LESSON PLAN

Multiplication and Division to Three Digits

Apothem Team

Grade 5 · Computational Fluency

LESSON AT A GLANCE

Warm-up

5 min

Explore

15 min

Consolidate

10 min

Practice

12 min

Exit ticket

3 min

Warm-up

Number talk: 234 x 5. Students solve mentally. Strategies: 200x5=1000, 30x5=150, 4x5=20; total 1170. Or: 234x5 = 234x10/2 = 2340/2 = 1170. Multiple valid approaches; all roads lead to 1170.

Explore

Feast planning problem: 312 guests, 6 per table. How many tables? What if the chef makes 3 pieces of bannock per person, and each tray holds 20 pieces? Solve both, interpreting remainders appropriately. Students present their full reasoning, not just the number.

Consolidate

Practice

Students solve 4 multiplication and 4 division problems with area models shown, interpreting any remainders in context. Exit ticket: 234 chairs need to fit into rows of 8. How many full rows, and how many extra chairs?

Exit ticket

TIP Remainder interpretation is as important as the division calculation. Always ask: what does the remainder mean in this situation? before accepting an answer.

WORKED EXAMPLES

Calculate 386 x 7 using the distributive property.

386 = 300+80+6. 300x7=2100, 80x7=560, 6x7=42. Total: 2100+560+42=2702.

A canoe holds 4 people. 25 people need to cross. How many canoes?

25/4=6 remainder 1. 6 canoes hold 24 people; 1 person still needs a ride. Round up: 7 canoes needed.

MATERIALS

•Grid paper for area models

•Multi-digit problem context cards

•Remainder interpretation cards

•Number talk display

WATCH FOR

!Students may ignore the remainder entirely or always include it as-is. The context interpretation step is essential and must be practiced explicitly.

!Students may add partial products in the wrong order or miss one. Always label each section of the area model before computing.