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
- Factor pairs
- Use factor pairs
- Multiply by 10
- Multiply by 100
- Divide by 10
- Divide by 100
- Related facts – multiplication and division
- Informal written methods for multiplication
- Multiply a 2-digit number by a 1-digit number
- Multiply a 3-digit number by a 1-digit number
- Divide a 2-digit number by a 1-digit number (1)
- Divide a 2-digit number by a 1-digit number (2)
- Divide a 3-digit number by a 1-digit number
- Correspondence problems
- 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
Compare the statements using or < > or =
48 ÷ 4 _______ 36 ÷ 3
52 ÷ 4 _______ 42 ÷ 3
60 ÷ 3 _______ 60 ÷ 4
- 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?