Recall quickly multiplication facts up to 10 x 10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding

division facts

(Objective repeated in Blocks A & B Units 1, 2 & 3 and Block E Unit 1)
• On the centre of the board write: 1 x ! " !# $nvite the children to tell you a number sentence that can be derived from the one on the board% &radually develop a web diagram that extends out from this sentence% 1 x#"' !# ( 1 " ! )x!"' 1 0 x ! " !#0 1 x ! " !# 1 x !0 " !#0 1 0 x !0 " !#00 !# ( ! " 1

1! x ! " !* 1% x ! " !%# !#0 ( !0 " 1

+iscuss the different suggestions and ideas% ,ncourage developments based on doubling- multiplying by ten- adding or subtracting a multiple to develop a closely related fact- inverse division facts etc% • .ith the children working in pairs- ask them to perform a similar exercise% /gree the multiplication on which they base the exercise% • ,ncourage the children to come up with the widest possible range of associated facts% 0elp children who are less confident to extend by adding and subtracting multiples% &et the children to exchange their diagrams and check each other1s work% 2onfirm any disputed answers with the class% ,nsure that the children can explain why they think any answer is incorrect and how to correct it% • 3rovide quick fire questions involving multiplying by multiples of 10 for children to answer using whiteboards% e%g% Q .hat are 10 lots of #4 .hat is 0 times #4 0ow do you know4 ,stablish that 0 is double 10- so 0 x # " double #0% Q .hat is the product of !0 and #4 .hat is 50 multiplied by #4 0ow do you know4 ,stablish that !0 x # " ! x 610 x #7% • 2ontinue with questions involving dividing multiples of 10- e%g%: Q 0ow many #s are there in 1 04 0ow do you know4 ,stablish that 1 0 is 1 x 10- so 1 0 ( # is 61 ( #7 x 10% Repeat with questions such as: 180 ( #- )0 ( #- !00 ( # etc% Repeat with questions involving dividing multiples of 10 by other single digit numbers% 9et children the following questions to complete in their books: • • .hat would )0 x 50 " • • 1!0 x ) " 1!0 x )0 " 9et other questions as appropriate to the children% • :sing an O03 calculator- enter a two;digit number% Q .hat will be the product if $ multiply this by 104 Remind children about the movement of the digits when multiplying and dividing by 10 and 100% 2ontinue to ask questions with a range of numbers up to 10 000% 2hildren respond using whiteboards% /sk: Q .hat will happen if $ divide 10 by 104 1 by 104 2ollect answers and demonstrate on the O03 calculator% ,mphasise the role of the decimal point% Repeat with other questions% $f ) ÷ # " '- what would ) 0 ÷ # " $f 1! x ) " 5 - what would 1! x )0 " .hat would 1 00 ÷ !0 " $f 1 0 ÷ ! " )- what would 1 00 ÷ ! "

$f )0 x 5 " 10 6) x 57- what would )00 x 5 "

;1;

hat you would need to do to make !8 into !8004 .digit multiple of 100% <hey write four number statements involving x or ( by 10 or 100 which they have that answer% • :se $<3 = >oving +igits to demonstrate x 10.x 100% • &ive children a variety of examples e%g% # x 10 )5 x 10 !* x 10 followed by x 100% • )0 ÷ 10 !'0 ÷ 10 810 ÷ 10 :se some $<3 to demonstrate ÷ 10. .hy do 1)0 x 10 and 1) x 100 give us the same answer4 .xplore whether the children understand that multiplying a number by 10 and then multiplying the answer by 10 is the same as multiplying by 100% Q .hat would you do to make it 0%!84 9et the children a set of missing number problems involving x and ÷ by 10 and 100 including decimal numbers e%g% 4 ÷ 10 " '0 1'0 x 4 " 1'0 15 x 4 " 1500 4 ÷ 100 " 0%! .rite 1)00 on the board% Q . .hat about 1) 000 ( 10 and 1)0 000 ( 1000 4 +iscuss and ensure children understand that dividing a number by 10 then dividing the answer by 10 is the same as dividing by 100% /sk children to choose any four.select the digits ! and 8 and put them in the tens and units columns respectively% /sk the children: .÷ 100% /gain give children a variety of examples e%g% followed by ÷ 100 1#00 ÷ 100 5!00 ÷ 100 '*00 ÷ 100 Reinforce understanding with further activities% .hich numbers give the answer 1)00 when multiplied or divided by 10 or 1004 +iscuss and record the four numbers% Q 2an you tell me a quick way of multiplying by 10 and 1004 Q 2an you tell me a quick way of dividing by 10 and 1004 +raw out the importance of moving the digits to the left or right% Q .hat would you do to make it !8 again4 .• Open the $<3 moving digits.xtend more able children by multiplying by 0%1% • .

