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MATHEMATICS LESSON PLAN

GRADE 5: MULTIPLICATION

DATE: ………………………………………..

CONCEPTS AND SKILLS TO BE ACHIEVED:

Gr 4:
Gr 4 work is consolidated for the first 4 days.
At the end of the week, learners must understand and be able to do:

• multiplication of at least 2-digit numbers by 2-digit numbers.

• multiplication of at least 3-digit numbers by 1-digit numbers.
• a variety of techniques to do both written and mental calculations with
numbers, including:
o estimation; building up and breaking down numbers; rounding and
compensation; doubling and halving and the use of multiplication
and division as inverse operations.

Gr 5:
At the end of the week, learners must understand and be able to do:
• multiplication of at least 3-digit numbers by 2-digit numbers.
• a variety of techniques for doing both written and mental calculations with
numbers, including:
• estimation; building up and breaking down numbers; rounding and
compensation; doubling and halving and the use of multiplication and
division as inverse operations
• solve word problems that deal with multiplication.

TOPIC: Multiplication

RESOURCES DBE workbook 1, Sasol-Inzalo Book; school textbooks

VIDEOS Click on the symbol in the lesson plan to watch the video.

DAY 1
INTRODUCTION
CLASS ACTIVITY: This week you are going to do revision of grade 4 work. Complete
the activities in your Maths exercise book. Use the memorandum at the end of the
lessons to check your work.
1. 10 × 8 = ……….. 3 × 10 = ……….. 3 × 2=…….. 3 × 5 =………..
2 × 9 = ……….. 2 × 4 = ………. 10 × 6= ……. 2 × 7 = ……….

Grade 5 Lesson: Multiplication

Term 1
6 × 5 = ……….. 10 × 7 = ………. 8 × 10= ……. 8 × 1 = ……….
10 × 2 = ……….. 5 × 8 = ………. 5 × 10= 8 × 2 =………… 9 × 5= ………..

Counting takes a lot of time, especially when there are many objects to be counted, for
instance, it may take a lot of time to count all the squares shown below.

A quicker way is to add 16 repeatedly: 16 + 16 + 16 + ...

But if you can calculate 18 × 16, it is even quicker!
To be able to calculate something like 18 × 16, you need to know some multiplication facts,
such as 10 × 6 = 60, 8 × 6 = 48, 10 × 10 = 100 and 8 × 10 = 80.
2. How many squares are shown on this page?
3. Compare your answer with that of a classmate.

LEARNER ACTIVITIES

CLASS ACTIVITY: Complete the activities in your Maths exercise book. Use the
memorandum at the end of the lessons to check your work.
Activity 1:
Count objects: In this case you are going to count bananas.

1.

(a) How many bananas are there in one bunch?

(b) How many bananas are there in five bunches? What you did to answer
(c) How many bananas are there in ten bunches? questions 1(b) to (f), is called
(d) How many bananas are there in nine bunches? multiplication.
(e) How many bananas are there in seven bunches?
(f) How many bananas are there in six bunches?

In question 1(b) you multiplied 3 by 5. This can be written

in symbols: 5 × 3. You may write 5 × 3 = 15. You can also
write 3 × 5 = 15, because 5 × 3 = 3 × 5.

2. Write your answer to question 1(d) in symbols.

3. Copy the numbers below and count on in threes to write the first 20 numbers in this
pattern. 3; 6; 9; 12 . . .

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4. Use the numbers in the counting pattern that you wrote for question 3 to say how
much each of the following is:
(a) 6 × 3 (b) 7 × 3 (c) 8 × 3 (d) 4 × 3
5. How much is each of the following?
(a) 10 × 3 (b) 9 × 3 (c) 7 × 3 (d) 5 × 3
(e) 2 × 3 (f) 3 × 3 (g) 6 × 3 (h) 4 × 3

You have now learnt some important multiplication facts that you should try to
remember. This set of facts is sometimes called the “three times table”. Knowing these
facts will help you to solve many problems easily and quickly.

6. Copy and complete the three times table.

7. Use your knowledge of the three times table to quickly find out how much each of
the following is, just by doing addition or subtraction:
(a) 5 × 3 + 3 × 3 (b) 12 × 3
(c) 6 × 3 + 6 × 3 (d) 10 × 3 − 4 × 3
(e) 9 × 3 − 4 × 3 (f) 4 × 3 + 5 × 3

EACH ITEM IN QUESTION 8 IS A PLAN TO DO A CALCULATION. WE CAN SAY

EACH ITEM IS A CALCULATION PLAN OR EXPRESSION. People all over the world
have agreed that when multiplication, addition and subtraction appear in the same
plan, multiplication
is done first unless otherwise indicated. So, the plan 5 × 3 + 3 × 3 tells you to multiply 5
by 3, then multiply 3 by 3 and add the two totals together
Activiy 2:
1. (a) How many bunches of 3 make 18 bananas?
(b) How many bunches of 3 make 24 bananas?
(c) How many bunches of 3 make 21 bananas?
(d) How many bunches of 3 make 30 bananas?

2. (a) How many bananas are there in 3 bunches of 5 bananas each?

(b) How many bananas are there in 5 bunches of 3 bananas each?

3. What do you notice about 3 × 5 and 5 × 3?

When two numbers are multiplied, they can be swopped around: the answer
remains the same. This is a property of multiplication.

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4. Do you think addition also has this property?
Investigate whether two numbers can be swopped around when they are added.
5. Do you think subtraction also has this property?
Investigate whether two numbers can be swopped around when the one number is
subtracted from the other number.
HOMEWORK:
Complete the activities in your Maths exercise book. Use the memorandum at the end
of the lessons to check your work.

1. (a) How many bananas are there in ten bunches?

(b) How many bananas are there in nine bunches?
(c) How many bananas are there in eight bunches?
(d) How many bananas are there in seven bunches?

