Year 6 Week 6 Lesson 1

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Use mental multiplication
strategies to multiply by
numbers such as 4, 8, 5, 25,
19, 29 and 99
Double, halve and multiply by
multiples of 10
mental strategies;
multiplication; multiply;
double; halve; subtract; add;
lots of; fact web
N6.3A Recall multiplication and division facts for multiplication
tables up to and including 12 × 12; identify multiples and
factors, including finding all factor pairs of a number, and
common factors of two numbers within these multiplication
tables

Teaching Summary
Starter
25 times-table
Challenge students to work in pairs to work out and record the 25 times-table from 0 × 25 to 12 × 25. Encourage them to use facts written earlier to work out later
ones. For example: double the answer to 4 × 25 to work out 8 × 25, add 2 × 25 and 3 × 25 to find 5 × 25, double 6 × 25 to work out 12 × 25. Give lots of praise
when they show you their completed times-table.
Main Teaching
Write the following multiplications on the whiteboard: 4 × 72, 65 × 8, 28 × 5, 20 × 56, 19 × 32, 46 × 99 and 42 × 25. Explain that students are going to think about
how to use mental multiplication strategies to find the answers. Emphasise that when they are using mental strategies, it is okay to make quick jottings to help
them.
Short Task
Ask students to privately think about how they would work out the first multiplication listed on the whiteboard, then swap ideas with a partner before moving onto
the next one. They ‘think, pair and share’ for each calculation.
Teaching
• Take feedback and discuss mental multiplication strategies for each calculation. For example:
– 4 × 72: remind students that, to multiply by 4, we double 72, then double again
– 65 × 8: (relates to the one above) double 65, then double and double again
– 28 × 5: because 5 is half of 10, we can do 28 × 10, then halve the answer
– 20 × 56: because 20 is double 10 we double 56, then × 10
– 19 × 32: 19 is a ‘nearly number’, so we can find 20 lots of 32, then subtract one lot of 32
– 29 × 43: 29 is a ‘nearly number’, so we find 30 lots of 43 then subtract one lot of 43
– 46 × 99: 99 is a ‘nearly number’, so we multiply 46 × 100 then subtract one lot of 48

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 – 42 × 25: there are four 25s in 100, so if we do 42 × 100 then divide by 4 by halving twice, we find the answer.
• Go over the answers to each calculation.
• Draw on the whiteboard the partially completed fact web shown below.

• Explain that this fact web shows how someone used one fact to work out another multiplication. Together, work through each part of the fact web, asking
students to come up and write the answers in the fact web, then use these answers to work out other multiplications.
• Tell students that they will be creating their own fact webs, but they do not need to use the same stream of thought as the person who created this fact web.
They can use their own strategies and links that make sense to them and also add their own ideas.
Key Questions
• How did you multiply by 8? By 5?
• If you want to multiply by 19, what could you work out first to help you? Multiplied by 29? Multiplied by 99?
Watch out for
• Students who are not fluent in doubling and halving
• Students who work out 19 × 32 as 20 × 32 and then subtract 19 instead of 32, for example
• Students whose lack of times-table knowledge slows them down

Main Activity
Core
Number fact web
Students work in pairs and write 36 in the middle of an A3 sheet of paper. They multiply 36 by 2 and by 10, then use these facts to work out lots of other multiples
of 36, as in the whole-class teaching, but adapting to their own mental strategies and adding their own multiples. Say that you expect students to find at least 12

