Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

161
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
MULTIPLICATION
General Outcome: Develop Number Sense
Authorized Resource
Performance
• Ask students to model 54 x 23 using base ten blocks, arrays, or an 
area model.
(5N5.1, 5N5.2)
Paper and Pencil
• Ask students to find the following products, using base ten blocks if 
required. Record the process using numbers, words and/or pictures.
25 x 36 14 x 23
22 x 32 21 x 17
(5N5.1, 5N1.3)
• Ask students to fill in each of the digits 0-9 in the right spot. Use 
each digit only once.
3_ × _1 = 16_2
67 × 1_ = 737
_ _ × 8_ = 36_0
1_ × 91 = 1_29
(5N5.3)
Math Focus 5
Lesson 8: Multiplying Two-Digit 
Numbers (Optional)
TR: pp. 42–45
SB: p. 201 
Lessons 9: Multiplying with Base 
Ten Blocks
TR: pp. 46-49
SB: pp. 202-205
Lesson 10: Multiplying with 
Arrays
TR: pp. 50-53
SB: pp. 206-207

31 
x 24
4
120
20
+ 600
744

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162
MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
MULTIPLICATION
Suggestions for Teaching and Learning
Students will be expected to:
Number
5N5 Continued...
An alternative procedure for two-digit by two-digit multiplication is as 
follows:
To multiply 24 x 68, make a tilted square as shown:
Drop diagonals vertically as shown to divide each block
into two triangles. This divides each block into tens and ones. 
When multiplying 4 x 8 the answer 32 is recorded as 
shown.
A similar method is shown in the student resource on page 210
(p. 58 in the TR). The lattice method is just the tilted square turned on 
its side. Some students find this arrangement easier to work with. The 
final product is found by adding along the diagonals right to left.
The practice of using partial products in expanded notation for both 
factors can be illustrated using the area model or the distributive 
property. For 24 x 68, for example,
As students’ understanding of multiplication strategies develops, 
there should be a natural progression from use of models to symbolic 
representation.
Another strategy is the standard algorithm for multiplication. This 
method is familiar to students and probably the strategy most frequently 
used by parents. Students multiply from right to left. This algorithm 
should be introduced for two-digit by two-digit multiplication after 
students have had the opportunity to explore other strategies.