Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Note
Related division facts are not 
addressed in student text but 
must be addressed as part of the 
outcome.
Suggested Resources
• Resource Link: https://www.
k12pl.nl.ca/curr/k-6/math/
grade-5/links/unit6
-enrichment activities
-NearPod
-Socratic
-Enjoy Learning 9 x 9
Lesson 3: Relating Multiplication 
Facts (Optional)
TR: pp. 20 -22
SB: p. 183

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150
MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
MULTIPLICATION
Suggestions for Teaching and Learning
Students will be expected to:
Number
5N4.1 Determine the products 
when one factor is a multiple of 
10, 100 or 1000 by annexing 
(adding) zeros.
5N4 Apply mental mathematics 
strategies for multiplication, such 
as:
• annexing (adding) zero
• halving and doubling
• using the distributive property.
[C, CN, ME, R, V]
The division sign is included on the chart so students can identify 
related fact families. Students no longer need to concentrate on 
100 facts but can now focus on the facts they need to learn while 
maintaining recall of the facts they already know. 
It is important that students recognize that multiplication and division 
are inverse operations. For each multiplication, or division fact, there is a 
related fact family. This fact family, for example, shows the relationships 
between 7, 8 and 56.
Proficiency with mental mathematics is a valuable skill for students:
• It can be done quickly using tools which are always readily available. 
• It adds efficiency to computations, problem solving work, and to 
later work with algebra. Without mental math, students have to 
make too many side-trips in more complex tasks which take them 
away from the main problem and increase the likelihood of error.
Estimation and calculations of multi-digit products are based on 
knowledge of the multiplication facts and how to multiply with 
multiples of 10, 100, and 1000. The following models can be used to 
teach and explain these concepts. 
(Big Ideas from Dr. Small, 2009, pp. 32)