Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
DIVISION 
Suggestions for Teaching and Learning
Students will be expected to:
Number
5N3 Apply mental math 
strategies and number properties 
by:
• skip counting from a known 
fact
• using doubling or halving
• using patterns in the 9s facts
• using repeated doubling or 
halving
in order to understand, apply and 
recall basic multiplication facts to 
9 x 9 and related division facts. 
[C, CN, ME, PS, R, V]
Achievement Indicator:
By the end of Grade 5, students should:
• understand and apply strategies for multiplication and related division 
facts to 9 × 9
• recall multiplication and related divison facts to 9 × 9
As with multiplication, students should be exposed to a variety of 
strategies to determine division facts, but mastery of each strategy 
should not be expected for all students.
In Grade 4, students explored the relationship between multiplication 
and division. Arrays and sets of objects are important in helping 
students review and solidify this understanding and the computational 
procedures for multiplication and division. Coloured tiles are effective 
when exploring arrays for this purpose.
Using coloured tiles on an interactive white board, have a class 
discussion to create as many rectangles as possible which use 20 square 
units. Relate each of the rectangles to multiplication facts, (1 x 20,
2 x 10 and 4 x 5). Next, split each rectangle into equal groups of 
coloured tiles to review the corresponding division facts. (20 ÷ 1 = 20; 
20 ÷ 20 = 1; 20 ÷ 2 = 10; 20 ÷ 10 = 2; 20 ÷ 4 = 5; 20 ÷ 5 = 4) This may 
also be completed using Kidspiration® software.
Remind students how they have previously used counters to model 
division and then relate it to multiplication. Previous work on facts up 
to 9 × 9 will now be extended as students divide two-digit numbers 
where the quotient can be greater than 9.
Skip counting 
from a known fact can be used as a tool for division. If 
the known fact is 40 ÷ 8 = 5, for example, students could use this fact 
to determine 56 ÷ 8 by skip counting up 2 more groups of 8 to get from 
40 
48 
56. This shows that 56 ÷ 8 = 5 groups plus 2 more 
groups, so 7 groups in total. Therefore, 56 ÷ 8 = 7.
Skip counting from a known fact can also work by skipping backward. 
If the known fact is 80 ÷ 8 = 10, for example, students could use this 
fact to determine 72 ÷ 8 by skip counting down 1 more group of 8 to 
get from 80 
72. There is one less group of 8 so 72 ÷ 8 is one less 
group of 8 than 80 ÷ 8. Therefore, 72 ÷ 8 = 9.
Another strategy that students could use to determine a quotient is