1. Curriculum Evening Thursday 12th November Numeracy

2. Multiplication and Division

3. Why is it important? Being able to multiply and divide mentally and on paper is a key life skill.

5. Multiplication and division are inverse operations which are taught together.
Multiplication and division are linked.
Initially children are taught repeated addition approaches involving increasing sets or amounts.

6. Key Learning Points

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11. Key Learning Points
A times table means a list of facts which are all about making groups of the particular size
e.g. the two times table is all about making groups of 2. We write the different numbers of groups in order.
This is the 2 times table
1 x 2 = 2 (1 group of 2)
2 x 2 = 4 (2 groups of 2)
3 x 2 = 6 (3 groups of 2)
4 x 2 = 8 (4 groups of 2)

13. Progression Commutative Law

14. Progression

16. Progression Partitioning

17. 4 x 23 x 20 3 4 Find the total the tens Times the units
Partition
the 2d number
Draw out the grid
Times
the units
the tens
Find the total
4 x 23 x 20 3 4

18. Relationship between multiplication and division

19. Key Learning Points

20. Division is initially linked to repeated subtraction and involves decreasing quantities by set amounts or sharing equally. Symbols are used to represent multiplication and division.

21. Key Learning Points

22. Children need to know the related number facts (tables) and the inverse and be able to recall and manipulate the number facts mentally, accurately and confidently. These are fact families.
9x7=63
7x9=63
63÷7=9
63÷9=7

23. Children need to be able to double number quantities and find simple fractions of objects, numbers and quantities.

24. Progression

25. Let’s wire the numbers up!!
Children need to be able to recall a particular multiplication fact and be able to use this to solve related multiplication and division tasks.
Let’s wire the numbers up!! ? 18 3 6
x ÷ 24 3 8
x ÷ 21 3 7
x ÷

26. Let’s wire the numbers up!!
Learn Its
Let’s wire the numbers up!! 21 3 7
x ÷ 24 3 8
x ÷ 18 3 6
x ÷ ?

27. Using the Pupils What Else Do You Know?
60 ÷ 12 = 5
60 ÷ 5 = 12
6 x 5 = 30
5 x 12 = 60
12 x 5 = 60
12 x 10 = 120
1·2 x 5 = 6
11 x 5 = 55

28. Using the Pupils What Else Do You Know?
60 ÷ 12 = 5
3 x 5 = 15
60 ÷ 5 = 12
6 x 5 = 30
12 x 2.5 = 30
5 x 12 = 60
12 x 5 = 60
12 x 10 = 120
24 x 5 = 120
1·2 x 5 = 6
1.2 x 0.5 = 0.6
11 x 5 = 55
10 x 5 = 50

29. Using the Pupils What Else Do You Know?
20% of 60 = 12 1 12
of 60 = 5 1 5
of 60 = 12
60 ÷ 12 = 5
3 x 5 = 15
60 ÷ 5 = 12
6 x 5 = 30
12 x 2.5 = 30
5 x 12 = 60
12 x 5 = 60
12 x 10 = 120
24 x 5 = 120
1·2 x 5 = 6
1.2 x 0.5 = 0.6
11 x 5 = 55
10 x 5 = 50

30. If you can count in twos, then you can count in …..
Relationships between multiplying and dividing by 10, 100, 1000 etc. are highlighted.
20s
Two tens
If you can count in twos, then you can count in …..
200s
Two hundreds
0.2s
Two tenths

32. Progression

33. National Numeracy Progression Framework
relationshipbetweenmultiplicationanddivisionmand d.asp