Home Page

Cotmanhay Junior School

Safe, Happy Learning

Week 1 - 3 Multiplication and division

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


Lesson objectives

  1. Consolidate 2, 4 and 8 times-table
  2. Comparing statements
  3. Related calculations
  4. Multiply 2-digits by 1-digit
  5. Multiply 2-digits by 1-digit – exchange
  6. Divide 2-digits by 1-digit
  7. Divide 1-digits by 1-digit with remainders
  8. Scaling
  9. 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


Making links:

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 =


Mathematical talk

  • 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?