National curriculum content

• Recall multiplication and division facts for multiplication tables up to 12 × 12
• Recognise and use factor pairs and commutativity in mental calculations
• Multiply two-digit and three-digit numbers by a one-digit number using formal written layout
• Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects

 Lesson objectives

1. Factor pairs
2. Use factor pairs
3. Multiply by 10
4. Multiply by 100
5. Divide by 10
6. Divide by 100
7. Related facts – multiplication and division
8. Informal written methods for multiplication
9. Multiply a 2-digit number by a 1-digit number
10. Multiply a 3-digit number by a 1-digit number
11. Divide a 2-digit number by a 1-digit number (1)
12. Divide a 2-digit number by a 1-digit number (2)
13. Divide a 3-digit number by a 1-digit number
14. Correspondence problems
15. Efficient multiplication

What we want children to know

• To be able to recall and use multiplication and division facts.
• How to write and calculate mathematical statements for multiplication and division using the multiplication tables that they know.
• How to use mental methods and progressing to formal written methods.
• To be able to solve problems, including missing number problems, involving multiplication and division.

What skills we want children to develop

Use knowledge to solve Reasoning and Problem Solving questions such as:

Fill in the blanks:
2 × 10 = ____ 2 × 1 = ____

2 lots of 10 doughnuts = ____ 2 lots of 1 doughnut = ____

2 lots of 11 doughnuts = ____

2 × 10 + 2 × 1 = 2 × 11 = ____

Concrete or pictorial representation:

Use counters or cubes to represent the calculations. Choose which order you will complete the multiplication.

 5 × 2 × 6         8 × 4 × 5          2 × 8 × 6

Comparing Statements:

Compare the statements using or  <  > or =

48 ÷ 4    _______    36 ÷ 3

52 ÷ 4    _______    42 ÷ 3

60 ÷ 3    _______    60 ÷ 4

Mathematical Talk

• If I know 11 × 10 is equal to 110, how can I use this to calculate 11 × 11?
• Can you partition 11 and 12 into tens and ones? What times tables can we add together to help us multiply by 11 and 12?
• Can you use concrete materials to build the calculations?
• How will you decide which order to do the multiplication in?
• Do factors always come in pairs?
• Can you calculate the multiplication mentally or do you need to write down your method?
• How does the written method match the concrete representation?
• How do we know 13 divided by 4 will have a remainder?