Planning GuideGrade 5
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Multiplying and Dividing Whole Numbers

Strand: Number
Outcomes: 5, 6

Step 2: Determine Evidence of Student Learning

Guiding Questions

  • What evidence will I look for to know that learning has occurred?
  • What should students demonstrate to show their understanding of the mathematical concepts, skills and Big Ideas?

Using Achievement Indicators

As you begin planning lessons and learning activities, keep in mind ongoing ways to monitor and assess student learning. One starting point for this planning is to consider the achievement indicators listed in the Mathematics Kindergarten to Grade 9 Program of Studies with Achievement Indicators. You may also generate your own indicators and use them to guide your observation of the students.

The following indicators may be used to determine whether or not students have met this specific outcome. Can students:

  • illustrate partial products in expanded notation for both factors; e.g., 36 × 42, determine the partial products for (30 + 6) × (40 + 2)?
  • represent both 2-digit factors in expanded notation to illustrate the distributive property; e.g., to determine the partial products of 36 × 42, (30 + 6 ) × (40 + 2) = 30 × 40 + 30 × 2 + 6 × 40 + 6 × 2 = 1200 + 60 + 240 + 12 = 1512?
  • model the steps for multiplying 2-digit factors, using an array and base ten blocks, and record the process symbolically?
  • describe a solution procedure for determining the product of two given 2-digit factors using a pictorial representation such as an area model?
  • solve a given multiplication problem in context using personal strategies and record the process?
  • refine personal strategies to increase their efficiency?
  • create and solve a multiplication problem and record the process?
  • model the division process as equal sharing using base ten blocks, and record it symbolically?
  • explain that the interpretation of a remainder depends on the context:
    • ignore the remainder; e.g., making teams of 4 from 22 people
    • round up the quotient; e.g., the number of five passenger cars required to transport 13 people
    • express remainders as fractions; e.g., five apples shared by two people
    • express remainders as decimals; e.g., measurement and money?
  • solve a given division problem in context, using personal strategies, and record the process?
  • refine personal strategies to increase their efficiency?
  • create and solve a division problem and record the process?

Sample behaviours to look for related to these indicators are suggested for some of the activities found in Step 3, Section C, Choosing Learning Activities.