!.hich numbers are multiples of 104 Q .hich numbers are square numbers4 Q .hich numbers are multiples of #4 Q .hat is the product of * and #4 • +isplay Resource sheet ?5 18% 3oint to a number on the sheet e%g% )% Q .hat is the product of ' and 84 Q .hat is * 00 divided by 1004 9et further questioning multiplying and dividing numbers by 10 and 100% • On the board write: *% &et the class to recite the * times table.hat is the square root of 1))4 Q . .hat factors of #0 are on the sheet4 Q .saying each number fact twice% Repeat saying each number fact only once% • On the board write: * *0% Q 2an we use our knowledge of the * times table to say the *0 times table4 /sk one half of the class to recite the *0 times table while the other half listens% Reverse their roles% <hen have the whole class recite the table% • On the board write: * *0 *00% <ell the children that by reciting the * and *0 times tables they have listed the multiples of * to *0 and the multiples of *0 to *00% :se the number dial $<3.rite on the board a 100 multiple of a number on the sheet e%g% 1800% Q .hat number is 10 times bigger4 .rite in the circle: x* clock% Q 0ow can we use our x* table to work out )0 x *4 2ollect answers% .drawing on the numbers displayed% 2hildren to show their answers on whiteboards% :se a range of vocabulary associated with multiplication and division such as: Q .• +isplay Resource sheet ?5 1'% • /sk children questions involving multiplication and division.put * in the centre of the dial% :se the to work out missing number calculations% .hat is )8 divided by #4 Q .xtend children by setting two step word problems involving x and ÷ from the * <%<% &ive children opportunities to explain their reasoning in words% .hat is * times 54 Q .hat number is 10 times smaller4 .hat number is 100 times bigger4 2ollect children1s answers on whiteboards% Repeat using other numbers% • .stablish that ) x * " !# and )0 x * " !#0% • .hat number is 100 times smaller4 2ollect answers% • /sk children to multiply and divide given numbers by 10 and 100 e%g% Q .hat is 1 divided by !4 Q .mphasise that the outer number divided by the inside circle number is always *% Q 0ow can we use our x* clock to work out 5)0 ( *4 2ollect answers% /gree that 5) ( * " # and 5)0 ( * " #0% .

and 5 is 1 more than ).a multiple of '. .hich multiples of ' can you see4 &ive the children !0 seconds to write on their whiteboards numbers they recognise as multiples of '% 2ollect and discuss answers% Q /re there any numbers which are multiples of # and '4 .add the digits in the answer #5 x * " 585.hich numbers are one away from with a multiple of 8 or *4 2ollect children1s answers using whiteboards% • /sk children to work in pairs and discuss ways that they can remember the * times table e%g% patterns in the answers.hich multiples of * can you see4 &ive the children !0 seconds to write on their whiteboards numbers they recognise as multiples of *% 2ollect and discuss answers% Q /re there any numbers which are multiples of 8 and *4 .hich numbers are one away from either a multiple of # or '4 2hildren to record and show the numbers and the multiples on their whiteboards% .stablish that ' is a multiple of 8 and *% • 3oint out that the only numbers not multiples of 8 or * were )# and 5% Q 0ow far away from a multiple of * or 8 are these two numbers4 /gree that )# is 1 less than )5.a multiple of 8% • +isplay O0< ?5 Q % .answers adding up to a multiple of * etc% • Aind the product of any number multiplied by * e%g% ! x * " 88.and !' is 1 more than !#.18 is a multiple of *% $nvestigate to see if this is always true% B 8 B 8 " 18.xtend children by setting two step word problems involving multiplication and division facts from the # and ' times tables% &ive children the opportunity to explain their reasoning in words% • <ell the children that today they will be identifying multiples of 8 and *% +isplay O0< ?5 1% Q .5 B 8 B 5 " 18.a multiple of *.18 is a multiple of *% .hich numbers are multiples of #4 /sk children to record the numbers on their whiteboards and show their answers% 2ollect answers and correct any errors% • Repeat asking: Q .a multiple of #% • @ow display O0< ?5 0% Q .).hich numbers are multiples of 84 /sk the children to write on their whiteboards all the numbers which they recognise as multiples of 8% 2ollect answers and correct any errors% • Repeat asking: Q .stablish that ) is a multiple of # and '% • 3oint out that the only numbers not multiples of # or ' were )1 and !'% Q 0ow far away from a multiple of # or ' are these two numbers4 /gree that )1 is 1 less than ) .• Remind children that 50 is a multiple of 5 and 10% /sk for other multiples of 5 to ensure children understand the term multiple% +isplay O0< ?5 1*% Q .

.R.5.< ?5 1' 5 144 81 48 66 7 6 54 25 56 45 30 10 18 100 22 .. 90.9O:R2.

R.< ?5 18 70 9200 20 320 9 92 4 100 90 500 170 6700 5 1800 920 130 .9O:R2. . 90.#..

'. 49 14 .48 56 63 37 41 21 28 18 36 35 30 54 42 24 O0< ?5 1* .

18 32 63 90 80 16 56 52 24 46 40 26 72 48 O0< ?5 0 .8. 36 64 .

18 32 63 90 80 16 56 54 24 46 40 25 72 48 O0< ?5 1 . 36 64 .*.

49 28 71 17 89 79 62 15 20 82 46 65 35 O0< ?5 39 . 10 . 33 55 .