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 DAY 2
Introduction: Complete the activities in your Maths exercise book. Use the memorandum at
the end of the lessons to check your work.
1. Copy the numbers below and count on in fours to write the first 20 numbers in this
pattern:
4; 8; 12; 16 . . .
2. Use the numbers in the counting pattern you wrote for question 2 to say how much
each of the following is.:
(a) 6 × 4 (b) 7 × 4
(c) 8 × 4 (d) 4 × 4
(e) 9 × 4 (f) 10 × 4
3. Copy and complete the four times table.

4. (a) How many bunches of 4 make 20 bananas?

(b) How many bunches of 4 make 28 bananas?
5. Copy and complete the ten times table.

(a) How much is 3 × 10 + 5 × 10?

(b) How much is 8 × 10 − 4 × 10?
6. Copy and complete the six times table. If you wish, you may use the three times table that
you made earlier to help you.

7. Copy and complete the table, to show the multiplication facts you have learnt so
far. Try to do it without looking at the 3 times, 4 times, 5 times, 10 times and 6 times
tables that you completed earlier.

LEARNER ACTIVITY
ACTIVITY 1: Complete the activities in your Maths exercise book. Use the
memorandum at the end of the lessons to check your work.
Multiply by 7, 8 and 9:
There are 7 rows with 10 dots each in this diagram
.

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1. Which of the following multiplication facts can you use to know how many dots
there are in the diagram, altogether?
(a) 7 × 7 = 49 (b) 7 × 8 = 56
(c) 7 × 9 = 63 (d) 7 × 10 = 70
2. Make a copy of the table and fill in the facts you already know.

3. How much is each of the following? To find the answers, you may count in nines if
you wish, or you can use different methods.
(a) 9 + 9 + 9 + 9 + 9 + 9 + 9
(b) 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9
(c) 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9
(d) 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9
4. (a) Make your own plans to find the facts that you need to fill in cells that are still open in
your table for question 2.

5. Use the multiplication facts that you know to state how many squares there are in
each of the diagrams below.
(a) b) c)

6. Multiplication facts for question 5: (Write in your book)

(a) White: ……………… (b) White: ……………… (c) White: …………………..
(a) Black: ……………… (b) Black: ……………….. (c) Black: ……………….
ACTIVITY 2:
1. Copy and complete the table.

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HOMEWORK:
1. What will each of the following cost?
(a) 9 apples at R7 each (b) 8 cans of juice at R9 each
(c) 7 pencils at R8 each (d) 6 pens at R9 each
(e) 6 oranges at R8 each (f) 8 pears at R8 each

Grade 5 Lesson: Multiplication

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 DAY 3
INTRODUCTION: Complete the activities in your Maths exercise book. Use the
memorandum at the end of the lessons to check your work
1. How much is each of the following?
(a) 30 + 30 + 30 + 30 + 30 + 30 + 30 + 30 + 30 + 30
(b) 30 + 30 + 30 + 30 + 30 + 30 + 30 + 30 + 30 + 30 + 30
(c) 30 + 30 + 30 + 30 + 30 + 30 + 30 + 30 + 30 + 30 + 30 + 30
2. Calculate:
(a) 10 × 30 (b) 20 × 30
(c) 40 × 30 (d) 80 × 30
(e) 20 × 30 + 40 × 30 (f) 60 × 30
(g) 10 × 30 + 80 × 30 (h) 90 × 30
3. Write down the missing output numbers.
(a) (b)

(c) (d)

LEARNER ACTIVITY
ACTIVITY 1:
1. Rewrite the table.

2. Complete the sequences for 2, 3, 4, 5, 6, 7, 8, 9 and 10. If you have the answers for
some of the other cells, you can also fill them in.
Grade 5 Lesson: Multiplication
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ACTIVITY 2:
1. Write down the next five numbers in each pattern.
(a) 20 40 60 80 100 120
(b) 200 220 240 260
(c) 300 320 340 360
2. (a) How much is 20 × 10 and how much is 20 × 20?
(b) Write your answers in the correct places in the table you made in question 1.
(c) Double your answer for 20 × 20. Can you use this to fill in another cell in your
table?
3. How much is each of the following?
(a) 10 × 30 (b) 10 × 40
(c) 10 × 60 (d) 10 × 90

4. (a Enter your answers for question 3 in your table.

(b) Double each of your answers and double them again.
(c) Can you use this to fill in more cells in your table?
5. How much is each of the following?
(a) 3 × 3 (b) 4 × 4 (c) 5 × 5 (d) 6 × 6 (e) 7 × 7 (f) 9 × 9
Write your answers as number sentences, such as 8 × 8 = 64.
HOMEWORK: Complete the activities in your Maths exercise book. Use the
memorandum at the end of the lessons to check your work
1. How much is each of the following?
(a) 20 × 20 (b) 30 × 30 (c) 40 × 40
(d) 50 × 50 (e) 60 × 60 (f) 70 × 70
(g) 80 × 80 (h) 90 × 90 (i) 60 × 50
(j) 40 × 30 (k) 60 × 70 (l) 60 × 80
(m) 70 × 90 (n) 60 × 90 (o) 80 × 90
(p) 70 × 80 (q) 60 × 30 (r) 40 × 50

Grade 5 Lesson: Multiplication

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 DAY 4
INTRODUCTION:
For numbers bigger than 10, it is inefficient to use repeated addition
to multiply. You must complete question 1 using any method you know.
1. How much is 23 × 7?

23 × 7 is 7+7+7+7+7+7+7+7+7+7+7+7+7+7+7+7+7+7+7+7+7+7+7 (23 times)

It is:
7+7+7+7+7+7+7+7+7+7 + 7+7+7+7+7+7+7+7+7+7 + 7+7+7

10 × 7 + 10 × 7 + 3×7

So, if you know how much 10 × 7 and 3 × 7 are, then you can easily find out how much 23 ×
7 is.

2. Do you think you can calculate 23 × 7 even faster if you know how much 20 × 7 is?
Show how it can be done.
3. Calculate 54 × 7.
4. Copy and complete this multiplication table.

