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 Continued...
5N5.6 Refine personal strategies 
to increase their efficiency.
5N5.7 Create and solve a 
multiplication problem, and 
record the process.
It is important to monitor the types of strategies that students are using. 
While personal strategies should be accepted, when those strategies 
become inefficient, students should transition to more efficient 
strategies. These more efficient strategies will serve them better as they 
move to more complex mathematical situations. For example, a student 
may use repeated addition to calculate 5 x 24 (24 + 24 + 24 + 24 + 24). 
Although it is an effective strategy, it is not efficient.
Using problem writing can reveal student understanding and 
misunderstanding in a manner in which traditional assessment cannot. 
It is possible to see gaps in student understanding that can be used to 
tailor instruction to individual needs. It also allows opportunity for 
students to demonstrate mathematical reasoning through the discussion 
of their problem.
When students are asked to generate and solve their own multiplication 
problems, they must demonstrate an understanding of real-world, 
everyday problems that require multiplication and then effectively apply 
strategies to solve those problems. Students should be encouraged to 
record their answers and share strategies with the class.
These opportunities for class discussion of the various strategies used in 
solving the multiplication problems will be a valuable source of learning 
and ongoing assessment.
Achievement Indicators:

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