Module 2 Knowing and using number facts
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Can I use understanding of multiplication and division to solve problems?

Example review questions

  • What do you get if you add four tens?
    Write this as an addition.
    Write this as a multiplication.
  • Can you describe this array?
    A picture of 15 stars in three rows of five.
  • I have four 5p coins in my purse. Can you write a calculation to show how much money I have?
  • Count a handful of beads by grouping them in fives. How many groups of five are there? How many are left? Can you write a division sentence to describe this?
  • How many lengths of 6 m can you cut from 48 m of rope? Write the number fact that represents this. How did you work it out?

Teaching guidance

This teaching guidance document suggests some of the key vocabulary, models, images and practical equipment that children should experience and be able to use. It also includes some teaching tips to provide a few starting points for ways of supporting children with this area of mathematics.

PDF file Can I use understanding of multiplication and division to solve problems? - teaching guidance | 136KB new window

Consolidation and practice

These resources are to support children in guided or independent work. Roll over the highlighted resources for a description.

PDF file How to use multiplication facts ITP | 108KB new window

SWF file Multiplication facts ITP | 26KB new window

PDF file How to use grouping ITP | 157KB new window

SWF file Grouping ITP | 20KB new window

PDF file How to use multiplication array ITP | 116KB new window

SWF file Multiplication array ITP | 40KB new window

PDF file Springboard 3, Unit 7 Understanding multiplication | 192KB new window

PDF file Springboard 4, Unit 5 Understanding multiplication and division | 202KB new window

PDF file Understanding multiplication and division models and images chart | 333KB new window

Multiplication facts

itp_multiplication_facts.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of multiplication and division. Multiplication facts ITP allows the child or teacher to represent multiplication facts as a rectangular array and as steps on a number line.

Grouping

itp_grouping.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of division. Grouping ITP allows the child or teacher to model division as grouping and to link this process to jumps on a number line. It can also be used to introduce children to remainders and to apply their knowledge through setting similar problems that can be solved using the image displayed.

Multiplication array

itp_multiplication_array.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of multiplication. Multiplication array ITP allows the child or teacher to uncover a section of an array of counters, dropping on grid lines to explore methods of multiplication.

Opportunities to use and apply

Possible contexts include:

  • practical resources that involve arrays, e.g. How many eggs does an egg box hold?
    An illustration of a box of eggs. The box contains eight eggs and has two empty spaces.
  • practical contexts that involve grouping, e.g. There are 29 children here today. How many teams of four can we make?

  • word problems, including those that involve money and measures, e.g. How many 5p coins make 45p? How much lemonade is needed to fill four 300-ml cups?

Confirming learning

Ask probing questions such as:

  • Which of these statements is true?
    5 × 3 = 3 + 3 + 3
    5 × 3 = 5 + 5 + 5
    5 × 3 = 5 + 5 + 5 + 5 + 5
  • 24 pencils are shared equally into pots with none left over. How many pots could there be and how many pencils would be in each pot?
  • Ross saves 20p a day for a week. How much money has he saved at the end of the week?
  • How many fives make 40? Make up a problem that involves solving this calculation.
  • A gardener plants three rows of cabbages. Each row contains eight cabbages. How many cabbages are there altogether?
  • How many pairs can be made from 26 socks? How do you know?