Year 5

Term: 1

Mathematics
Unit: 10

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:

use the term 'quotient' to describe the result of a division calculation, eg 'The quotient when 30 is divided by 6 is 5'
recognise and use different notations to indicate division, eg 25 4,

use mental and written strategies to divide a number with three or more digits by a one-digit divisor where there is no remainder,
including:
dividing the hundreds, then the tens, and then the ones, eg 3248 4

using the formal algorithm, eg 258 6

Key Ideas

Teaching and Learning

Ignition Activities

Use and record a

range of mental
and written
strategies to
divide numbers
with three or
more digits by a
one-digit operator

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,

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.
Multo - Division
Provide each student with a 4X4 grid
Students write products from 1X1 up to 10X10 in each
square
Roll ten sided dice
Students cross off the answer on grids that can be evenly
divided by the number rolled
First with all numbers crossed off wins (or four in a row if
game is too long).
Explicit Teaching
Written Division
Students solve problems that involve dividing a three-digit
number by a one-digit number using written strategies, no
remainders at this stage (except to extend students learning).
See resource area for maths pages relevant to this unit.
Multiplication/Division Webs
Students create web patterns using three- or four-digit numbers.
They draw the web with multiplication facts on one side and

Resources
iMaths 5 p 48,
49, 50
Nelson Maths 5
p 45

Assessment
Pre-Assess
Nelson Maths
5 p 48

Targeting
Maths 5 p 66,
67, 115, 116
Study ladder
Maths Online
(Mts online)
Differentiation
Allow students to
use concrete
material if
required.
Adjust difficulty
of questions to
suit students
ability levels.

Post Assess
Maths Online
Year 5 Division

Regn

fraction, decimal,
equals, strategy,
digit, estimate,
round to.

division facts on the back. Students swap their webs with a

partner and write the answers in the outer web. They check the
answers with a calculator.
Variation: Students create multiplication or division webs using
large numbers.

Study Ladder

Division with no remainders (Video)

Recall division facts (Interactive Activity)

Two digit Division problems - no remainders:

Activity 1 (Interactive Activity)

Year: 5
Term: 1

Mathematics
Unit: 10

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.

Pre-Assess

Problem Solving
Yr 5
Mts online
Differentiation
Different levels
of difficulty of
word problems
will be needed
to cater for the
students in the
class.

Post Assess