Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

153
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
MULTIPLICATION
General Outcome: Develop Number Sense
Authorized Resource
Math Focus 5
Lesson 5: Halving and Doubling 
to Multiply
TR: pp. 27–30
SB: pp. 188-191
Interview
• Ask students: For which of the following computations would you 
use the halving and doubling strategy? Explain.
9 x 7
8 x 13 
50 x 8
51 x 9
25 x 16
35 x 4
(5N4.2)
• Given the equation: 57 x 7 = (60 x 7)___ (3 x 7), ask the student to 
choose which operation should go in the blank and explain why.
(5N4.3)
Journal
• Ask students to explain how the halving and doubling strategy could 
be used to solve 5 x 34.
(5N4.2)
Lesson 6: Multiplying Numbers 
Close to Ten
TR: pp. 34–37
SB: pp. 194-197
Suggested Resource
• Big Ideas from Dr. Small
- 
Marian Small

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154
MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
MULTIPLICATION
Suggestions for Teaching and Learning
Students will be expected to:
Number
5N4.3 Apply the distributive 
property to determine a given 
product involving multiplying 
factors that are close to multiples 
of 10.
The ability to break numbers apart in flexible ways is even more 
important in multiplication than in addition or subtraction. 
In the Numeration unit, students learned that numbers can be 
represented in expanded form, such as 365 = 300 + 60 + 5. Students 
could multiply using this expanded form by applying the distributive 
property and their knowledge of multiplying by multiples of 10, 100 
and 1 000.
7 × 256, for example, can be multiplied as:
(7 × 200) + (7 × 50) + (7 × 6)
1 400 + 350 + 42 = 1 792
Using expanded form to multiply allows students to see the value placed 
on each digit of the number; e.g., the 5 in 256 means 50 instead of 5.
Similarly, 98 x 7 = (90 x 7) + (8 x 7) 
A discussion could occur around which strategy, or combination of 
strategies, students find most useful.