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multiplications with a product of 36.
Repeat with another 2- or 3-digit number. Sit with different groups to assess their choice of appropriate methods and their competence in mental multiplication.
Assessment Focus
• Can students use doubling, halving and multiplying by 10 and 100 to mentally work out other multiplications?
Support
Number fact web
Students work in pairs and write 24 in the middle of an A3 sheet of paper. They multiply 24 by 2 and by 10, then use these facts to work out lots of other multiples
of 24, as in the whole-class teaching, but adapting to their own mental strategies and adding their own multiples. Say that you expect students to find at least 12
multiplications of 24.
Repeat with another 2-digit number. Sit with different groups to assess their competence in mental multiplication.
Extend
Number fact web
Students work in pairs and write 124 in the middle of an A3 sheet of paper. They multiply 124 by 2 and by 10, then use these facts to work out lots of other
multiples of 124, as in the whole-class teaching, but adapting to their mental strategies and adding their own multiples. Say that you expect students to find at
least 12 multiplications of 124.Encourage students to work out facts such as 0·4 × 124, 0·8 × 124, 200 × 124, 199 × 124 and so on.
Repeat with another 3-digit number. Sit with different groups to assess their competence in mental multiplication.
Further Support
Multiply smaller 2-digit numbers by 2, 4, 8 and 5 to help students to see that these strategies work. For example: from 4 × 12, we can see that 2 × 12 = 24 and 2 ×
24 = 48, which is the same as 4 × 12.

Plenary
Write the following equivalent calculations on the whiteboard in pairs.. Work together to decide which are true and which are false and then take feedback.
Calculations:
• 78 × 2 = 78 × 2 × 10 (True)
• 23 × 4 × 2 = 23 × 6 (False)
• 6 × 24 = 3 × 24 × 2 (True)
• (84 ÷ 4) × 100 = 84 × 25 (True)
• 25 × 52 = 50 × 26 (True)

Resources
Physical Resources

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• A3 paper

Year 6 Week 6 Lesson 2

Main Focus
Revise using short
multiplication to multiply 4-
digit numbers by 1-digit
numbers
Prior Knowledge
Multiply multiples of 10, 100
and 1000 by 1-digit numbers
Key Vocabulary
short multiplication; digits;
tens; hundreds; thousands;
approximation; rounding
Curriculum Objectives
N6.3A Recall multiplication and division facts for multiplication
tables up to and including 12 × 12; identify multiples and
factors, including finding all factor pairs of a number, and
common factors of two numbers within these multiplication
N6.3C Multiply integers up to and including four digits by one or
two digit numbers using mental or formal written methods,
where appropriate
N6.5L Solve missing number, fraction and decimal problems

Teaching Summary
Starter
Mental calculation, using brackets
Ask students to work in pairs to use the number 3, as many times they want, with any of the four operations and brackets to make as many numbers from 0 to 10
as they can. For example: they could write (3 + 3) ÷ 3 to give 2. Share answers.
Main Teaching
• Remind students how to use short multiplication to work out 6 × 4354, modelling on squared paper. Talk through each stage and remind students to leave a
blank line for any 10s, 100s or 1000s digits that need to be added to the next product in the process. Emphasise the place value as you go: We do six times
four 1s. Since the answer is twenty-four, the two 10s go in the 10s column and we write the 4 in the 1s column. Keep going like this, emphasising the column
being multiplied each time.

• Ask if this answer looks about right. Remind students that they can round the numbers to make an approximation. Check this multiplication using the grid

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 method, drawing the grid (as shown below) on the whiteboard. Do this very swiftly.

• Ask students to use short multiplication to work out 7 × 2863, making an approximation first. Ask some students (from the Support group) to use the grid
method instead and check that all students get the same answer.
Short Task
Write a number between 1000 and 9999 on the whiteboard. Students work in groups of three. The first student multiplies the number by 3; the second student
multiplies the same number by 4 and the third student multiplies the same number by 7. Repeat with two other random 4-digit numbers.
Teaching
Take feedback on the short task. What did students notice about their three answers? (The first and second have a total of the third answer.) Ask them to use this
to check their answers.
Key Questions
• When using short multiplication, what do you work out first? Then what next?
• Where do you write the answer to that bit of the multiplication?
• Does the answer look about right?
Watch out for
• Students who are confused about where to write the answer to each part of the calculation
• Students who forget to add the ‘carry’ digits
• Students who try to multiply the digits written above the line instead of adding them

Main Activity
Core
Short multiplication
Students work through questions 1–12 of GP 6.6.2, using short multiplication to multiply 4-digit numbers by 1-digit numbers, approximating first.
Support
Short multiplication
Challenge students, in pairs, to use the digits 1, 2, 3, 4 and 5 once each to make the 4-digit by 1-digit multiplication with the largest answer. Repeat, using the
same digits, to make the smallest answer. Students use whichever written method they feel comfortable with. Support them in using rounding to approximate
answers to help them find sensible numbers. If any students are ready to move on to using short multiplication, support them in this. Agree that the answers are
5 × 4321 = 21 605 and 1 × 2345 = 2345.