LEARNER ACTIVITY
Activity 1:
Example:
64 × 78 can be calculated as follows: (64 is 60 + 4: so 64 × 78 = 60 × 78 + 4 × 78)
To calculate 60 x 78, we can think of 78 as 70 + 8.
60 x 70 = 4 200 and 60 x 8 = 480, so 60 x 78 = 4 680.
78 is 70 + 8, so 4 x 78 = 4 x 70 + 4 x 8
which is 280 + 32, so 4 x 78 = 312
So 64 x 78 = 4 680 + 312 = 4 992
This work can be recorded systematically, for example like this:

64 × 78 = 60 × 78 + 4 × 78
= 60 × 78 + 4 × 78
= 60 × 70 + 60 × 8 + 4 × 70 + 4 × 8
= 4 200 + 480 + 280 + 32
= 4 000 + 200 + 400 + 80 + 200 + 80 + 30 + 2
= 4 000 + 800 + 190 + 2
Grade 5 Lesson: Multiplication
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 = 4 992

Refer to the example illustrated above. Now work through the following examples
that will show you how to multiply using the “breaking -up” or also called the
distributive method of recording you calculations/thinking.
1. This is how Raina started calculating 46 × 78:
46 × 78 = 40 × 78 + 6 × 78
Complete Raina's work.
2. This is what Ben did when he tried to calculate 28 × 56:
28 × 56 = 20 × 50 + 8 × 6 = 1 000 + 48
Is that right? If you think this is wrong, describe what Ben should do to correct it.
3. This is what Jaamiah did when she tried to calculate 46 × 67:
46 × 67 = 40 × 67 + 6 × 67 = 40 × 60 + 40 × 6 + 7 × 40 + 7 × 7.
What did Jaamiah do wrong?
4. How much are each of the following?
(a) 43 × 38 (b) 37 × 28
(c) 32 × 57 (d) 64 × 57
ACTIVITY 2:
1. Frans bought 4 bunches of bananas with 3 bananas each and 4 bunches of bananas with
5 bananas each. How many bananas did Frans buy?

2. Ahmed bought 4 bags of bananas. In each bag there were one bunch of bananas with 3
bananas and one bunch of bananas with 5 bananas. How many bananas did Ahmed buy?

3. Think about how you may find out how much it is with as little work as possible.
Describe your plan in writing.
28 × 14 + 28 × 9 + 28 × 27 + 28 × 6 + 28 × 11 + 28 × 3
4. Find out how much the following is:
28 × 14 + 28 × 9 + 28 × 27 + 28 × 6 + 28 × 11 + 28 × 3
HOMEWORK: Complete the activities in your Maths exercise book. Use the
memorandum at the end of the lessons to check your work.
1. Calculate the following:
(a) 44 × 98 (b) 34 × 19
(c) 47 × 17 (d) 38 × 23

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 DAY 5
INTRODUCTION:
Work through the following examples that will help prepare you in understanding the
basic principles of multiplication.
1. (a) Write the next 10 numbers in this pattern.
25; 50; 75; . . .
(b) How many 25's are there in 500?
(c) (i) Write the next 10 numbers in this pattern:
15; 30; 45; . . .
(ii) Will 145 be in the pattern? Give a reason for your answer.
2. Thandi takes 3 skirts and 4 blouses along on her holiday. All of the blouses match all of the
skirts.
(a) How many different outfits does she have to wear? Show how you got your answer.
(b) She decides to also take two jackets that she can wear with all of the blouses and skirts.
From how many different outfits can she now choose?
3. 5 is added to a number and the answer is multiplied by 3. The answer is 27. What is the
original number?
LEARNER ACTIVITY
Classwork: Multiply by breaking down into place value parts and building up.
Activity:
1. Do the following multiplication:
(a) 23 × 56 (b) 56 × 23
(c) 45 × 92 (d) 75 × 45
2. Determine the total cost of each of the following:
(a) 86 boxes of cereal at R57 each
(b) 46 sets of cutleries at R83 for one set
(c) 53 sets of glasses at R47 for one set
(d) 72 pairs of socks at R46 for one pair
(e) 64 T-shirts at R89 for one T-shirt
(f) 78 caps at R79 for one cap
3. (a) One diary costs R39. How much will 48 diaries cost?
(b) If one bread roll costs 55c, how much will you pay for 36 bread rolls?
(c) There are 24 hours in a day. How many hours are there in a week?
(d) There are 60 minutes in an hour. How many minutes are there in 24 hours?

Grade 5 Lesson: Multiplication

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 DAY 6
Introduction:
Complete the activities in your Maths exercise book. Use the memorandum at the end
of the lessons to check your work.
Mental Maths:
1. Complete the following exercise in your book. Only write the answers.

LEARNER ACTIVITY
CLASSWORK:
ACTIVITY 1: Develop fluency in the production of multiplication facts
for multiples of 10 and 100. The trick of counting zeros, for example finding 30 × 40 by
adding two zeros to the answer 12 for 3 × 4 is useful.
1. How much is each of the following?
(a) 4 × 6 (b) 4 × 60
Mlungisi says when he looks at his answers for question 1, he can see
that he just needs to write another 0 after 240 to get the answer for
4 × 600.
So Mlungisi believes that 4 × 600 = 2 400.

2. Double 600, and double again, to check whether Mlungisi is right.

3. How many beads are shown below?

Red

Blue

Green

Black

4. (a) How many beads of each colour are there?

(b) How many groups of 60 beads each are there?
5. Are there 4 × 600 beads or 40 × 60 beads?
6. How many beads will there be in 10 illustrations like this?
7. (a) How many people are ten groups of 10 people each?
(b) How many people are ten groups of 100 people each?
(c) How many people are ten groups of 1 000 people each?
(d) How many people are ten groups of 30 people each?

