Introduction
You will begin with revising the multiplication techniques learnt last year, in year 4.
You will revise:
- Number Sequence
- Multiplications of 10
- Doubling (x2)
Then you will build on Partitioning Numbers and the different techniques that can assist you.
Finally, you will be able to multiply large numbers by one or two digits.
These tasks will have questions at the end of each lesson that will need to be answered to unlock the Harry Potter puzzle.
Task
You will use the following four lessons to solve a Harry Potter Riddle.
Lesson 1 - Revision: You will revise:
- Number Sequence
- Multiplications of 10
- Doubling (x2)
Lesson 2 - Partitioning of numbers:
- Italian Lattice Multiplication
- Partitioning Numbers
- Area Model Multiplication
Lesson 3 - Multiplication using arrays
Lesson 4 - Review:
- This lesson is where you will review the first three lessons and the techniques of multiplication that were used.
Process
Question: What is Lord Voldemort’s wand made out of?
Answer:
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25 |
36 |
525 |
525 |
1539 |
902 |
912 |
775 |
1000 |
912 |
36 |
882 |
39,552 |
1539 |
117 |
24 |
36 |
775 |
902 |
912 |
36 |
726 |
100 |
882 |
726 |
36 |
Lesson 1 – Revision
In preparation for the task Dumbledore is setting you, you will need to revise:
- Number Sequence
- Multiplications of 10
- Doubling (x2)
Number Sequence
Harry is swamped and can’t find his way out of number sequences. He needs your help! He has given you a game to play to practice, then you have questions below to answer that will help to solve the riddle.
http://resources.oswego.org/games/spookyseq/spookycb10.html
Questions: Complete these number sequence questions to unlock part of the riddle.
1) 17, 19, 21, 23, __, 27, 29 = ___ Y 2) 1524, 1529, 1534, ____, 1544 = _____ I
Multiplication of 10
Harry has forgotten his 10 times multiplications, play the game below to warm up for the questions Dumbledore has set. Good luck!
Questions: Complete these 10 times multiplications to unlock the next part of the riddle.
1) 10 x 10 = _______ C 2) 10 x 100 = _________ P
Doubling
Harry can’t think, there’s too many doubles around, he doesn’t know which one matches which. Help Harry out of this mess to unlock two more parts to Dumbledore’s riddle. This game is a memory game, you need to match the multiplications to the answers. Click on the link below to warm up for the tough questions Dumbledore has set.
http://www.math-play.com/multiplication-game-times-table-2/concentration-times-table-game-2.html
Questions: Complete these Doubles Multiplication sums to help Harry unlock the next clues.
1) 2 x 12 _________ F 2) 2 x 18 ___________ E
Lesson 2 – Partitioning Numbers
Harry is so close to finding the Sorcerer’s stone. You must practice all three of the games/worksheets by clicking on the links below, to be ready for partitioning numbers. Then answer the three tricky questions below. Good luck!
Italian Lattice Multiplication – Follow the steps on this worksheet and practice your Lattice Multiplication.
https://www.superteacherworksheets.com/lattice/lattice2_TZBMZ.pdf
Complete the following Italian Lattice Multiplication questions
1) 19 x 38 = ___ H 2) 42 x 21 = ___ O
Partitioning Numbers – Click on the link below to play The Amoeba Multiplication Game that will go over partitioning numbers in more detail.
Complete the following Multiplication Questions using Partitioning
1) 105 x 5 = _____ W 2) 242 x 3 = ______ R
Area Model Multiplication - Click on the link below to view the video on Area Model Multiplication.
Now that you have revised – Click on the link below to practice some Area Model Multiplications, when you have answered them all, try the two questions set out below to unlock the next letter.
http://www.helpingwithmath.com/printables/worksheets/multiplication/4nbt5-multiplication01.htm
Complete the following Area Model Multiplication Questions
1) 31 x 25 = _______ A 2) 22 x 41 = ______ T
Lesson 3 – Multiplication using arrays
Harry needs your help still; he has only a few more clues to solve. Don’t let him down now!
Watch the video below to revise Multiplication using arrays.
