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# 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

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?
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