National curriculum content
- Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
- Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progression to formal written methods
- Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects
- Consolidate 2, 4 and 8 times-table
- Comparing statements
- Related calculations
- Multiply 2-digits by 1-digit
- Multiply 2-digits by 1-digit – exchange
- Divide 2-digits by 1-digit
- Divide 1-digits by 1-digit with remainders
- How many ways?
What we want children to know
- Use their knowledge of multiplication and division facts to compare statements using inequality symbols
- Use known multiplication facts to solve other multiplication problems
- Understand that if one of the numbers in the calculation is ten times bigger, then the answer will be ten times bigger
- Use the formal method alongside a concrete representation
- Explore multiplication with exchange
- Divide by partitioning into tens and ones and sharing into equal groups
- Explore division involving exchanging between the tens and ones
- Solve division problems with a remainder
What skills we want children to develop
Use knowledge to solve Reasoning and Problem Solving questions such as:
Use a fact:
20 x 3 = 60
Use this fact to work out
21 x 3 22 x 3 23 x 3 24 x 3
4 x 6 = 24
How does this fact help you solve these calculations?
40 x 2 =
20 x 6 =
24 x 6 =
Size of an answer:
Will the answer to the following calculations be greater or less than 80?
23 x 3 = 32 x 3 = 42 x 3 = 36 x 2 =
- What’s the same and what’s different about 8 x 3 and 7 x 4?
- If we know these facts, what other facts do we know?
- How does the written method match the concrete representation?
- How do we record our exchange?
- Why do we partition 96 in different ways depending on the divisor?
- Which methods are most efficient with larger two digit numbers?