Math Live – Multiplication of Whole Numbers: Assessment Task
Grade: 5 Strand: Number Outcome: 5
SPECIFIC LEARNER OUTCOME – Number
N5 Demonstrate , with and without concrete materials, an understanding of multiplication (2-digite by 2-digit) to solve problems.
PROCESSES
Communication (C), Connections (CN), Mental Mathematics and Estimation (ME), Problem Solving (PS),
Reasoning (R), Technology (T), Visualization (V)
C, CN, PS, V
EVIDENCE the student has achieved the outcomes Each student will:
• Use an algorithm to find the product of a 2-digit by 2-digit multiplication problem.
• Explain the process of multiplication of 2-digit by 2-digit whole numbers.
TEACHER NOTE
• In this assessment task, students will be asked to demonstrate their understanding of multiplication of whole numbers (2-digit by 2-digit). They will solve two multiplication problems (52 x 17 and 57 x 12) in order to prove that switching digits between factors, even if they represent the same place value, will change the product. Students then explain and model how to use partial products in 2-digit by 2-digit multiplication.
• Students should have easy access calculators or a multiplication chart.
• Early finishers can try out the lattice or the array model of multiplication and try to describe what is happening at each step.
2. Tamara still doesn’t understand why she can’t just switch the digits and come up with the same product.
You decide to explain to Tamara that 17 groups of 52 is a lot bigger than 12 groups of 57. Show how you would explain this to Tamara as clearly as you can. Use words and drawings to explain your thinking.
4. Tamara still doesn’t understand why she can’t just switch the digits and come up with the same product.
You decide to explain to Tamara that 26 groups of 352 is a lot bigger than 22 groups of 356. Show how you would explain this to Tamara as clearly as you can.
2. Tamara still doesn’t understand why she can’t just switch the digits and come up with the same product.
You decide to explain to Tamara that 26 groups of 352 is a lot bigger than 22 groups of 356. Show how you would explain this to Tamara as clearly as you can.
2. Tamara still doesn’t understand why she can’t just switch the digits and come up with the same product.
You decide to explain to Tamara that 26 groups of 352 is a lot bigger than 22 groups of 356. Show how you would explain this to Tamara as clearly as you can.
2. Tamara still doesn’t understand why she can’t just switch the digits and come up with the same product.
You decide to explain to Tamara that 26 groups of 352 is a lot bigger than 22 groups of 356. Show how you would explain this to Tamara as clearly as you can.