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Challenge them to work in pairs to find the multiplication with the closest answer to 10 000 as they can. (4 × 2513).
Assessment Focus
• Can students use a written method to multiply 4-digit numbers by 1-digit numbers?
• Can students use rounding to approximate answers?
Extend
Short multiplication
Students do every other question on GP 6.6.2, starting with question 1. They then work on the investigative question (question 13).
Further Support
If students make place-value errors, they may find the grid method easier.

Plenary
Write the following multiplications on the whiteboard: 6 × 4827; 3 × 1999, 4 × 1221, 5 × 2371 and 4 × 1250. Ask students to discuss how they would work these
out. Are there any that they could work out mentally, including using a jotting, rather than using short multiplication? Take feedback. Discuss how they could work
out the second, third and fifth multiplications. Ask students to work in pairs to write another ☐ × ☐ ☐ ☐ ☐ multiplication that they would work out mentally. They
swap with another pair.

Resources
Physical Resources Photocopiable Resources
• Squared paper • GP 6.6.2

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Year 6 Week 6 Lesson 3
Main Focus
Use short multiplication to
multiply 4-digit amounts of
money, e.g. £46·29, by 1-digit
numbers and solve word
problems involving
multiplication including 2-step
problems and finding change
Prior Knowledge
Use short multiplication to
multiply 4-digit numbers by 1-
digit numbers
Key Vocabulary
approximation; multiplication;
decimal point; change; budget
Curriculum Objectives
N6.1E Recognise the place value of each digit in a number with
one 1 or two 2 decimal places and write numbers in expanded
form
N6.3C Multiply integers up to and including four digits by one or
two digit numbers using mental or formal written methods,
where appropriate
N6.3D Estimate the answer to a multiplication involving a 1 or 2
place decimal and a whole number
N6.3E Multiply decimals with 1 or 2 decimal places by whole
numbers
N6.5L Solve missing number, fraction and decimal problems
G6.1A Solve problems involving money calculations, using all
four operations, including rounding answers to the nearest
integer denomination, and interpreting answers with 1 decimal
place

Teaching Summary
Starter
Find change
Students work in groups of 4–6. Each student writes on their whiteboards a price between £20 and £50, but with no 0s allowed! When you say Go, each group
places their whiteboards in the middle of the table and they find the change from £50 for each price that has been written. Which group finishes first? Repeat the
process.
Main Teaching
• Draw four pictures showing different fireworks on the whiteboard. Give each firework a price per box: £47·69, £23·45, £17·38, £38·56. Say that some people
are planning a community fireworks show and are working out which boxes of fireworks to buy. They decide to buy six boxes of each collection.
Demonstrate, on squared paper if necessary, how to use short multiplication to work out 6 × £23·45:

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• Talk through each stage, discussing the place value. For example, say: 6 × 5p = 30p, so we put a 3 in the 10ps column and a 0 in the 1ps column, then 6 ×
40p = £2·40, plus 30p, which is £2·70, so we put the 2 in the £1s column and the 7 in the 10ps column. Keep going like this, emphasising the place value in
each column.
• Point out that once we are fluent with this method, we can just treat it like a ‘normal’ short multiplication and put the decimal point in afterwards to separate
the pounds from the pence. Say: It helps to make an approximation, to make sure we are putting it in the correct place. Suggest that students round £23·45
to £20 and multiply by 6. Say: We know the answer will be a bit more than £120, so our answer looks right.
• Ask students to estimate how much it will cost to buy six boxes of the £47·69 firework collection, then demonstrate using short multiplication to work out 6 ×
£47·69.
Short Task
Students estimate then work out how much it will cost to buy six of the £38·56 mega-colour collection boxes, then six of the £17·38 boxes. Work with students
who need support to show them how to use the grid method to work out the multiplications.
Teaching
• Work with students needing support to show them how to use the grid method to work out the multiplications. For example: to buy six of the £17·38 boxes:

