2014-2015 Curriculum Blueprint
Grade: 5
Course: Math
Approximate Time:
10 days
Unit 2: Developing Multiplication and Division Strategies
Learning Goal
Unit Overview
Students will understand how to multiply and divide whole numbers and are able to Students refine their strategies for multiplication and division in order to reach fluency in multiplication by the end of the
explain strategies based on place value, the properties of operations, and the
year. The students should develop a conceptual understanding of division through the use of multiple strategies.
relationship between multiplication and division.
Link to Multiplication and Division Learning Scale (Use only whole number
indicators for this unit. Entire scale will be used in unit 4)
Essential Question(s)
How can we make sense of numbers and number relationships?
Focus Standards
Bullets are the deconstructed standards These should be used to develop concise
learning statements/daily objectives/scales. Grade 5 Test Item Specifications
Vertical Progression
http://www.turnonccmath.net/ K-8 Learning Trajectories (This could be used to determine remediation needs or
enrichment opportunities)
MAFS.5.NBT.2.5 (DOK 1) Fluently multiply multi-digit whole numbers using the
standard algorithm.
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Fluently multiply multi-digit whole numbers using the standard algorithm.
4th Grade Students multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit
numbers using strategies based on place value and the properties of operations. Students find whole number quotients
and remainders with up to four-digit dividends and one-digit divisors based on place value and the properties of operation.
MAFS.5.NBT.2.6 (DOK 2) Find whole-number quotients of whole numbers with up
to four-digit dividends and two-digit divisors, using strategies based on place value,
the properties of operations, and/or the relationship between multiplication and
division. Illustrate and explain the calculation by using equations, rectangular
arrays, and/or area models.
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Find whole-number quotients of whole numbers with up to four-digit
dividends and two-digit divisors.
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Use strategies based on place value, the properties of operations, and/or the
relationship between multiplication and division to solve division problems.
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Illustrate and explain division calculations by using equations, rectangular
arrays, and/or area models.
6th Grade
Students fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
Mathematical Practice Standards
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.
Resources
*Be selective in choosing problems aligned to the
standards within each lesson
*Because multiplication is the fluency standard, and
your textbook does not contain multiplication, you
should have your students check their division using
multiplication as well as use estimation to check for
reasonableness. These are both pre-requisite skills
Textbook Correlation
1.3 Arrays, inverse operations, distributive property
2.2 Arrays, Distributive Property
2.2 Revisit with partial quotients and Area model
3.1 Partial Quotients and Area Model
2.3 Estimating with Division
3.2 Estimating with Division
2.5, 3.5, 3.7 Place value should be emphasized as you
introduce students to the standard algorithm for
division (Students are not meant to be fluent with the
standard algorithm in 5th Grade)
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Product
Factor
Divisor
Quotient
Dividend
Equations
Essential Vocabulary
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Remainder
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Inverse operations
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Variable
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Distributive property
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Partial quotient
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Standard algorithm
Higher Order Questions/Stems
What strategies can be used to multiply/divide whole
numbers?
How does the array/area model provide a visual for division?
Why would someone use the distributive property for division?
How can I effectively illustrate and explain my mathematical
thinking?
Why did you choose to use that strategy?
How do partial numbers relate to each other?
Why is the standard algorithm an efficient method for
multiplication?
Updated 08/18/14 pg. 1
2014-2015 Curriculum Blueprint
Grade: 5
Course: Math
Approximate Time:
10 days
Unit 2: Developing Multiplication and Division Strategies

How do I check my answer for reasonableness?
Supplemental Resources
These resources may provide students with
Writing Connections
experiences aligned to the full intent of the standards. 
Write to explain and justify how you solved your problem.
It is important to access many of these resources

Write to explain how you could use a model to solve the
during the planning process.
problem and why.
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Compare one strategy for multiplication to the standard
Common Core State Standards for Mathematics (P.
algorithm.
89- Common Multiplication and Division situations)
Writing Template Tasks These template tasks are designed from the
Georgia Unit 1
Mathematical Practice Standards. When filled in, these templates
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Practice Task: Multiplication 3 in a row p.50
become teaching tasks that create opportunities for teaching
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Constructing Task: The Grass is Always Greener p. literacy skills in mathematics.
62
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Practice Task: Division Four in a Row P. 66
Link to Problem Solving Rubric
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Constructing Task: Are these All… P. 71
Link to Webb’s DOK Guide
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Culminating Task: Start of the Year Celebration!
P. 70
5th Grade Common Core Flip Book Provides additional
information and sample problems for every standard
Engage NY Module 2
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Only the whole number modules for this unit
Teaching Channel Video Improving Participation with
Talk Moves
Performance Task - Veggies
Problem of Month- Grapevine
Illustrative Mathematics Tasks Search for tasks by
standard
Florida Interim Assessment Item Bank and Test
Platform
Updated 08/18/14 pg. 2
2014-2015 Curriculum Blueprint
Grade: 5
Course: Math
Approximate Time:
10 days
Unit 2: Developing Multiplication and Division Strategies
Updated 08/18/14 pg. 3