Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Note
Repeated halving will be 
addressed in Chapter 9, Division, 
Lesson 2.
Suggested Resource
The Best of Times 
- Gregory Tang

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
MULTIPLICATION
Suggestions for Teaching and Learning
Students will be expected to:
Number
5N3.2 Explain why multiplying 
by zero produces a product of zero.
5N3 Continued...
Students worked with the property of zero in Grade 4. To show 5 sets 
of 0, teachers could use 5 empty baskets and ask, ”How many muffins 
are there in all?” Since there is nothing in any of the baskets, the answer 
is 0, because 5 groups of 0 is 0. It will not matter how many empty 
baskets there are, any number of baskets with 0 muffins in them result 
in 0 muffins altogether.
5 x 0 = 0
5N3.3 Demonstrate recall of 
multiplication facts to 9 x 9 and 
related division facts.
Students are expected to master their number facts. Mastery occurs 
when they both understand and recall number facts. Recall of number 
facts is when students commit them to memory and retrieve them 
when needed. Students who simply recall number facts without 
understanding have not reached mastery. Similarly, students who 
understand the facts but are unable to recall them have not reached 
mastery.
After students have worked with a variety of strategies, they should be 
encouraged to reflect on them and decide which is most efficient in 
different situations. Being efficient means they can give a quick response 
without resorting to non-efficient means. Being able to recall and apply 
facts efficiently enables students to think logically about problem solving 
without losing their train of thought in attempting to retrieve basic facts.
It is important for students to recognize facts they know well and facts 
they need to continue to review for prompt recall. With a blank facts 
table, help students identify the facts they already know (i.e., 1s, 2s, 
3s, 4s, 5s, 6s, 7s). Students often recall the 9s facts with quick finger 
patterns or digit patterns. Review and discuss rules and strategies for 
each set of facts. Ask students to fill in the table as the class works 
through identifying the facts. Students should be encouraged to identify 
any facts they are struggling with and continue to develop strategies for 
efficient recall. 
This would be a good time to discuss turn around facts (4 × 5 vs 5 × 4).
A diagonal line can be drawn to identify turn around facts.