• Take feedback on the task, checking students’ answers. Together, work out the total cost. If the group has a budget of £1000, how much would be left for
buying food for their fireworks show?
• If someone had a budget of £50 for a smaller family firework show, which fireworks could they buy? Discuss how they could buy two £23·45 spiral collection
boxes or three £17·38 boxes or just one of the other two boxes or one £23·45 spiral box plus a £17·38 box.
Short Task
Ask students, in pairs, to find the total cost if the family bought two boxes of the £23·45 spiral collection and the change from £50.
Teaching

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Take feedback and agree the answers.
Checkpoint
Use the following questions to assess understanding of the following outcomes. You can use them in this lesson or at another time in the day that suits you.
• Use short multiplication to multiply numbers with up to 4 digits, including amounts of money, by 1-digit numbers and solve word problems involving
multiplication including two-step problems and finding change
Ask the students:
1) Use short multiplication to solve the calculations.
a) 5672 × 9 = 🖵 (51 048)
b) What is the total length of 8 pieces of ribbon, each 2·37 m long? (18·96 m)
c) What is the change I receive from £50 after I have bought 6 pizzas, each costing £7·65? (£4·10)
2) 3 is multiplied by 6 three times. Which of the following is likely to be the total? i) 396 ii) 648 iii) 1048
Explain your reasoning (648)
3) Menu: Drinks £2·85 Chicken burgers £8·28 Veggie burgers £7·45
Jess’s family buys 3 chicken burgers, 6 veggie burgers and 9 drinks.
Daniil’s family buys 7 chicken burgers, 2 veggie burgers and 8 drinks.
Which family has spent the most? How much more than the other family did they spend? (Daniil’s family spent 47p more than Jess’s.)

Main Activity
Core
Short multiplication of money
Work with a group of students who needed help with short multiplication of money in the whole-class teaching section of the lesson. Use the firework prices from
earlier (£47·69, £23·45, £17·38, £38·56) and show students how to use short multiplication to work out how to find the cost of three, then seven of one of the
boxes of fireworks. Ask students to find the cost of five then eight of the same box of fireworks, making approximations first. Repeat for each box of fireworks,
helping students with their calculations as necessary.
Assessment Focus
• Can students use short multiplication to multiply 4-digit prices by 1-digit numbers?
• Can students make an approximation?
Y6 TB1 p52 Short multiplication and the grid method
Linked Resources: Y6 TB1 Answers p44-53
Support
Y6 TB1 p51 Short multiplication and the grid method

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Linked Resources: Y6 TB1 Answers p44-53
Extend
Y6 TB1 p53 Short multiplication and the grid method
Linked Resources: Y6 TB1 Answers p44-53
Further Support
Some students may be more confident and make fewer place-value errors if they use the grid method to multiply amounts of money.

Plenary
Draw a picture of a box of fireworks costing £24·99. Ask: How could we work out how much it would cost to buy three of these boxes? Do we need to use a
written method? Agree that we could round £24·99 to £25: 3 × £25 = £75, then we need to take off 3p because we rounded up by 1p and multiplied by 3. Ask:
What would be the cost of four boxes? Five boxes? Six boxes? Ask pairs of students to write a multiplication of the form ☐ × £☐ ☐·☐ ☐ which they could work
out mentally. Ask some pairs to share their calculations.

