Get help with Mathematics, Grade 5
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The official Saskatchewan Mathematics, Grade 5 curriculum
Saskatchewan 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 Saskatchewan's official curriculumRead it on the government site — curriculum.gov.sk.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand N | 7 | Number |
| Strand P | 2 | Patterns and Relations |
| Strand SS | 7 | Shape and Space |
| Strand SP | 3 | 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 one million, multi-digit multiplication and division, equivalent fractions, and decimals to thousandths.
Whole Numbers to a Million
- Representing numbers to one millionN5.1 — Represent whole numbers to 1 000 000 using place value, base ten, and expanded notation.
- Comparing and describing large numbersN5.1 — Compare and order whole numbers to 1 000 000 and describe their quantity in real contexts.
Multiplication
- Multiplication facts to 81N5.2 — Use mental math strategies to recall multiplication facts to 81, and explain why multiplying by zero gives zero.
- Multiplying by multiples of tenN5.2 — Multiply whole numbers where one factor is a multiple of 10, 100, or 1000, and apply the distributive property.
- Multiplying two 2-digit numbersN5.2 — Multiply two 2-digit numbers using an array or area model with partial products, and record symbolically.
Division
- Dividing 3-digit numbersN5.3 — Divide 3-digit whole numbers by 1-digit whole numbers using models, and record symbolically.
- Making sense of remaindersN5.3 — Interpret remainders to solve problems, deciding whether to disregard, round up, or express as a fraction or decimal.
Estimation and Computation
- Estimation strategiesN5.4 — Develop personal strategies for estimation including front-end rounding, compensation, and compatible numbers.
- Choosing an estimation strategyN5.4 — Apply and choose the best estimation or computation strategy for a situation, and judge reasonableness.
Fractions and Decimals
- Making equivalent fractionsN5.5 — Create sets of equivalent fractions using concrete and pictorial representations and explain why they are equivalent.
- Comparing fractions with unlike denominatorsN5.5 — Compare fractions with like and unlike denominators using equivalent fractions and a number line.
- Understanding decimals to thousandthsN5.6 — Describe and represent decimals to thousandths concretely and pictorially.
- Connecting decimals and fractions to thousandthsN5.6 — Relate decimals to fractions, writing decimals as fractions with denominator 10, 100, or 1000 and vice versa.
- Comparing and ordering decimalsN5.6 — Compare and order decimals to thousandths using benchmarks on a number line.
- Adding and subtracting decimalsN5.7 — Represent and compute the sum and difference of decimals to thousandths, and record symbolically.
- Solving decimal problemsN5.7 — Solve problems that involve adding and subtracting decimals to thousandths and explain the strategies used.
The official wording — 7 outcomes in this unit
- N5.1
Represent, compare, and describe whole numbers to 1 000 000 within the contexts of place value and the base ten system, and quantity.
- N5.2
Analyze models of, develop strategies for, and carry out multiplication of whole numbers.
- N5.3
Demonstrate, with and without concrete materials, an understanding of division (3-digit by 1-digit) and interpret remainders to solve problems.
- N5.4
Develop and apply personal strategies for estimation and computation including: • • front-end rounding • • compensation • • compatible numbers.
- N5.5
Demonstrate an understanding of fractions by using concrete and pictorial representations to: • • create sets of equivalent fractions
- N5.6
Demonstrate understanding of decimals to thousandths by: • • describing and representing
- N5.7
Demonstrate an understanding of addition and subtraction of decimals (limited to thousandths).
Unit 2Patterns and RelationsOfficial strand · Strand P
Representing and applying patterns with mathematical language, and solving one-step single-variable equations.
Patterns and Equations
- Describing patterns with math languageP5.1 — Represent and describe patterns using mathematical language and notation, in charts and expressions.
- Predicting and solving with patternsP5.1 — Predict subsequent elements in a pattern, verify whether a number belongs, and solve problems using patterns.
- Understanding single-variable equationsP5.2 — Understand variables and describe situations that a single-variable one-step equation could represent.
- Solving and verifying equationsP5.2 — Solve single-variable one-step equations with the variable on either side and verify the solution.
The official wording — 2 outcomes in this unit
- P5.1
Represent, analyse, and apply patterns using mathematical language and notation.
- P5.2
Write, solve, and verify solutions of single-variable, one-step equations with whole number coefficients and whole number solutions.
