1. Multiplication & Division
St.Mary’s Catholic Primary School

2. Multiplication and Division
As with addition and subtraction, there is a structured path, building upon the children’s knowledge of number and times table facts.
In Years 1 and 2, children count in twos and fives forwards and backwards, breaking off ‘sticks’ of cubes; how many twos make 20?

3. Multiplication
They also begin to know doubles of small numbers, and corresponding halves.
Knowing that = 30.
Knowing that 10 x 3 = 30, and 30 divided by 3 = 10.
Knowing that multiplication is repeated addition is vital.

4. Multiplication and Division
In Yrs 2, 3 and 4, the children will work with larger numbers, for example;
Double 17 is double 10 plus double 7, which is = 34.
The children will also develop their skills in multiplying and dividing by 10, 100 and 1000.

5. Multiplication and Division
Using knowledge of times tables may be done as:
12 x 24 =
10 x 24 = 240
2 x 24 = 48
= 288

6. Multiplication
In year 4, the children move on to non-standard expanded written methods, for example, the grid method.
Again, the children are breaking down the numbers into their place value.
The children use prior knowledge to calculate, 30 x 70 as 30 x 7 = 210 and 210 x 10 = 2100.

7. Multiplication Breaking down the numbers into their factors.
The children may explore the strategy of partitioning.

8. Multiplication
The children may then move onto long multiplication strategies. 13
x 23 39
260
299

9. Division
The children will meet division in KS1 as sharing. They will carry out lots of ‘hands on’ activities with different every day objects.

10. Division
Division is based on knowledge of the times table facts and therefore, it is essential that children know all their times table facts in Key Stage 2.
Division is closely related to multiplication, but is essentially repeated subtraction.
Possible strategies used may be:
The children use their mental skills to calculate that 47 ÷ 5 = 9 r2.
Or 120 ÷ 10 = 120 put into groups of 10.

11. Division They may use prior knowledge of halving:
472 ÷ 4 as half 472 is 236, and half 236 is 118.
The children will become accustomed to using a multiples method for division, which in Year 5 we fondly call the ‘bus shelter’ method.

12. Ways Ahead!
Division is a tricky calculation and needs lots of time to embed the steps. This has been a whistle stop tour through the stages.
Therefore, please speak to your child’s teacher if you would like further support.