GT Mathematics Curriculum
Grade 5: Unit 7
Benchmarks:
 Explain why doubling one factor in a multiplication expression (a x b) and
dividing the other by 2 results in an equivalent expression.
 Solve multiplication problems efficiently.
 Solve division problems efficiently.
GT Mathematics Curriculum
Grade 5: Unit 7
Name: __________________
Date: ________________
Pre-Assessment
1. Use each digit card once to fill in the spaces below so that your answer is between
30,000 and 40,000.
6
9
3
5
5
X
Find the exact answer to the problem above. Show how you solved it.
GT Mathematics Curriculum
Grade 5: Unit 7
2. Solve this problem. Use clear and concise notation in your solution.
1,564 ÷ 36 =
3. Solve 253 x 46 two different ways.
GT Mathematics Curriculum
Grade 5: Unit 7
Write 3 story problems for the
expression below:
2 x 9 = 6 x ___
Write three more expressions that are
equivalent to 2 x 9.
When doubling and halving numbers,
some resulting numbers include
decimals or fractions. Explore whether
the conjectures still work when the
resulting numbers include fractions or
decimals. Use story contexts or
representations to show why the
conjectures about multiplying and
dividing by the same number holds true
or not.
Write a letter to a fourth grader
explaining doubling and halving and
tripling and thirding. Be sure to explain
the process clearly using words,
pictures, and numbers.
Can you multiply and divide the factors
by any number to create equivalent
expressions? Try several different
numbers. Create a Power Point
presentation to share your findings
with the class.
Create a multiplication strategy book
for next year’s fifth graders.
Generate 5 different multiplication
problems (no more than 3 digits in each
factor). Solve the problems you create
using a different strategy for each
problem.
Can you solve 243 x 38 mentally?
Explain the steps you took in your head
to solve this problem mentally.
Try solving other problems mentally.
Did you use the same strategy?
Create a poster showing your mental
strategy.
Does 1,200 ÷ 26 = 600 ÷ 13?
Does 860 ÷ 64 = 215 ÷ 16?
Show your thinking. Create your own
equivalent equations. Write the rules
you used to create your equivalent
equations. Will your rules work with
any numbers?
Create anchor charts for your
classroom. Show at least 5
multiplication strategies and at least 5
division strategies.
Complete an extended multiplication
chart. Write about the patterns you
see.
*see attached
GT Mathematics Curriculum
Grade 5: Unit 7
Extended Multiplication Table 1
X
21
22
23
24
25
26
27
28
29
30
31
32
21
22
23
24
25
26
27
28
29
30
31
32