• MA.5.NSO.2 Number Sense and Operations

    Add, subtract, multiply and divide multi-digit numbers.


    Multiply multi-digit whole numbers including using a standard algorithm with procedural fluency.

    Purpose and Instructional Strategies
    The purpose of this benchmark is for students to demonstrate procedural fluency while multiplying multi-digit whole numbers. To demonstrate procedural fluency, students may choose the standard algorithm that works best for them and demonstrates their procedural fluency. A standard algorithm is a method that is efficient and accurate (MTR.3.1). In Grade 4, students had experience multiplying two-digit by three-digit numbers using a method of their choice with procedural reliability (MA.4.NSO.2.2) and multiplying two-digit by two-digit numbers using a standard algorithm (MA.4.NSO.2.3). In Grade 6, students will multiply and divide multi-digit numbers including decimals with fluency (MA.6.NSO.2.1).

     There is no limit on the number of digits for multiplication in Grade 5.

     When students use a standard algorithm, they should be able to justify why it works conceptually. Teachers can expect students to demonstrate how their algorithm works, for example, by comparing it to another method for multiplication. (MTR.6.1)

     Along with using a standard algorithm, students should estimate reasonable solutions before solving. Estimation helps students anticipate possible answers and evaluate whether their solutions make sense after solving.

     This benchmark supports students as they solve multi-step real-world problems involving combinations of operations with whole numbers (MA.5.AR.1.1).

    Common Misconceptions or Errors

     Students can make computational errors while using standard algorithms when they cannot reason why their algorithms work. In addition, they can struggle to determine where or why that computational mistake occurred because they did not estimate reasonable values for intermediate outcomes as well as for the final outcome. During instruction, teachers should expect students to justify their work while using their chosen algorithms and engage in error analysis activities to connect their understanding to the algorithm.

    Instructional Tasks
    Instructional Task 1
    Maggie has three dogs. She buys a box containing 175 bags of dog food. Each bag weighs 64 ounces.
    Part A. What is the total weight of the bags of dog food in ounces?
    Part B. Maggie has a storage cart to transport the box that holds up to 750 pounds. Will
    the storage cart be able to hold the box? Explain.

    Instructional Items
    Instructional Item 1
    What is the product of 1,834 × 23?

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