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ACTIVITY 2:
Multiply 3-digit numbers by 1-digit numbers.
Multiply by breaking down into place value parts and building up as you did on day 5.
Solve the problem by doing the following:
Break up 347 as 300 + 40 + 7
Now, multiply the 300 by 8, the 40 by 8 and the 7 by 8.
It can be recorded as in the box below.

347 × 8 can be calculated as follows:

347 = 300 + 40 + 8

So, 347 x 8 = 300 x 8 + 40 x 8 + 7 x 8

= 2 400 + 320 + 56
= 2 000 + 400 + 300 + 20 + 50 + 6
= 2 776

1. Use the method of recording the calculations, used in the example and calculate each of the
following.
(a) 563 × 7 (b) 6 × 378
(c) 7 × 493 (d) 908 × 8
2. One hotel has 238 rooms. How many rooms are there in 7 such hotels?
3. Jane needs to feed eight two-week-old baby goats 375 ml of milk each, four times a day. How
much milk does she need every day? Give your answer in millilitres.
HOMEWORK: Complete the activities in your Maths exercise book. Use the
memorandum at the end of the lessons to check your work
1. At a large wedding reception, 8 guests sit at one table. How many guests are at the
wedding reception if 156 tables are fully occupied?
2. During a cross-country marathon there should be at least nine water sachets for each
athlete. How many sachets of water are needed if there are 577 runners?

Grade 5 Lesson: Multiplication

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 DAY 7
INTRODUCTION. Complete the activities in your Maths exercise book. Use the
memorandum at the end of the lessons to check your work.
Example:
Use the breaking down into place value parts and building up method.
347 x 84 is:
300 + 40 + 7 x 84.
Multiply 300 by 84, 40 by 84, and 7 by 84.
84 is 80 + 4.
First multiply the 300, 40 and 7 by 80.
Now multiply the 300, 40 and 7 by 4
347 x 84 can be recorded as indicated below:
347 × 84 can be calculated this way:
347 = 300 + 40 + 7
So, 347 × 84 = 300 × 84 + 40 × 84 + 7 × 84
= 300 × 80 + 40 × 80 + 7 × 80 + 300 × 4 + 40 × 4 + 7 × 4
Each of the three parts must be calculated separately.
1. Calculate each of the parts of 347 × 84 shown above, and then find out how much
347 × 84 is.
LEARNER ACTIVITY
CLASSWORK: Use the method of recording calculations as demonstrated in the example
above to do the following exercise.
Activity 1:
1. Calculate:
(a) 384 × 76 (b) 64 × 328
(c) 374 × 42 (d) 419 × 56
(e) 83 × 387 (f) 276 × 77
2. The entrance fee for a concert is R32 for school children and R48 for adults. Tickets
are sold at the door. How much money is taken at the door if 215 children and
R467 adults attend the concert?
3. Twenty-four schools each receive a large box with 254 light bulbs.
How many light bulbs is this in total?
4. (a) On a strawberry farm, there are 546 strawberry plants in each bed. How many
plants are there altogether in 34 strawberry beds?
(b) Strawberry jam is also produced on the farm and packed in boxes of 48 jars
each. How many jars are there in 465 boxes?

HOMEWORK: Complete the activities in your Maths exercise book. Use the
memorandum at the end of the lessons to check your work.
A container with three tennis balls costs R39. The tennis coach needs at least twelve
new tennis balls per match. This season, 48 matches will be played.
(a) How many tennis balls does the coach need this season?
(b) How much money will he need to buy the tennis balls?

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 DAY 8
INTRODUCTION: Complete the activities in your Maths exercise book. Use the
memorandum at the end of the lessons to check your work.
Mental Maths: Do the following in your book.
30 × 80 = 30 × 20 = 80 × 800 =
20 × 90 = 30 × 50 = 90 × 200 =
80 × 60 = 20 × 7= 90 × 50 =
90 × 70 = 80 × 10 = 90 x 500 =
30 × 10 = 90 × 80 = 80 x 70 =
20 × 40 = 20 × 600 = 90 x 100 =
LEARNER ACTIVITY
CLASSWORK: Complete the activities in your Maths exercise book. Use the
memorandum at the end of the lessons to check your work.
ACTIVITY 1: Multiply by using the vertical column method.
Example: 143 x 24 = 3 432
Multiply to get the partial products and add up to get the answer.
We must remember that we are still using the value of each digit when we multiply.
Steps to follow:
Multiply the 4 with the 3 units and write down the answer.
Now multiply the 4 with the 40 and with 100 and write down each answer.
Now multiply the 20 with the 3, 40 and the 100 and write down each answer.
Now add up all the answers. It can be recorded as:

1. Use the method above to show your calculations and do the following in your
book.
(a) 384 × 76 (b) 34 × 328
2. A local bus can carry 73 learners to school every day. This bus does 406 trips every
year. How many learners can it carry on this route in one year?
3. It takes Fred 13 hours to drive to his parents’ farm. If he travels approximately 112
km every hour, how far does he travel?
4. A hotel group has 17 lodges throughout the country. Each lodge has 348 rooms.
The managers of the hotel group want to put a new television set in each room.
How many television sets do they have to order?
5. A farm stall owner sells oranges. He puts 23 oranges in a pocket. If he fills exactly 57
pockets, how many oranges did he buy from the orange farmer?

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HOMEWORK: Complete the activities in your Maths exercise book. Use the
memorandum at the end of the lessons to check your work.

1. Farmer Tavuk forgot to record how many eggs he sent to the supermarket, but

he remembers that 28 crates were loaded into the truck. Each of the 28 crates
contained 12 trays, and each tray had 30 eggs.
(a) Which of the following calculations will help Farmer Tavuk to record the correct
number of eggs?
(28 + 12) × 30 (28 × 30) + 12
(20 + 8) × 12 × 30 (12 × 30) + 28
(b) How many eggs did he send to the supermarket?

