Year: 5

Term: 1

Mathematics
Unit: 4

Strand: Number & Algebra

Substrand: Multiplication & Division

Outcomes:
A student:
selects and applies appropriate strategies for multiplication and division, and applies the order of operations to
calculations involving more than one operation MA3-6NA
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
Content:
use mental and written strategies to multiply three- and four-digit numbers by one-digit numbers, including:
multiplying the thousands, then the hundreds, then the tens and then the ones, eg

using an area model, eg 684 5

using the formal algorithm, eg 432 5

Key Ideas

Use and record a

range of mental
and written
strategies to
multiply by onedigit 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,

Teaching and Learning

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.

Resources
iMaths 5 p
156, 157, 161
Nelson Maths
Student Book
5 p 28, 29
Targeting
Maths Year 5
p 111, 112,
113

Multiplication Grid Race

Students race to finish a 10X10 grid of multiplication

Studyladder

Multo

Maths online
(Mts online)

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

Follow Me Game Mixed Tables

Deal out one card for each child. First child starts of with I have 10.
Who has 6x7? Children all look at the top of their card and the child
with the correct answer says it out loud I am 42 and asks the next
question which is on the bottom of their card Who has 3x4? Game
continues until all cards have been answered.
Explicit Teaching
Mental Strategies see p 156 iMaths 5 for mental strategies.
Model / explicity teach strategies Fives and Fifties, Split and
Multiply, Place value.
Fives and Fifties
46x5= say 46x10 = 460 then halve it. Therefore the answer is 230

Differentiatio
n
Provide
assistance and
extension as
required.
Some students
may need to
start
multiplying a
two-digit
number by a
one-digit
numbers. Other
may need
extension to
multiplying a 4

Assessment
Pre-Assess
Test students
on their
knowledge and
recall of
multiplication
facts by giving
them a
multiplication
grid to
complete
within a time
limit. (This grid
can then be
given each
week so that
students can
monitor their
improvement
with times
table facts.

Present
students with a
number of
multiplication
questions and
word problems.

Regn

quotient, division,
halve, remainder,
fraction, decimal,
equals, strategy,
digit, estimate,
round to.

28x50= say 28x100 = 2800, then halve it. Therefore the answer is
1400
$16x50= say $16x100 - $1600, then halve it. Therefore the answer
is $800
Split and Multiply (split the larger number and multiply the
parts)
130x3 = (100x3) + (30x3) = 390
85 x 8 = (80x8) + (5x8) = 680
31x 7 = (30x7) + (1x7) = 217
Place Value Use single digit multiplication facts then
multiply by 10, 100 or 1000.
90x20 = 9x2 = 18
18x100 = 1800
40x700 = 4x7 = 28
28x1000 = 28000
3x3000 = 3x3 = 9
9x1000 = 9000
See iMaths 5 p 161 for further examples and independent practice
questions.
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.
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

or 5-digit
number by a
single digit
number.

Post Assess
Re-test
students on
their
knowledge and
recall of
multiplication
facts by giving
them a
multiplication
grid to
complete
within a time
limit. Note
improvement
from pretest
score. This may
be continued
each week with
students
monitoring
their own
improvement.

Present
students with a
number of
multiplication
questions and

Provide independent practice questions for students.

Comparing Mental and Written Strategies
Students estimate, then multiply three- and four-digit numbers by
one-digit numbers, to compare mental and written strategies when
solving problems eg There are 334 students in a school. If each
student watches 3 hours of television per day, how many hours of
television is this? Students share their strategies and determine
which is the most efficient.
Possible questions include:
how did your estimation help?
which operation did you use?
can you describe your strategy?
is your strategy efficient? Why?
did your answer make sense in the original situation?
how can you check whether your answer is correct?
Students write their own problems using large numbers. They check
answers on a calculator.
Multiplication Grids
http://www.eastiron.org/schools/interactiveresources/ir_contents/contents/pg/pg6/multigrids1.swf

complete three multiplication grids by dragging the numbers to

the correct position on the grid. The faster you work, the more
points you will earn!

Studyladder

Multiplying numbers by 10
o

Activities: 2 course, 0 extra

word problems.