Unit 3Shape and SpaceOfficial strand · Strand SS
Rectangles from perimeter and area, measuring in millimetres, volume and capacity, lines and quadrilaterals, and transformations.
Perimeter, Area, and Length
- Rectangles from a given perimeterSS5.1 — Design and construct different rectangles for a given perimeter and select the most appropriate one.
- Rectangles from a given areaSS5.1 — Design and construct different rectangles for a given area and draw conclusions about area and perimeter.
- Measuring in millimetresSS5.2 — Measure length in millimetres, select referents for mm, and describe the relationship between mm, cm, and m.
Volume and Capacity
- Referents and estimating volumeSS5.3 — Select and justify referents for cubic centimetres and cubic metres, and estimate volume using referents.
- Measuring volume and building prismsSS5.3 — Measure and record volume, and construct rectangular prisms for a given volume.
- Referents for millilitres and litresSS5.4 — Describe the relationship between millilitres and litres, and select and justify referents for mL and L.
- Estimating and measuring capacitySS5.4 — Estimate capacity using referents, and measure and record capacity in mL and L.
Lines, Quadrilaterals, and Transformations
- Parallel, perpendicular, and other linesSS5.5 — Identify and describe parallel, intersecting, perpendicular, vertical, and horizontal lines, edges, and faces.
- Sketching lines on shapes and objectsSS5.5 — Sketch a 2-D shape or 3-D object and identify which of its lines, edges, or faces are parallel, intersecting, perpendicular, vertical, or horizontal.
- Identifying and sorting quadrilateralsSS5.6 — Identify and sort quadrilaterals including rectangles, squares, trapezoids, parallelograms, and rhombuses according to their attributes.
- Sliding, turning, and flipping shapesSS5.7 — Identify and create single transformations (translations, rotations, and reflections) of 2-D shapes.
- Describing and predicting transformationsSS5.7 — Describe and predict single transformations by their direction, magnitude, or line of reflection, and identify a transformation from an image.
The official wording — 7 outcomes in this unit
- SS5.1
Design and construct different rectangles given either perimeter or area, or both (whole numbers), and draw conclusions.
- SS5.2
Demonstrate understandingofmeasuring length(mm)by: • • selecting and justifying referents for the unit mm • • modelling and describing the relationship between mm, cm, and m units.
- SS5.3
Demonstratean understandingofvolumeby: • • selecting and justifying referents for cm³ or m³ units • • estimating volume by using referents for cm³ or m³
- SS5.4
Demonstrate understandingofcapacityby: • • describing the relationship between mL and L • • selecting and justifying referents for mL or L units
- SS5.5
Describeandprovide examplesofedgesandfaces of3-Dobjects,andsidesof2-D shapesthatare: • • parallel • • intersecting • • perpendicular • • vertical • • horizontal.
- SS5.6
Identifyandsort quadrilaterals,including: • • rectangles • • squares • • trapezoids • • parallelograms • • rhombuses accordingtotheirattributes.
- SS5.7
Identify,create,and analyzesingletransformations of2-Dshapes(withandwithout theuseoftechnology).
Unit 4Statistics and ProbabilityOfficial strand · Strand SP
First-hand and second-hand data, double bar graphs, and the likelihood of outcomes in probability.
Data and Probability
- First-hand and second-hand dataSP5.1 — Differentiate between first-hand and second-hand data, and decide which best answers a question.
- Constructing double bar graphsSP5.2 — Construct double bar graphs based on data relevant to self, family, or community.
- Interpreting double bar graphsSP5.2 — Interpret double bar graphs to pose and solve problems and draw conclusions.
- How likely is it?SP5.3 — Describe and compare the likelihood of outcomes as impossible, possible, or certain, and less, equally, or more likely.
- Predicting and testing probabilitySP5.3 — Predict the likelihood of outcomes, conduct probability experiments, and compare the results to the predictions.
The official wording — 3 outcomes in this unit
- SP5.1
Differentiatebetween first-handandsecond-hand data.
- SP5.2
Constructandinterpret doublebargraphstodraw conclusions.
- SP5.3
Describe,compare, predict,andtestthelikelihood ofoutcomesinprobability situations.
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 Saskatchewan'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 Saskatchewan's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Saskatchewan'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 Saskatchewan curriculum for Mathematics, Grade 5?
The official source is linked on this page — Saskatchewan'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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