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Grade 5 mathematics in Nova Scotia.
Students will be expected to represent and partition whole numbers to 1 000 000. Students will be expected to represent and partition whole numbers to 1 000 000.N01
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Students will be expected to use estimation strategies, including front-end, front-end adjusted, rounding, and compatible numbers in problem-solving contexts. Students will be expected to use estimation strategies, including front-end, front-end adjusted, rounding, and compatible numbers in problem-solving contexts.N02
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Students will be expected to describe and apply mental mathematics strategies and number properties to recall, with fluency, answers for basic multiplication facts to 81 and related division facts. Students will be expected to describe and apply mental mathematics strategies and number properties to recall, with fluency, answers for basic multiplication facts to 81 and related division facts.N03
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Students will be expected to apply mental mathematics strategies for multiplication, including multiplying by multiples of 10, 100, and 1000; halving and doubling; using the distributive property Students will be expected to apply mental mathematics strategies for multiplication, including multiplying by multiples of 10, 100, and 1000; halving and doubling; using the distributive propertyN04
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Students will be expected to demonstrate, with and without concrete materials, an understanding of multiplication (two-digit by two-digit) to solve problems. Students will be expected to demonstrate, with and without concrete materials, an understanding of multiplication (two-digit by two-digit) to solve problems.N05
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Students will be expected to demonstrate, with and without concrete materials, an understanding of division (three-digit by one-digit), and interpret remainders to solve problems. Students will be expected to demonstrate, with and without concrete materials, an understanding of division (three-digit by one-digit), and interpret remainders to solve problems.N06
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Students will be expected to demonstrate an understanding of fractions by using concrete, pictorial, and symbolic representations to create sets of equivalent fractions; compare and order fractions with like and unlike denominators Students will be expected to demonstrate an understanding of fractions by using concrete, pictorial, and symbolic representations to create sets of equivalent fractions; compare and order fractions with like and unlike denominatorsN07
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Students will be expected to describe and represent decimals (tenths, hundredths, and thousandths) concretely, pictorially, and symbolically. Students will be expected to describe and represent decimals (tenths, hundredths, and thousandths) concretely, pictorially, and symbolically.N08
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Students will be expected to relate decimals to fractions and fractions to decimals (to thousandths). Students will be expected to relate decimals to fractions and fractions to decimals (to thousandths).N09
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Students will be expected to compare and order decimals (to thousandths) by using benchmarks, place value, and equivalent decimals. Students will be expected to compare and order decimals (to thousandths) by using benchmarks, place value, and equivalent decimals.N10
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Students will be expected to demonstrate an understanding of addition and subtraction of decimals (limited to thousandths). Students will be expected to demonstrate an understanding of addition and subtraction of decimals (limited to thousandths).N11
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Students will be expected to determine the pattern rule to make predictions about subsequent terms. Students will be expected to determine the pattern rule to make predictions about subsequent terms.PR01
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Students will be expected to solve problems involving single-variable, one-step equations with whole number coefficients and whole number solutions. Students will be expected to solve problems involving single-variable, one-step equations with whole number coefficients and whole number solutions.PR02
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Students will be expected to design and construct different rectangles, given a perimeter or an area or both (whole numbers), and make generalizations. Students will be expected to design and construct different rectangles, given a perimeter or an area or both (whole numbers), and make generalizations.M01
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Students will be expected to demonstrate an understanding of measuring length (mm) by selecting and justifying referents for the unit millimetre (mm); modelling and describing the relationship between millimetre (mm) and centimetre (cm) units, and between millimetre (mm) and metre (m) units Students will be expected to demonstrate an understanding of measuring length (mm) by selecting and justifying referents for the unit millimetre (mm); modelling and describing the relationship between millimetre (mm) and centimetre (cm) units, and between millimetre (mm) and metre (m) unitsM02
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Students will be expected to demonstrate an understanding of volume by selecting and justifying referents for cubic centimetre (cm3) or cubic metre (m3) units; estimating volume using referents for cubic centimetre (cm3) or cubic metre (m3); measuring and recording volume (cm3 or m3); constructing rectangular prisms for a given volume Students will be expected to demonstrate an understanding of volume by selecting and justifying referents for cubic centimetre (cm3) or cubic metre (m3) units; estimating volume using referents for cubic centimetre (cm3) or cubic metre (m3); measuring and recording volume (cm3 or m3); constructing rectangular prisms for a given volumeM03
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Students will be expected to demonstrate an understanding of capacity by describing the relationship between millilitre (mL) and litre (L) units; selecting and justifying referents for millilitre (mL) and litre (L) units; estimating capacity using referents for millilitre (mL) and litre (L); measuring and recording capacity (mL or L) Students will be expected to demonstrate an understanding of capacity by describing the relationship between millilitre (mL) and litre (L) units; selecting and justifying referents for millilitre (mL) and litre (L) units; estimating capacity using referents for millilitre (mL) and litre (L); measuring and recording capacity (mL or L)M04
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Students will be expected to describe and provide examples of edges and faces of 3-D objects, and sides of 2-D shapes that are parallel, intersecting, perpendicular, vertical, and horizontal. Students will be expected to describe and provide examples of edges and faces of 3-D objects, and sides of 2-D shapes that are parallel, intersecting, perpendicular, vertical, and horizontal.G01
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Students will be expected to perform a single transformation (translation, rotation, or reflection) of a 2-D shape (with and without technology) and draw and describe the image. Students will be expected to perform a single transformation (translation, rotation, or reflection) of a 2-D shape (with and without technology) and draw and describe the image.G03
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Students will be expected to identify right angles. Students will be expected to identify right angles.G05
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Students will be expected to differentiate between first-hand and second-hand data. Students will be expected to differentiate between first-hand and second-hand data.SP01
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Students will be expected to construct and interpret double bar graphs to draw conclusions. Students will be expected to construct and interpret double bar graphs to draw conclusions.SP02
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Students will be expected to describe the likelihood of a single outcome occurring, using words such as impossible, possible, and certain. Students will be expected to describe the likelihood of a single outcome occurring, using words such as impossible, possible, and certain.SP03
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Students will be expected to compare the likelihood of two possible outcomes occurring, using words such as less likely, equally likely, or more likely. Students will be expected to compare the likelihood of two possible outcomes occurring, using words such as less likely, equally likely, or more likely.SP04
Practice coming soon
Curriculum: Nova Scotia Mathematics 1-8 Outcomes (2022). Last verified 2026-10-17.