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 DAY 9
INTRODUCTION: Complete the activities in your Maths exercise book. Use the
memorandum at the end of the lessons to check your work
1. Are the following statements true or false.
(a) Ten hundreds are one thousand.
(b) One hundred hundreds are ten thousand.
(c) Two hundred fives are one thousand.
(d) Two hundred fifties are ten thousand.
2. Investigate how the 500, 80 and 3 that make up 583 are affected if 583 is multiplied
by 100.
3. How much is each of the following?
(a)100 × 6=……………….. (b)100 × 60=……………. (c) 200 × 60= …………….

LEARNER ACTIVITY

CLASSROOM: Complete the activities in your Maths exercise book. Use the
memorandum at the end of the lessons to check your work
ACTIVITY 1:
1. How many beads of each colour are shown below?

Blue

Red

Yellow

2. The number 60 can be produced by calculating 4 × 3 × 5.

Write 60 by multiplying three other numbers.?

We call 4 × 3 × 5 a product and 4, 3 and 5 are the factors of this

product.

3. (a) Write 120 as the product of 3 factors in two different ways.

(b) Write 120 as the product of 4 factors.
(c) Write 120 as the product of 5 factors.
(d) Make a list of all the factors of 120.
4. Grandpa likes to plant his bean plants in neat patches that look like rectangles. He
planted his 30 bean plants in a patch with 5 rows and 6 plants in every row.
(a) Is there another way in which Grandpa can arrange his 30 plants?
(b) Write 30 as a product of two numbers in three different ways.

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ACTIVITY 2:
Mamele uses a trick to make sure that she knows all of the factors of a specific number. This
is how she writes the factors of 24.

1 2 3 4 6 8 12 24

She links every factor, starting with 1, with the other number with which the product 24 will be
formed: 1 × 24; 2 × 12; 3 × 8; 4 × 6.
So, 1, 2, 3, 4, 6, 8, 12 and 24 are all factors of 24.
Every one of 24’s factors have a partner. The product of the two partners is the 24.
1. Use Mamele’s trick and write down all the factors of 36. What do you notice?
2. Grandpa has 36 eggplants. How can he arrange them into neat rectangular
patches?
All the numbers that can divide into a number
without leaving a remainder are called the factors
of that number. Two or more of the factors can be
multiplied to form that number.

3. Siba says 1 is a factor of every number. Is this true?

4. What happens if you multiply 1 by any number?
5. The number 1 has a special property when it is multiplied. Write this property in your
own words.
If the number 1 is multiplied by any other number,
the value of that number does not change.

ACTIVITY 3:
1. Write the next five numbers in each pattern:
(a) 5; 10; 15; ...
(b) 12; 24; 36; ...
(c) 9; 18; 27; ...

All the numbers in question 1(a) are multiples of 5. The

numbers in (b) are multiples of 12 and those in (c) are
multiples of 9.
2. Write down the first 5 multiples of 15.
3. Sami says that every multiple of 12 is also a multiple of 6. Is that true? Try to explain
this in your own words.
4. (a) Is 1 001 a multiple of 13?
(b) What did you do to find out whether 1 001 is a multiple of 13?

A number can divide into any of its multiples without leaving a remainder.

5. Use factors to multiply.

(a) 35 × 52
(b) 5 × 52 × 7 (work from left to right)
(c) 7 × 52 × 5

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 (d) Which calculation was the easiest?
6. Rearrange the factors in the products to make it easier to multiply.
(a) 2 × 17 × 5 × 3
(b) 53 × 2 × 7 × 3
7. Do the following multiplications by breaking up one of the numbers into factors.
(a) 42 × 53 (b) 242 × 66
HOMEWORK: Complete the activities in your Maths exercise book. Use the
memorandum at the end of the lessons to check your work.
Calculate the following:
1. (a) 265 × 13 (b) 14 × 265
2. (a) 347 × 24 (b) 42 × 347
3. A theatre has 62 rows with 28 seats in every row. On Saturday night 690 tickets were sold at
the door. If the show was a complete sell out, how many tickets were sold before Saturday
night?

Grade 5 Lesson: Multiplication

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 MEMORANDUM

Day 1:
Introduction:

1. 10 × 8 = 80 3 × 10 = 30 3 × 2= 6 3 × 5 = 15
2 × 9 = 18 2×4=8 10 × 6= 60 2 × 7 = 14
6 × 5 = 30 10 × 7 = 70 8 × 10= 80 8×1=8
10 × 2 = 10 5 × 8 = 40 5 × 10= 50 8 × 2 = 16 9 × 5 = 45

2. If learners count, they will get 288 squares.

10 x 10 = 100
6 x 10 = 60
8 x 10 = 80
8 x 6 = 48
288
3. Learners compare each other's answers and make corrections. Educator explains
afterwards what can be done to get the answer.

CLASSWORK:
1. (a) 3 (b) 15 (c) 30 (d) 27 (e) 21 (f) 18

2. 3 × 9 = 27 or 9 × 3 = 27

3. 3 6 9 12 15 18 21 24 27 30
33 36 39 42 45 48 51 54 57 60

4. (a) 18 (b) 21 (c) 24 (d) 12

5. (a) 30 (b) 27 (c) 21 (d) 15

(e) 6 (f) 9 (g) 18 (h) 12

6.

7. (a) 15 + 9 = 24 (b) 36
(c) 18 + 18 = 36 (d) 30 − 12 = 18
Grade 5 Lesson: Multiplication
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 (e) 27 − 12 = 15 (f) 12 + 15 = 27

ACTIVITY 2:
1. (a) 6 (b) 8 (c) 7 (d) 10

2. (a) 15
(b) 15

3. 3 × 5 = 5 × 3

4. Investigate, e.g. 3 + 5 = 8 and 5 + 3 = 8.

Yes, it is also a property of addition.
Note that learners can use any examples to test whether the answer stays the same
when they change the order of two numbers added

5. Investigate, e.g. 5 − 3 = 2, but 3 − 5 ≠ 2.

No, subtraction does not have this property.
Note that learners can use any examples to test whether the answer stays the same
when they change the order of two numbers subtracted.

