcomes
7.1
Express a given problem as an equation where the unknown is represented by a letter variable
7.2
Solve a given single-variable equation with the unknown in any of the terms

Key ideas

  1. A letter variable stands for the unknown number.

  2. An equation can represent a word problem.

  3. The unknown can be in any position.

  4. We use inverse operations or reasoning to solve.

Watch out for

  • Choosing the wrong operation.
  • Forgetting to define what the variable means.
  • Using the wrong inverse operation.

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

Unit 8 · 7 skills

Measurement

Metric Length

Area, Perimeter, Volume, and Capacity

The official wording · 7 outcomes
8.1
Show that 10 millimeters is equivalent to one centimeter, using concrete materials
8.2
Provide a referent for one kilometre, and explain the choice
8.3
Determine which standard cubic unit is represented by a given referent
8.4
Construct or draw two or more rectangles for a given perimeter in a problem-solving context
8.5
Identify the cube as the most efficient unit for measuring volume, and explain why
8.6
Demonstrate that 1 000 millilitres is equivalent to 1 litre by filling a 1 litre container using a combination of smaller containers
8.7
Illustrate that for any given perimeter, the square or shape closest to a square will result in the greatest area

Key ideas

  1. 10 mm make 1 cm and 1000 mm make 1 m.

  2. Rectangles with the same perimeter can have different areas.

  3. 1000 m make 1 km.

  4. The shape closest to a square has the greatest area.

  5. A referent is something we know that matches a unit.

Watch out for

  • Confusing the number of millimetres in a centimetre and metre.
  • Thinking same perimeter means same area.
  • Mixing up metres and kilometres.

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

Unit 9 · 7 skills

Geometry and Transformations

Lines and Quadrilaterals

Transformations

The official wording · 7 outcomes
9.1
Identify parallel, intersecting, perpendicular, vertical and horizontal sides on 2-D shapes
9.2
Identify and describe the characteristics of a pre-sorted set of quadrilaterals
9.3
Draw 2-D shapes that have sides that are parallel, intersecting, perpendicular, vertical or horizontal
9.4
Identify parallel, intersecting, perpendicular, vertical and horizontal edges and faces on 3-D objects
9.5
Describe a given translation by identifying the direction and magnitude of the movement
9.6
Translate a given 2-D shape horizontally, vertically or diagonally, and draw and describe the position and orientation of the image
9.7
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)

Key ideas

  1. Parallel sides never meet; perpendicular sides meet at a right angle.

  2. A translation is a slide with a direction and distance.

  3. We can describe sides, edges, and faces this way.

  4. A reflection is a flip over a line; a rotation is a turn.

  5. Quadrilaterals have four sides.

Watch out for

  • Confusing parallel and perpendicular.
  • Confusing a translation with a rotation.
  • Missing that perpendicular lines form right angles.

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

Unit 10 · 3 skills

Data

Data and Double Bar Graphs

The official wording · 3 outcomes
10.1
Explain the difference between first-hand and second-hand data
10.2
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
10.3
Provide examples of double bar graphs used in a variety of print and electronic media, such as newspapers, magazines and the Internet

Key ideas

  1. First-hand data we collect ourselves.

  2. Second-hand data comes from another source.

  3. A double bar graph compares two groups side by side.

  4. A legend tells what each bar colour means.

  5. Double bar graphs appear in news and reports.

Watch out for

  • Confusing first-hand and second-hand data.
  • Thinking all data must be collected personally.
  • Leaving off the legend.

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

Unit 11 · 3 skills

Probability

Likelihood and Experiments

The official wording · 3 outcomes
11.1
Provide examples of events, from personal contexts, that are impossible, possible or certain
11.2
Conduct a given probability experiment a number of times, record the outcomes, and explain the results
11.3
Design and conduct a probability experiment in which one outcome is less likely to occur than the other outcome

Key ideas

  1. Events can be impossible, possible, or certain.

  2. Outcomes can be less, equally, or more likely.

  3. Repeating an experiment shows how often outcomes happen.

  4. We can design an experiment for a chosen likelihood.

  5. We can set up outcomes to be less, equally, or more likely.

Watch out for

  • Calling a possible event certain.
  • Thinking all outcomes are equally likely.
  • Expecting exact equal results in a few trials.

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 Newfoundland & Labrador’s own curriculum for Mathematics, Grade 5.

Mathematics Grade 5Government of Newfoundland and Labrador, Department of Education · gov.nl.ca · Read August 7, 2026

Study it in MapleMind

MapleMind teaches Mathematics, Grade 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.

Mathematics 2201 (Academic) in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsMathematics 2201 (Academic) in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Mathematics 2201 (Academic), another Newfoundland & Labrador course, partway through Unit 1.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Mathematics, Grade 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
52
Fillable fields
1,994
Price
$4.99
See the Course Companion

Questions about Mathematics, Grade 5

What is Mathematics, Grade 5?

Newfoundland & Labrador’s Grade 5 math course: 11 units and 46 skills, from Large Numbers to Probability.

What units are in Mathematics, Grade 5?

1. Large Numbers, 2. Representing Whole Numbers, 3. Fractions and Decimals, 4. Multiplication and Division, 5. Decimal Operations, 6. Patterns, 7. Equations, 8. Measurement, 9. Geometry and Transformations, 10. Data and 11. Probability.

Is there a provincial exam for Mathematics, Grade 5?

No. Newfoundland & Labrador gives no provincial exam for Mathematics, Grade 5.

What comes after Mathematics, Grade 5?

Mathematics, Grade 6.

Can MapleMind help with Mathematics, Grade 5?

Yes. MapleMind teaches every skill of Mathematics, Grade 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.

Before this course

After this course

Get ready for Mathematics, Grade 5

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