multiplication and division calculating efficiently and accurately [ks1]
TRANSCRIPT
Multiplication and Division
Calculating efficiently and accurately
[KS1]
The Four RulesUnderstanding Mental
calculations
Rapid recall
Efficient written methods
Models, images & concrete materials
Stories / rhymesProblem solving and role play
Use of ICT
• Counting• Doubling and halving
• Multiplication as repeated addition, describing an array and scaling
• Division as grouping and sharing• Understand that multiplication and division are inverses
• Recall of multiplication and division facts• Multiply two / three-digit numbers by 10 / 100
Progression for multiplication and division
context
Dice race game
Counting in context How many 10p coins are here?
How much money is that?
How many toes are there on 2 feet?
How many gloves in 3 pairs?
If Sarah counts in 2s and Nigel counts in 5s, when will they reach the same number?
How many lengths of 10m can you cut from 80m of rope?
Doubling and halving in context
There are 8 raisins. Take half of them.How many have you taken?
One snake is 20cm long. Another snake is double that length.How long is the longer snake?
I double a number and then double the answer. I now have the number 32. What number did I start with?
94 65 48 30 71
28 36 56 97 32
12 24 51 82 19
77 63 44 53 28
60 96 75 17 43
2 x 3 or 3 x 23 plates, 2 cakes on each plate
(Children could draw a picture to help them work out the answer)
2 x 3 or 3 x 23 plates, 2 cakes on each plate
(Children could use dots or tally marks to represent objects – quicker than drawing a picture)
Multiplication
pictures
symbols
Number tracks and number lines(modelled using bead strings)
2 x 3 or 3 x 2
4 620
[two, three times] or [three groups of two]
Arrays
5 x 3 or 3 x 5
14 x 2 = 28
x 10 42 20 8
Array creator
XX 10 3
4
X 10 3
4 40 12Answer = 52
13 x 4 = 52
43x 6
2581
40 x 6 = 240
3 x 6 = 18
X 40 3
6 240 18
43 x 6
27 x 34
6 ÷ 2 6 cakes shared between 2
6 cakes put into groups of 2
(Children could draw a picture to help them work out the answer)
pictures
Division
6 ÷ 2
6 cakes shared between 2
6 cakes put into groups of 2
(Children could use dots or tally marks to represent objects – quicker than drawing a picture)
symbols
Number tracks and number lines - grouping(modelled using bead strings)
8 ÷ 2 = 4
6 ÷ 2 = 3
0 2 4 6
Number lines / Arrays
15 ÷ 5 = 3
0 5 10 15
Grouping ITP
Number dial ITP
67 ÷ 4 = 16 r 3
67 ÷ 4
4 x 10 = 40
4 x 6 = 24 [64]