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# Week 9 - 11 Multiplication and division A

National curriculum content

• Recall multiplication and division facts for multiplication tables up to 12 × 12
• Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers
• 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

Lesson objectives

1. Multiples of 3
2. Multiply and divide by 6
3. 6 times-table and division facts
4. Multiply and divide by 9
5. 9 times-table and division facts
6. The 3, 6 and 9 times-tables
7. Multiply and divide by 7
8. 7 times-table and division facts
9. 11 times-table and division facts
10. 12 times-table and division facts
11. Multiply by 1 and 0
12. Divide a number by 1 and itself
13. Multiply three numbers

What we want children to know

• Use knowledge of place value to confidently multiply and divide by 10 and 100
• Choose when to use mental, concrete or pictorial representations when answering multiplication or division questions
• Be able to use factor pairs in mental arithmetic
• Be fluent in the multiplication and division facts for multiplication tables up to 12 x 12

What skills we want children to develop

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

Always, sometimes, never

If you write a whole number in a place value grid and multiply by 10, all the digits move one column to the left.

Odd one out

Which answer could be the odd one out? What makes it the odd one?

3 + 0 =___

3 – 0 =­­­­___

3 × 0 =___

Concrete or pictorial representation

There are 8 children.

Each child has 3 sweets

How many sweets altogether?

Mathematical Talk

• Can you represent these calculations with concrete objects or a drawing?
• Explain how multiplying by 10 can help you multiply by 100
• When dividing using a place value chart, which direction do the digits move?
• Write a fact family using 100 as one of the numbers.
• What is the same and what’s different about multiplying by 1 and 0?
• What does sharing mean?
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