Resources
Physical Resources Photocopiable Resources
• Squared paper • Y6 TB1 Answers p44-53
• Whiteboards
• Y6 TB1

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Year 6 Week 6 Lesson 4
Main Focus
Use long multiplication to
multiply 3- and 4-digit
numbers by teens numbers
Prior Knowledge
Use short multiplication to
multiply 3- and 4-digit
numbers by 1-digit numbers
and multiply 3- and 4-digit
numbers by 10
Key Vocabulary
long multiplication; stages;
approximation; takings
Curriculum Objectives
N6.1C Recognise the place value of each digit in a six 6-digit
number and write numbers in expanded form
N6.3C Multiply integers up to and including four digits by one or
two digit numbers using mental or formal written methods,
where appropriate
N6.5L Solve missing number, fraction and decimal problems

Teaching Summary
Starter
Place value in 5- and 6-digit numbers
Students each write a 5-digit number on their whiteboards using five different digits. Roll a 0–9 dice. If the number on the dice matches a digit in a student’s
number, they score the value of this digit in their number, so if a student has the number 54 837 and you roll a 4, the child scores 4000. Repeat this five times.
Students find their total score. Who has the highest score?
Repeat with students writing a 6-digit number. Roll the dice six times.
Main Teaching
• Explain to the students that, in an electrical store, 13 washing machines were sold at a price of £329 each. Remind students how we can use long
multiplication to find how much money was taken for these 13 washing machines. Model using squared paper as shown below.

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• Explain that there are three stages. (Hold up three fingers.)
• Stage 1: 10 × 329. We multiply by 10. Point out that this is straightforward as we just find 10 lots of 329 and write it down. Say: Wow! That was nice because
the digits just move along to the left.
• Stage 2: 3 × 329. We use short multiplication to work out 3 × 329, starting with 3 × 9 (the 1s). Instead of the two 10s being written above the line like we have
done before, we just write them in front of the 7 to show 27. We must then remember to add these two 10s when we work out the next part: 3 × 20 (the 10s).
This is because if we leave another line and write the 2 there like we do for short multiplication, it will be confusing when we do the addition at the end.
Repeat Stage 2 for the 100s and explain that, if students find this difficult to begin with, they can just use short multiplication to work out 3 × 329 at the side
and write the answer under 3290.
• Stage 3: addition. We will add these two numbers. Emphasise that we need to leave a blank row for this and add as normal using column addition.
Short Task
Ask students to use long multiplication to work out how much money was taken for the dishwashers (269 × 16). Talk them through Stage 1: multiply by 10; Stage
2: multiply by 6 using short multiplication; Stage 3: adding the two numbers (leave a line). They check their answers with a partner. Meanwhile remind those who
need support how to use the grid method to work out the same calculation.
Teaching
• Take feedback and check that everyone got the same answer.
• Ask students how we can make an approximation for the amounts of money taken for other items sold. For example: for 14 × £145, work out 10 × £150 and
for 15 × £123, work out 15 × £100, knowing that the exact answer will be more than this.
Short Task
Write on the whiteboard that 18 fridge freezers sold for £265 each and 15 vacuum cleaners sold for £123 each. Students choose one item, make an
approximation and find the actual amount taken for that item.
Teaching
• Take feedback and agree approximations and answers for each.
• Say that the store has launched a new house starter pack consisting of a microwave, gas cooker, fridge freezer, vacuum cleaner and washing machine. It
costs £1245. They sold 14 of these starter packs in the first month. Together, use long multiplication to work out the amount of money that the shop took.
Key Questions
• What are the stages in doing long multiplication? What is Stage 2? And Stage 3?
• When using long multiplication, what do you need to do before adding the two numbers? (Leave a line.)
Watch out for
• Students who find it difficult to keep their work neat in columns and add the ‘moved’ digits written when carrying out the multiplication rather than just the
‘moved’ digits written during the addition (they might be better working out the second multiplication by the 1-digit number at the side using short
multiplication as previously and writing the answer in the long multiplication layout)
• Students who make place-value errors when using grid multiplication