HOMEWORK:
1. (a) 40 (b) 36 (c) 32 (d) 28

DAY 2:
INTRODUCTION

1. 4 8 12 16 20 24 28 32 36 40 44 48 52 56 60 64 68 72 76 80
2. (a) 24 (b) 28 (c) 32 (d) 16 (e) 36 (f) 40

3.

4. (a) 5 (b) 7

5.

(a) 80 (b) 40

6.

Grade 5 Lesson: Multiplication

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7.

LEARNER ACTIVITY: 1
Multiply by 7, 8 and 9:

1. 7 × 10 = 70

2.

3. (a) 63 (b) 72 (c) 81 (d) 90

4. Learners should at least know the ×1, ×2, ×3 and ×10 columns off by heart. Ask them to
explain how they derived some answers from other answers. Learners’ answers will
differ. Accept all reasonable answers. Learners’ answers might include, but not be
limited to:
• I can complete the ×2 column by doubling the ×1 column, the ×4 column by doubling
• the ×2 column, the ×8 column by doubling the ×4 column.
• I can complete the ×6 column by doubling the ×3 column.
• I can complete the ×5 column by halving the ×10 column.

5. (a) 10 × 10 = 100 (b) 9 × 8 = 72 (c) 8 × 8 = 64

6. (a) White: 5 x 10 =10 x 5 = 50 (a) White: 4 x 8 = 8 x 4 = 32 (c) White: 4 x 8 = 8 x 4 = 32

(b) Black: 5 x 10 = 10 x 5 = 50 (b) Black: 5 x 8 = 8 x 5 = 40 (b) Black: 4 x 8 = 8 x 4 = 32

ACTIVITY 2:

HOMEWORK:

1. (a) R63 (b) R72 (c) R56 (d) R54 (e) R48 (f) R64

DAY 3:
INTRODUCTION:

Grade 5 Lesson: Multiplication

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1. (a) 300 (b) 330 (c) 360
2. (a) 300 (b) 600
(c) 1 200 (d) 2 400
(e) 1 800 (f) 1 800
(g) 2 700 (h) 2 700

3. (a) 280 (b) 280

160 160

360 360

(c) (d) 350

350

300 300

450 450

ACTIVITY 1:

Grade 5 Lesson: Multiplication

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ACTIVITY 2:

1. (a) 140; 160; 180; 200; 220

(b) 280; 300; 320; 340; 360
(c) 380; 400; 420; 460; 480
2. (a) 200; 400
(b) Learners fill in the cells for 20 × 10 and 20 × 20.
(c) 800 = cell 20 × 40. Learners might realise that they can fill in 40 × 20 from this.
3. (a) 300 (b) 400 (c) 600 (d) 900
4. (a) Learners fill in more of the cells in the table.
(b) Doubled: 600; 800; 1 200; 1 800
Doubled again: 1 200; 1 600; 2 400; 3 600
(c) 600 = 20 × 30; 30 × 20
800 = 20 × 40; 40 × 20
1 200 = 40 × 30; 30 × 40; 20 × 60; 60 × 20
1 800 = 20 × 90; 90 × 20; 60 × 30; 30 × 60

5. (a) 3 × 3 = 9 (b) 4 × 4 = 16 (c) 5 × 5 = 25

(d) 6 × 6 = 36 (e) 7 × 7 = 49 (f) 9 × 9 = 81
HOMEWORK:

1. (a) 400 (b) 900 (c) 1 600

(d) 2 500 (e) 3 600 (f) 4 900
(g) 6 400 (h) 8 100 (i) 3 000
(j) 1 200 (k) 4 200 (l) 4 800
(m) 6 300 (n) 5 400 (o) 7 200
(p) 5 600 (q) 1 800 (r) 2 000

DAY 4:
INTRODUCTION:

1. 161

2. 20 × 7 + 3 × 7

3. 378

4.

Grade 5 Lesson: Multiplication

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LEARNER ACTIVITY:
ACTIVITY 1:

1. … = 40 × 70 + 40 × 8 + 6 × 70 + 6 × 8 = 2 800 + 320 + 420 + 48 = 3 588

2. No. He should also calculate 20 × 6 + 8 × 50 and add that to 1 000 + 48.

3. The last part is wrong.

It should be 40 × 60 + 40 × 7 + 6 × 60 + 6 × 7.

4. (a) 1 634 (b) 1 036

(c) 1 824 (d) 3 648

ACTIVITY 2:

1. 32 bananas

2. 32 bananas

3. Learners can come up with different plans, e.g.

calculate 14 + 6 and 9 + 11 and 27 + 3 and then 28 × 20 + 28 × 20 + 28 × 30
or
calculate 14 + 9 + 27 + 6 + 11 + 3 and then 28 × 70.

4. 1 960

HOMEWORK:
1. (a) 4 312 (b) 646
(b) 799 (c) 874

DAY: 5
INTRODUCTION:
1. (a) 100; 125; 150; 175; 200; 225; 250; 275; 300; 325
(b) 20
(c) (i) 60; 75; 90; 105; 120; 135; 150; 165; 180; 195
(ii) Learners’ answers will differ. Some possibilities are:
15 isn’t a multiple of 145; when 145 is divided by 15 there is a remainder, or
45 is a multiple of 15 but 100 isn’t (I can see from above that 90 and 105 are
multiples).
2. (a) 12 different outfits
Learners might work out the answers in different ways. One possibility is:
Skirt 1 4 blouses Skirt 2 4 blouses Skirt 3 4 blouses
(b) 12 outfits with jacket 1 and 12 outfits with jacket 2 give 24 outfits.