Multiplying by 10 (Video)

Note More video demonstrations available on studyladder.

Drill sheets on studyladder

Mixed Times Tables (Rapid Recall)

Tables Missing Numbers (Rapid Recall)

Multiply By 10 100 Or 1000 (Rapid Recall)

Times-Table Snap!
http://www.eastiron.org/schools/interactiveresources/ir_contents/contents/pg/pg5/snaptab.html

Dice Connect
http://www.eastiron.org/schools/interactiveresources/ir_contents/contents/pg/pg3/dicemulti.html

Dice Connect is a two player game. The object of the game is to get four counters in
either a vertical, horizontal, or diagonal line. To cover a number multiply the dice
together and then click on the total in the grid. If there is no number left to click the
player must pass.

Year: 5
Term: 1

Mathematics
Unit: 4

Strand: Measurement & Geometry

Substrand: Position

Outcomes:
A student:
locates and describes position on maps using a grid-reference system MA3-17MG
describes and represents mathematical situations in a variety of ways using mathematical terminology and some
conventions MA3-1WM
Content:

locates and describes position on maps using a grid-reference system MA3-17MG

Use a grid-reference system to describe locations (ACMMG113)

find locations on maps, including maps with legends, given their grid references

describe particular locations on grid-referenced maps, including maps with a legend, eg 'The post office is at E4'
Key Ideas

Teaching and Learning

Resources

Assessment

Regn

Ignition Activities
Use gridreferenced maps to
locate and describe
positions

Language
Language: Students
should be able to
communicate using
the following
language: position,
location, map, plan,
street directory,
route, grid, grid
reference, legend,
key, scale, directions,
compass, north, east,
south, west, northeast, south-east,
south-west, northwest.

Google Maps
Students access Google maps via the internet or as a whole
class on an interactive whiteboard. Explore the website.
http://maps.google.com.au/maps?hl=en&tab=wl
Explore Earth and Satellite.
Zoom in and out keeping an eye on scale.
View street level and icons. Get directions to a known location.
Look at a map of the local area photocopied from a street
directory and compare this to a map of the same area on google
maps. Discuss any diferences and why this might be. Talk about
why google maps and street directories are both useful for
diferent purposes. Discuss the apps Maps and if possible look at
this app.

Explicit teaching and activities

Students need to learn about
finding a place on a map or in a directory, given its coordinates
using a given map to plan or show a route eg route taken to get
to the local park
drawing and labelling a grid on a map
Teacher models using the coordinates on a map to find locations /
positions.
Maps of places of interest such a Taronga Zoo, Disneyland, Movie
World etc may be used as well as maps of towns and cities.
Targeting Maths Year 5 p 96, 97
Coordinates
Students are given a map with grid references. The teacher
models questions such as:
- what town is at G3?
- what feature is located at D4?
- what are the coordinates of Smith Street?

Targeting
Maths Year 5
p 96, 97
iMaths 5 p
104, 105
Nelson Maths
5 p 48, 49,
50

Differentiation
Provide
assistance and
extension as
required.

Pre-Assess
Ask students
to list terms
and language
they know
associated
with position
and mapping.
Give students
map from a
street
directory and
have them
locate areas
using
coordinates
and also make
up questions
to ask other
class member
about the map
and
coordinates.

Post Assess
Nelson Maths
5 p 51

Students then write a variety of questions related to the map

using coordinates.
Drawing and Labelling a grid on a map
On an A4 or A3 piece of paper students are instructed to design
and draw their own town (or school, funpark etc.). Discuss with
students some of the things that need to be included in their
chosen setting. For example what needs to be in a town to
make people want to live there e.g. school, supermarket, shops,
parks, petrol station, church, sporting fields, housing areas etc.
Students draw and label grid / coordinate points on their maps.
Teacher will need to model and stress the importance of
reference grid points being equally measured apart and the use
of letter and number coordinates.
Spreadsheet Designs
Students plot coordinates on a spreadsheet to create a picture or
pattern. They write a list of instructions using coordinates that
describes their picture or pattern. Another student uses the
coordinates to reproduce the picture or pattern.
Studyladder

Describe locations using a grid reference.

Using Coordinates to Read a Map (Interactive Activity)