Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
MULTIPLICATION
General Outcome: Develop Number Sense
Authorized Resource
Math Focus 5
Lesson 11: Communicating About 
Multiplication Methods
TR: pp. 54–57
SB: pp. 208-209
Math Game: 
Rolling Products
TR: p. 59
SB: p. 211
Suggested Resources
• Resource Link: https://www.
k12pl.nl.ca/curr/k-6/math/
grade-5/links/unit6
-Prezi Online or app
-Keynote
-Power Point
-Show Me
Interview
• Ask students to explain at least two different strategies they would 
use to solve a given problem. Ask the students which of the strategies 
they would prefer and why. (Record observation about the efficiency 
of strategy chosen. This would be an opportunity to discuss the 
appropriate use of a given strategy with the student.)
(5N5.6)
Paper and Pencil
• Britney is having her 11th birthday party at a movie theatre. The cost 
is $9.39 per child. She is inviting 12 of her friends. Ask students how 
her mother should estimate the cost.
(5N5.6)
• Ask students to list five equations which this image might be 
describing.
• Given ten number cards (0-9), students could select four cards 
to create two two-digit numbers and use them as factors in a 
multiplication problem. Ask students to use the two numbers to 
create and solve two word problems: one problem with a solution 
that must be calculated and the other which requires only an 
estimation. Students explain their choices. 
(5N5.7)
Performance
• Students could receive different problems such as “ Carrie has to sell 
18 boxes of Girl Guide cookies. There are 25 cookies in every box.
How many cookies does Carrie have to sell altogether?” Students 
could use a presentation tool such as Prezi, Keynote, Power Point, 
Show Me to communicate the strategy they used to solve the 
problem. Consider various presentation strategies when designing the 
problems.
(5N5.7)
• Give small groups of students three sets of cards with the digits
0 -9, three multiplication signs and three equals signs. Ask them to 
create three multiplication sentences using two digit factors. One 
should have an eight and a nine in the answer, at least one should 
have a four-digit answer, and one should use no more than one 
of any digit as factors or product. Students could write problems 
which could be solved using these created equations.
(5N5.7)
(5N5.7)
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