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# Week 8 - 10 Multiplication and Division

National curriculum content

• Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers
• Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers
• Establish whether a number up to 100 is prime and recall prime numbers up to 19
• Multiply and divide numbers mentally drawing upon known facts

Lesson objectives

1. Multiples
2. Factors
3. Common factors
4. Prime numbers
5. Square numbers
6. Cube numbers
7. Recap Multiply by 10
8. Recap Multiply by 100
9. Multiply by 10, 100 and 1000
10. Recap Divide by 10
11. Recap Divide by 100
12. Divide by 10, 100 and 1000
13. Multiples of 10, 100 and 1000

What we want children to know

• Fluently recall their multiplication table facts
• Draw upon known multiplication table facts to mentally multiply and divide numbers
• Develop strategies to prove a number is a prime number
• Use strategies to identify multiples and factors
• Use strategies to identify common factors

What skills we want children to develop

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

Multiples:

Always, sometimes or never true.

• The product of two even numbers is a multiple of an odd number.
• The product of two off numbers is a multiple of an even number.

Factors:

True or False?

The bigger the number, the more factors it has.

Prime:

Dorothy says all prime numbers have to be odd.

Her friend Amber says that means all odd numbers are prime, so 9, 27 and 45 are prime numbers.

Explain Amber’s and Dorothy’s mistakes and correct them.

Vocabulary/Mathematical Talk

• Look at multiples of other numbers, is there a pattern that links them to each other?
• How can you work in a systematic way to prove you have found all the factors?
• How does a Venn diagram help to show common factors?
• How many other numbers can you find that have this number of factors?
• Are there any patterns in the sequence of square numbers?
• True or False: cubes of even numbers are even and cubes of odd numbers are odd.
• Which direction do the digits move when you multiply by 10, 100 and 1000?
• How are dividing by 10, 100 and 1000 related to each other?

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