Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
MULTIPLICATION
Suggestions for Teaching and Learning
Students will be expected to:
Number
5N5 Demonstrate, with and 
without concrete materials, an 
understanding of multiplication 
(two-digit by two-digit) to solve 
problems.
[C, CN, PS, V]
In Grade 4, students multiplied two- or three-digit numbers by one-digit 
numbers. The strategies they used can be applied to multiply two-digit 
numbers by two-digit numbers. There are many good reasons for students 
to be exposed to various algorithms for multiplication including:
• One algorithm may be more meaningful to a student than another.
• One algorithm may work better for a particular set of numbers.
• Some algorithms lend themselves to mental computations.
• At home, parents may use a different algorithm than one taught at
school.
5N5.1 Model the steps for 
multiplying two-digit factors, 
using an array and base ten 
blocks, and record the process 
symbolically.
Achievement Indicators:
Multiplication of two-digit by two-digit numbers may be concretely 
modelled using base ten blocks or grids/arrays. These figures both 
illustrate 31 x 24 and lead students to find the product 744.

31 
x 24
4
120
20
+ 600
744
5N5.2 Describe a solution 
procedure for determining 
the product of two given
two-digit factors, using a pictorial 
representation such as an area 
model.
5N5.3 Solve a given 
multiplication problem in 
context, using personal strategies, 
and record the process.
Another pictorial method of representing two-digit by two-digit 
multiplication is the area method.
30 x 20 
1 x 20 
30 x 4 
1 x 4 
20 
4 
24 
31 
30 1 
Students should be able to explain any algorithm they choose to use. 
It is also important that students explain their reasoning clearly using 
correct mathematical language. When describing algorithms, terms might 
include:
• regroup
• trade or exchange
• product
• place value terms such as hundreds, tens and ones. 
Effective communication of mathematical thinking uses words, pictures 
and numbers. These should be logically outlined and clearly presented in 
students’ responses.

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