3. (4 + 5) x 3 = 27

LEARNER ACTIVITY:
Classwork:

Grade 5 Lesson: Multiplication

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Activity:
1. (a) 1 288 (b) 1 288
(c) 4 140 (d) 3 375

2. (a) R4 902 (b) R3 818 (c) R2 491

(d) R3 312 (e) R5 696 (f) R6 162

3. (a) R1 872
(b) 1 980c = R19,80
(c) 24 hours × 7 = 168 hours
(d) 60 minutes × 24 = 1 440 minutes

DAY 6:
INTRODUCTION:
1. 240 150 900
180 640 360
480 140 250
630 80 2 500
60 180 720
120 1 800 2 400

LEARNER ACTIVITY:
ACTIVITY 1:
1. (a) 24 (b) 240

2. Double:1 200
Double again: 2 400
Mlungisi is right.

Grade 5 Lesson: Multiplication

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3. 2 400

4. (a) 600 (b) 40

5. Both give the same answer: 2 400

6. 24 000

7. (a) 100 (b) 1 000 (c) 10 000 (d) 300

ACTIVITY 2:
1. (a) 563 x 7 (b) 6 x 378
= 500 x 7 + 60 x 7 + 3 x 7 = 6 x 300 + 6 x 70 + 6 x 8
= 3 500 + 420 + 21 = 1 800 + 420 + 48
= 3000 + 500 + 400 + 20 + 20 + 1 = 1 000 + 800 + 400 + 20 + 40 + 8
= 3 000 + 900 + 40 + 1 = 1 000 + 1 200 + 60 + 8
= 3 941 =1 000 + 1 000 + 200 + 60 + 8
= 2 268

(c) 7 x 493 (d) 908 x 8

= 7 x 400 + 7 x 90 x 7 x 3 = 900 x 8 + 0 x 8 + 8 x 8
= 2 800 + 630 + 21 = 7 200 + 0 + 64
= 2 000 + 800 + 600 + 30 + 20 + 1 = 7 000 + 200 + 60 + 4
= 2 000 + 1 400 + 50 + 1 = 7 264
= 2 000 + 1 000 + 400 + 50 +1
= 3 000 + 400 + 50 + 1
= 3 451

2. 238 x 7
= 200 x 7 + 30 x 7 + 8 x 7
= 1 400 + 210 + 56
= 1000 + 400 + 200 + 10 + 50 + 6
= 1 666

3. Milk needed for 8 goats: 375 x 8

= 300 x 8 + 70 x 8 + 5 x 8
= 2 400 + 560 + 40
= 2 000 + 400 + 500 + 60 + 40
= 2 000 + 900 + 100
= 2 000 + 1 000
= 3 000 ml

Milk needed for 4 times a day: 3 000ml x 4 keer

=1 2000ml

CONSOLIDATION AND HOMEWORK:

Grade 5 Lesson: Multiplication
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1. 156 x 8 2. 577 x 9
= 100 x 8 + 50 x 8 + 6 x 8 = 500 x 9 + 70 x 9 + 7 x 9
= 800 + 400 + 48 = 4 500 + 630 + 63
= 1 200 + 48 = 4 000 + 500 + 600 + 30 + 60 + 3
= 1 248 = 4 000 + 1 100 + 90 + 3
= 4 000 + 1 000 + 100 + 90 + 3
= 5 193

DAY 7:
Introduction:
1. 300 × 80 + 40 × 80 + 7 × 80 + 300 × 4 + 40 × 4 + 7 × 4
= 24 000 + 3 200 + 560 + 1 200 + 160 + 28
= 29 148

CLASSWORK:
ACTIVITY 1:
1. (a) 384 x 76
= 300 x 70 + 80 x 70 + 4 x 70 + 300 x 6 + 80 x 6 + 4 x 6
= 21 000 + 5 600 + 280 + 1 800 + 480 + 24
= 29 184

(b) 64 x 328
= 60 x 300 + 60 x 20 + 60 x 8 + 4 x 300 + 4 x 20 + 4 x 8
= 18 000 + 1 200 + 480 + 1 200 + 80 + 32
= 20 992

Grade 5 Lesson: Multiplication

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 (c) 374 x 42
= 300 x 40 + 70 x 40 + 4 x 40 + 300 x 2 + 70 x 2 + 4 x 2
= 12 000 + 2 800 + 160 + 600 + 140 + 8
= 15 708

(d) 419 x 56
= 400 x 50 + 10 x 50 + 9 x 50 + 400 x 6 + 10 x 6 + 9 x 6
= 20 000 + 500 + 450 + 2 400 + 60 + 54
= 23 464

(e) 83 x 387
= 80 x 300 + 80 x 80 + 80 x 7 + 3 x 300 + 3 x 80 + 3 x 7
= 24 000 + 6 400 + 560 + 900 + 240 + 21
= 32 121

(f) 276 x 77
= 200 x 70 + 70 x 70 + 6 x 70 + 200 x 7 + 70 x 7 + 6 x 7
= 14 000 + 4 900 + 420 + 1 400 + 490 + 42
= 21 252
2. School children ticket income: 215 x 32
= 200 x 30 + 10 x 30 + 5 x 30 + 200 x 2 + 10 x 2 + 5 x 2
= 6 000 + 300 + 150 + 400 + 20 + 10
= R6 880

Adult ticket income: 467 x 48

= 400 x 40 + 60 x 40 + 7 x 40 + 400 x 8 + 60 x 8 + 7 x 8
= 16 000 + 2 400 + 280 + 3 200 + 480 + 56
= R22 416

Total ticket income : R22 416

+ R 6 880
R29 296

3. 254 x 24
= 200 x 20 + 50 x 20 + 4 x 20 + 200 x 4 + 50 x 4 + 4 x 4
= 4 000 + 1 000 + 80 + 800 + 200 + 16
= 6 096

4. (a) 546 x 34
= 500 x 30 + 40 x 30 + 6 x 30 + 500 x 4 + 40 x 4 + 6 x 4
= 15 000 + 1 200 + 180 + 2 000 + 160 + 24
= 18 564 strawberry plants