Multiplication using arrays – click on the link below to practice your multiplication skills using arrays; when you feel comfortable enough, attempt the question below.
http://www.snappymaths.com/multiplication/earlymult/interactive/arrays/arraysframe.htm
Complete the following multiplication question below using arrays to solve it
1) 9 x 13 = ______ X
Lesson 4 – Review
Unlock the last clues to the puzzle by revising everything you have just learnt, Harry is counting on you!
In our 4th and final lesson we are revising everything we have learnt in the opening three lessons and some extension work. Click on the link below to work on your large number multiplication using whole numbers using the multiplication techniques you have learnt.
http://www.math-play.com/Multiplicaton-Jeopardy/multiplication-game.html
Complete the following multiplication question below to unlock the last piece to the puzzle.
1) 96 x 412 = _____
Evaluation
This is how your work will be evaluated.
reasoning includes investigating strategies to perform calculations efficiently, continuing patterns involving fractions and decimals, interpreting results of chance experiments, posing appropriate questions for data investigations and interpreting data sets.
| Criteria | Above Level (Year 6) | At Level (Year 5) | Below Level (Year 4) |
| Reasonableness of results | Students connect fractions, decimals and percentages as different representations of the same number. | Students check the reasonableness of answers using estimation and rounding | They continue number sequences involving multiples of single digit numbers. |
| Able to identify and describe numbers | They describe the use of integers in everyday contexts. | Students identify and describe factors and multiples | They describe number patterns resulting from multiplication |
| Using all four operations | Students make connections between the powers of 10 and the multiplication and division of decimals | Students identify and explain strategies for finding unknown quantities in number sentences involving the four operations | They identify and explain strategies for finding unknown quantities in number sentences |
| Strategies within the four operations | They add, subtract and multiply decimals and divide decimals where the result is rational. | Students solve simple problems involving the four operations using a range of strategies | They recall multiplication facts to 10 x 10 and related division facts. |
Conclusion
The Goal
The overall goal of this learning sequence was to get students to multiply two digit numbers by large numbers.
To achieve the end goal, students first learnt how to round, then single and two digit multiplication, and finally moved to large digit multiplication.
The aim of this sequence of learning is for the students to learn maths in a fun environment involving digital technologies
Credits
The author did not create any of the activities and would like to acknowledge the following websites for use of their resources:
- ACARA Website
- Math-play.com
- Snappymaths.com
- Khanacademy.org
- helpingwithmath.com
- downloads.bbc.co.uk
- superteacherworksheets.com
- learninggamesforkids.com
- resources.oswego.org
Teacher Page
Australian Curriculum Descriptor - Year 5
Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)
Prior Knowledge
Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)
Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)
Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076)
Lesson Outcomes
Lesson 1 - students will learn to round to one significant figure, exploring factors and multiples using number sequences.
Lesson 2 - students will learn single digit multiplication, exploring factors and multiples using number sequences.
Lesson 3 - students will learn how to multiply by 10's, 100's and 1000's, exploring factors and multiples using number sequences.
Lesson 4 - students will learn estimation, using calculators to check the reasonableness of answers.
Lesson 5 - students will learn how to multiply single digit numbers by large numbers, using calculators to check the reasonableness of answers.
Lesson 6 - students will learn how to multiply by two digit numbers, using calculators to check the reasonableness of answers.
Lesson 7 - students will learn how to multiply two digit numbers by large numbers, using calculators to check the reasonableness of answers.
Adressing the Proficiency Strands
By students completing the chosen activities and solving the Harry Potter riddle the teacher will be able to assess the student as above level, at level or below level.
At Level
Year 5 - Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)
- exploring techniques for multiplication such as the area model, the Italian lattice method or the partitioning of numbers
- applying the distributive law and using arrays to model multiplication and explain calculation strategies
Below Level
Year 4 -
Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)
- recognising that number sequences can be extended indefinitely, and determining any patterns in the sequences
Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)
- using known multiplication facts to calculate related division facts
Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076)
- using known facts and strategies, such as commutativity, doubling and halving for multiplication, and connecting division to multiplication when there is no remainder
Above Level
Year 6 -
Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies (ACMNA129)
- interpreting the results of calculations to provide an answer appropriate to the context
Multiply and divide decimals by powers of 10 (ACMNA130)
- multiplying and dividing decimals by multiples of powers of 10
The Evaluation is taken directly from the ACARA Website to show the at level, above level and below level criterias.
Please see Evaluation for them in use.