Main Activity
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Core
Multiplying 3-digit numbers by teen numbers
Write two columns of numbers on a flip chart: 325, 148, 267, 531 and 456 in one column and 13, 14, 15, 16, 17 and 18 in the second column. Ask students to
choose two numbers, one from each column, to multiply and make the smallest possible product and likewise for the largest possible product.
Next, split the group into two teams. Students from Team A choose one number from each column to multiply together which they think will give an answer of
between 2500 and 5000. They work out the multiplication. If correct, they score a point. Then Team B chooses one number from each column which they think will
multiply to give an answer of between 5000 and 7500. They work out the mulitplication If correct, they score a point. Repeat three more times.
Assessment Focus
• Can students use long multiplication to multiply 3-digit numbers by teen numbers?
• Can students make approximations?
Y6 TB1 p55 Long multiplication and the grid method
Linked Resources: Y6 TB1 Answers p54-64
Support
Y6 TB1 p54 Long multiplication and the grid method
Linked Resources: Y6 TB1 Answers p54-64
Extend
Y6 TB1 p56 Long multiplication and the grid method
Linked Resources: Y6 TB1 Answers p54-64
Further Support
Students may use the grid method rather than long multiplication. Make sure they are really confident with the grid method and emphasise that, as long as they
get the right answer, this is fine. If students are able to use long multiplication but make errors when adding up because they add up the ʻmovedʼ digits, suggest
they work out the multiplication by the 1-digit number at the side and then write in the long multiplication so that there are no ʻmovedʼ digits to get confused.

Plenary
Challenge students to come up with a multiplication in the format 1☐ × ☐ ☐ ☐, which gives an answer as close to 5000 as possible. Students work in pairs. Who
came closest?

Additional Activity
Students can have a go at Game 4 from the additional activity Dicey Operations from the NRICH website.
Linked with kind permission of NRICH, nrich.maths.org

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Resources
Physical Resources Photocopiable Resources
• 0–9 dice • Y6 TB1 Answers p54-64
• Flip chart
• Squared paper
• Whiteboards
• Y6 TB1

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Year 6 Week 6 Lesson 5
Main Focus
Use long multiplication to
multiply 4-digit numbers by
teens numbers
Prior Knowledge
Use short multiplication to
multiply 4-digit numbers by 1-
digit numbers; multiply 4-digit
numbers by 10
Key Vocabulary
long multiplication; stages;
approximation; less than;
closest to; round
Curriculum Objectives
N6.3B Recognise square and cube numbers and relate these
to a pattern that forms a square or cube
N6.3C Multiply integers up to and including four digits by one or
two digit numbers using mental or formal written methods,
where appropriate
N6.5L Solve missing number, fraction and decimal problems

Teaching Summary
Starter
Times-tables
Students work in pairs. Set a timer to 2 minutes and start the timer. Students in each pair put their hands behind their backs. They say three, two, one and bring
their hands out showing any number of fingers they like. The first student to say the product of the two numbers shown on their fingers wins a base-10 cube. For
example: one student shows eight fingers and one student shows seven fingers. One of the students says 56. Repeat the process. After 2 minutes, stop them and
ask if anyone has won a total of more than 12 cubes. Did anyone win a total of more than 20 cubes? Say: Wow, you must really know your times-tables!
Main Teaching
• Write three numbers between 1000 and 9999 (such as 9635, 6592 and 3100) on the whiteboard. Say that we can choose one of the numbers to multiply by
14. Ask students, in pairs, to discuss which number, when multiplied by 14, they think will give an answer closest to 50 000. Take ideas.
• Demonstrate using long multiplication to work out one suggestion. Revise the stages: Stage 1: multiply by 10 and write the answer (this bit is
straightforward!); Stage 2: multiply by the second digit (short multiplication); Stage 3: add the two numbers (leave a line).
• Go through the multiplication and read the answer together.
Short Task
Students try one of the other two numbers and multiply it by 14. Support them in going through the stages. Some students may use the grid method. Say: This will
enable us to check our answer.
Teaching
Take feedback and agree the answer. Then multiply the last number by 14 altogether, going carefully through the stages. Which answer was closest to 50 000?
Short Task
Write three numbers between 1000 and 9999 (such as 7397, 7565 and 4243) on the whiteboard. Students work in pairs to guess which numbers, when multiplied
by 13, will give an answer of less than 50 000. They try out their ideas, going carefully though the stages to perform long multiplication. Students needing support
may use grid multiplication.
Teaching