(b) 465 x 48
= 400 x 40 + 60 x 40 + 5 x 40 + 400 x 8 + 60 x 8 + 5 x 8
= 16 000 + 2 400 + 200 + 3 200 + 480 + 40

Grade 5 Lesson: Multiplication

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 = 22 320 jars

Homework:
1. (a) 1 game he needs 12 balls (1 x 12)
2 games he needs 24 balls (2 x 12) 3 games
3 games he needs 36 balls (3 x 12)

∴ 48 games is 48 x 12
=40 x 10 + 40 x 2 + 8 x 10 + 8 x 2
= 400 + 80 + 80 +16
= 576 balls

(b) 3 balls cost R39 R39 + R39 + R39 + R39

12 balls is: R39 x 4
= 30 x 4 + 9 x 4
= 120 + 36
= R156 for 12 balls for one match

∴ R156 x 48
= 100 x 40 + 50 x 40 + 6 x 40 + 100 x 8 + 50 x 8 + 6 x 8
= 4 000 + 2 000 + 240 + 800 + 400 + 48
= R7 488

DAY 8:
INTRODUCTION:
Mental Maths:
2 400 600 64 000
1 800 1 500 18 000
4 800 140 4 500
6 300 800 45 000
300 7 200 5 600
800 12 000 9 000

LEARNER ACTIVITY:
ACTIVITY 1:
1. (a) 348 x 76 (b) 34 x 328

Grade 5 Lesson: Multiplication

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 5 7
x 2 3
2 1 3x7
1 5 0 3 x 50
1 4 0 20 x 7
2. 1 0 0 0 20 x 50
1 3 1 1

4 0 6
x 7 3
1 8 3x6 4.
0 0 0 3x0
1 2 0 0 3 x 400 3.
4 2 0 70 x 6
0 0 0 0 70 x 0
2 8 0 0 0 70 x 400
2 9 6 3 8

3 4 8
1 1 2 x 1 7
x 1 3
5 6 7x8
6 3x2 2 8 0 7 x 40
3 0 3 x 10 2 1 0 0 7 x 300
3 0 0 3 x 100 8 0 10 x 8
5. 2 0 10 x 2 4 0 0 10 x 40
1 0 0 10 x 10 3 0 0 0 10 x 300
1 0 0 0 10 x 100
5 9 1 6
1 4 5 6

HOMEWORK:
1. (a) (20 + 8) × 12 × 30
(b)

Grade 5 Lesson: Multiplication

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 3 6 0
x 2 8
0 8x0
4 8 0 8 x 60
2 4 0 0 8 x 300
0 20 x 0
1 2 0 0 20 x 60
6 0 0 0 20 x 300
1 0 0 8 0 eggs

DAY 9:
INTRODUCTION:
1. (a) True (b) True (c) True (d) True

2. 100 × 583 = 100 × 500 + 100 × 80 + 100 × 3 = 50 000 + 8 000 + 300

3. (a) 100 × 6 = 600 (b)100 × 60 = 6 000 (c) 200 × 60 = 12 000

LEARNER ACTIVITY:
ACTIVITY 1:
1. Blue: 60; red: 60; yellow: 60

Grade 5 Lesson: Multiplication

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2. 2 × 3 × 10; 2 × 5 × 6

3. (a) For example: 3 × 4 × 10; 2 × 5 × 12

(b) For example: 2 × 3 × 4 × 5; 2 × 2 × 5 × 6
(c) For example: 1 × 2 × 3 × 4 × 5; 2 × 2 × 2 × 3 × 5
(d) 1; 2; 3; 4; 5; 6; 8; 10; 12; 15; 20; 24; 30; 40; 60; 120

4. (a) 1 row of 30 plants; 2 rows of 15 plants; 3 rows of 10 plants

(b) 1 × 30; 2 × 15; 3 × 10; 5 × 6

ACTIVITY 2:
1.

2. 1 row of 24 plants 2 rows of 12 plants

3 rows of 8 plants 4 rows of 6 plants
6 rows of 4 plants 8 rows of 3 plants
12 rows of 2 plants 24 rows of 1 plant

3. yes

4. The answer is the same as the number you multiplied 1 by.

5. When a number is multiplied by 1, the value of that number does not change.

ACTIVITY 3:
1. (a) 20; 25; 30; 35; 40
(b) 48; 60; 72; 84; 96
(c) 36; 45; 54; 63; 72

2. 15; 30; 45; 60; 75

3. Yes; 12 is a multiple of 6 and because 6 is a factor of 12, 6 will divide into any multiple
of 12 without a remainder.
4. (a)Yes, 1 001 ÷ 13 = 77
(b) You can write down all the multiples of 13 up to just over 1 000, but that is a
tedious method. Rather use repeated subtraction in a clever way:

13 × 100 1 300
halve 1 300 650 = 13 × 50
1 001 − 650 = 351 50
13 × 10 130 20
double 130 260 = 13 × 20 5
351 − 260 = 91 + 2
halve r 130 65 = 13 × 5 77
91 − 65 = 26 = 13 × 2

Grade 5 Lesson: Multiplication

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5. (a) 1 820 (b) 1 820 (c) 1 820
(d) Learners’ opinions may differ.

6. (a) For example: 2 × 5 × 3 × 17 (b) For example: 3 × 7 × 53 × 2

7. Learners break up one of the numbers when calculating.

The answers are:
(a) 2 226 (b) 15 972

HOMEWORK:
Learners break up one of the numbers when calculating.
The answers are:
1. (a) For example: 53 x 5 x 13 = 3 445
(b) For example: 2 x 7 x 265 of 14 x 5 x 53 = 3 710

2. (a) For example: 347 x 3 x 8 of 347 x 4 x 6 of 347 x 2 x 12 = 8 328

(b) For example: 6 x 7 x 347 = 14 574 = 14 754

3. Learners do this using any of the methods they are comfortable with:
62 x 28 =1 736 tickets
1 736 – 690 = 1 046 tickets

Grade 5 Lesson: Multiplication

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