Progression in Teaching Multiplication and Division (NNS recommendations)

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Presentation transcript:

Progression in Teaching Multiplication and Division (NNS recommendations)

Prior Experience Required Before children are introduced to multiplication and division they should: Be able to count securely Understand basic addition and subtraction Be able to form groupings I have grouped my counters into threes! I can count to one hundred. Listen to me... 1, 2, 3, , 100!!! Two add three makes five!

Stage 1: Mental Counting and Counting Objects (Years 2 and 3) Let’s all count in multiples of two. Are you ready? Two, four, six... Altogether I have 123, 456, 789, counters!

Stage 2: Early mental calculations and learning number facts with recording. (Years 2 and 3) What is six times 2? 12 Yes, that’s right! Gemma W 2 x 6 = 12 6 x 2 = ÷ 2 = 6 12 ÷ 6 = 2

Stage 3: Working with larger numbers and informal jottings (Years 2, 3 and 4) 24 x 8. Let’s see that’s x 8 which is 2 x 8 x x 8 is 32. So 24 x 8 is which is which is 192! 24 x 8. Let’s see... 6 x 8 = 48 so double 6 gives 12 x 8, so that’s 96. Then double 12 is 24 so double 96. Double 100 is 200 take away double 4 which is 8 gives 192!

Stage 4: Non-standard expanded written methods begin in Year 4, first with whole numbers. x Grid method for 38 x 7 38 x (30 x 7) 56 (8 x 7) 266 Expanded vertical recording

Stage 5: Standard written methods for whole numbers then for decimals (beginning in Year 4 and extending through to Year 6.) Compact long multiplication Compact short multiplication of decimals 203 x ÷3 by chunking (100 x 3) (50 x 3) 8 6 (2 x 3) 2 Answer 152 rem x Compact short multiplication 152 rem Answer 28 rem 12

Stage 6: Use of calculators (beginning in Year 5) We’ve measured the playground and it is metres long and metres wide. What is the area of the playground? It is metres times metres. I’ve worked it out on my calculator. It’s square metres to the nearest centimetre!