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Take feedback. Model one of the long multiplications. Ask students to explain how they reached their guesses.
Checkpoint
Use the following questions to assess understanding of the following outcomes. You can use them in this lesson or at another time in the day that suits you.
• Multiply multi-digit numbers up to 4 digits by numbers between 10 and 40 using the formal written method of multiplication
Ask the students:
1) Set out and solve these long multiplications: a) 473 × 29 (13 717) b) 2905 0215 36 (104 580)
2) One week, a factory produced 2478 boxes of coloured pencils. Each box contained 18 pencils. Jamal said that he thought that was more than 45 000
pencils! Do you think he was right? How can you check? (Jamal is not right because 2478 × 18 = 44 604.)
3) Using the digits 2, 3, 5, 6, 7 and 8, create two 4-digit by 2-digit long multiplications that will give an answer of more than 500 000. (Various answers, such
as 8753 × 62 = 542 686.)
4) Use the same digits to create a similar multiplication with the smallest possible answer. (2378 × 56 = 133 168)

Main Activity
Core
Y6 TB1 p58 Long multiplication and the grid method
Linked Resources: Y6 TB1 Answers p54-64
Support
Y6 TB1 p57 Long multiplication and the grid method
Linked Resources: Y6 TB1 Answers p54-64
Extend
Multiplying 3-digit numbers by numbers greater than 20
Write the following multiplication on a flip chart:

Point out that the first row this time is not just 10 lots of 346, but 20 lots of 346. Discuss how this answer will be 10 times bigger than 2 × 346. Ask: What is double
46? And double 300? So double 346 is 692, therefore 20 × 346 is 6920. Write this in on the flip chart, then ask students to carry on and complete the long

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multiplication.
Repeat with 269 × 26. Discuss how 20 × 269 is a little bit more difficult, but that we know the answer will be 10 × 2 × 269. Explain: We can write a zero in the ones
column, and then use short multiplication to work out 2 × 269. By writing a zero, we are shifting each digit one place to the left in order to multiply the answer by
ten. Carry on and complete the multiplication.
Ask students to multiply 346 and 269 by other numbers between 20 and 30.
Take feedback. If students cope well, ask them to multiply each number by 34.
Assessment Focus
• Are students beginning to multiply 3- and 4-digit numbers by 2-digit numbers greater than 20?
Further Support
Students use the grid method rather than long multiplication. Make sure they are really confident with the grid method and emphasise that, as long as they get the
right answer, this is fine. If students are able to use long multiplication but make errors when adding up because they add up the ʻmovedʼ digits, suggest that they
work out the multiplication by the 1-digit number at the side, then write in the long multiplication so that they are no ʻmovedʼ digits to get confused.

Plenary
Write the following multiplications on the whiteboard: 11 × 2431, 16 × 5127, 12 × 1221, 18 × 6371 and 19 × 2500. Ask students to discuss how they would work
these out. Ask: Are there any that you could work out mentally, including using a jotting, rather than using long multiplication? Take feedback, discuss how they
could work out 1 (add 10 lots of 2431 and 1 lot of 2431) and also 3 (add 10 lots of 1221 and double 1221) and 5 (work out 20 × 2500 and subtract 2500). Ask
students to work in pairs to write another ☐ ☐ × ☐ ☐ ☐ ☐ multiplication that they would work out mentally. They swap with another pair and work out the answer.

Resources
Physical Resources Photocopiable Resources
• Base-10 cubes • Y6 TB1 Answers p54-64
• Flip chart
• Timer
• Y6 TB1

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