Year: 5

Term: 1

Mathematics
Unit: 9

Strand: Number & Algebra

Substrand: Multiplication and Division

Outcomes:
A student:
describes and represents mathematical situations in a variety of ways using mathematical terminology and some
conventions
MA3-1WM
selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking
investigations MA3-2WM
gives a valid reason for supporting one possible solution over another MA3-3WM
selects and applies appropriate strategies for multiplication and division, and applies the order of operations to
calculations involving more than one operation MA3-6NA
Content:

using the formal algorithm, eg 432 5

use mental and written strategies to multiply two- and three-digit numbers by two-digit numbers, including:
using an area model for two-digit by two-digit multiplication, eg 25 26

using the extended form (long multiplication) of the formal algorithm, eg

Key Ideas
Use the formal
algorithm for
multiplication by
one- and two-digit
operators

Language
Language:
Students should be
able to
communicate using
the following
language: multiply,
multiplied by,
product,
multiplication,
multiplication facts,
area, thousands,
hundreds, tens,
ones, double,
multiple, factor,
divide, divided by,
quotient, division,
halve, remainder,
fraction, decimal,
equals, strategy,
digit, estimate,
round to.

Teaching and Learning

Resources

Assessment

Ignition Activities
Salute!
This game is played with a short pack (2-10 only). One player is
the dealer who deals a single card to each player. When the
dealer deals the cards he/she says Salute and the two other
players hold the card up to their forehead so that the dealer and
the other player can see the card. The dealer multiplies the cards
mentally and announces the total. The first player to calculate the
number on their own card wins both cards. The winner is the one
with the most cards by the end of the deck. The dealer plays the
winner and the game continues.

Nelson Maths 5
p 29-30

Pre-Assess

iMaths 5 p4243

Nelson Maths
5 p 31

Targeting
Maths 5 p112113, 114)
Differentiation

Multiplication Grid Race

Students race to finish a 10X10 grid of multiplication
Multo

Provide each student with a 4X4 grid

Students write products from 1X1 up to 10X10 in each
square
Roll ten sided dice twice, multiply numbers together
Students cross of the answer on grids
First with four in a row win any direction

Explicit Teaching
Demonstrate / model the formal method for multiplication.
using the formal algorithm, eg 432 5

Give lots of modelling, guided practice with a partner (or call

students out to demonstrate on the board) as well as individual
practice. (See Nelson Maths 5 p29, Targeting Maths 5 p112,
113)

Post Assess
MTS online
formative
assessment

Regn

Look at estimating skills eg 89 x 32 90 x 30 =2700

Explain that when we estimate we are getting a feel for the
size of the answer not necessarily the correct answer.
Present students with a range of multiplication and division
questions and ask them to find the closest estimate from a list of
possibilities.
103 x 78
3998 x 21
97 x 302

2
7 800
80 000

Provide independent practice questions for students. (see

iMaths 5 p 42-43)
Introduce 2-digit multiplication - Demonstrate the formal
method for multiplication. EXPLAIN that the multiplication of a
digit in the tens place value is multiplying by a multiple of ten and
that is why we put the 0 place holder in the algorithm.
(see imaths 5 p44, 45 + Nelson Maths 5 p30)
Students multiply numbers by breaking the calculation into
two parts
eg 32 14 = 32 10 + 32 4.
Students are shown how these can be combined in using an
extended algorithm.

Present students with a range of word problems. Help

students to draw diagrams, act out and write algorithm from word
problems. Students are then given number sentences to write as
word problems. (see Targeting Maths p114)

Study Ladder

Using a written strategy for multiplying a two digit number

with a one digit number.

Short multiplication (Video)

Short multiplication - three digits by one digit

(Video)

Multiplying two digits by one digit - written

strategies (Interactive Activity)

Year: 5
Term: 1

Mathematics
Unit: 9

Strand: Working Mathematically

Substrand: Problem Solving

Outcomes: A student:
describes and represents mathematical situations in a variety of ways using mathematical terminology and some
conventions (MA3-1WM)

selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking
investigations (MA3-2WM)

Content:

Interpret use the 6S strategy for problem solving based on Newmans Analysis steps
Key Ideas

Teaching and Learning

Resources

Assessment

Regn

Newmans Analysis
Steps- reading,
comprehension,
transformation,
process skills,
encoding

Language
.

Introduce 6S strategy for problem solving.

Read through 6S strategy sheet and have students use it as a
guide as they solve word problems.
Model for students the steps of problem solving using the 6S
model. This may take several modelled examples.
Explain to students that our problem solving will not be out of
one mark each (for the correct answer), but 6 marks per
questions as students demonstrate following the 6 steps to solve
problems.
Guided practise students may work with a partner to
complete a given word problem using the 6S strategy. Students
record their problem solving on a large sheet of paper to share
with class or another partnered pair to discuss their working out.
Different levels of difficulty of word problems will be
needed to cater for the students in the class.
Mts online (maths on line)has many worksheets, interactives and videos. An
example video link is below:
https://www.youtube.com/watch?v=2Y4x7EgwWl0

Written word
problems based
around the
Maths units
covered in Term
1.
Problem Solving
Yr 5
Mts online
Differentiation
Diferent levels
of difficulty of
word problems
will be needed
to cater for the
students in the
class.

Pre-Assess
Give students a
word problem or
problems to
solve. Ask them
to write down
the steps they
follow to solve
the problem.
Post Assess
Repeat preassessment
using diferent
written
problems