Core Mathematics Learning Episode 2.3
Written methods for:
Multiplicatio
n and
Division
Teachers’ Standards
(DfE, 2013)
TS2 Promote
good
2 progress
and outcomes
by pupils
Plan teaching to
build on pupils'
capabilities and prior knowledge
TS3 Demonstrate good subject and curriculum knowledge
3 Demonstrate a critical understanding of developments in the
subject and curriculum
, Core Mathematics Learning Episode 2.3
areas, and promote the value of scholarship
TS4 Plan and teach well-structured lessons
4 Promote a love of learning and children’s intellectual curiosity
TS6 Make accurate and productive use of assessment
6 Make use of formative and summative assessment to secure
pupils’ progress
Learning intentions
- To further develop understanding of progression in multiplication
and division
- To understand the importance of developing written methods of
multiplication and division with understanding
- To become familiar with the stages in developing written methods of
multiplication and division as outlines by the National Curriculum
(2014)
Bar model
7 7 7 7 7
35
7 x 5 = 35 ? x 7=35 35 ÷ ?=7 5=? ÷ 7
This shows the commutativity of multiplication and how the inverse rule
can also be demonstrated as a method of finding missing numbers.
It also illustrates how multiplication can be shown as repeated addition
and division as repeated subtraction.
NB. Bars do not have to be drawn accurately, just ensure correct
numbers are used.
Multiple representations of multiplication
The children are matching representations of symbols and pictures to
support conceptual understanding of multiplication.
Pupils are developing fluency by practising number facts and the pictures
illustrate the concept of multiplication.
At this early stage;
- Use models and images associated with multiplication
- Count repeated groups of the same size
- Solve practical problems that involve combining groups of 2,5 or 10
The commutative law for multiplication
In the video, the teacher introduces the Array.
Written methods for:
Multiplicatio
n and
Division
Teachers’ Standards
(DfE, 2013)
TS2 Promote
good
2 progress
and outcomes
by pupils
Plan teaching to
build on pupils'
capabilities and prior knowledge
TS3 Demonstrate good subject and curriculum knowledge
3 Demonstrate a critical understanding of developments in the
subject and curriculum
, Core Mathematics Learning Episode 2.3
areas, and promote the value of scholarship
TS4 Plan and teach well-structured lessons
4 Promote a love of learning and children’s intellectual curiosity
TS6 Make accurate and productive use of assessment
6 Make use of formative and summative assessment to secure
pupils’ progress
Learning intentions
- To further develop understanding of progression in multiplication
and division
- To understand the importance of developing written methods of
multiplication and division with understanding
- To become familiar with the stages in developing written methods of
multiplication and division as outlines by the National Curriculum
(2014)
Bar model
7 7 7 7 7
35
7 x 5 = 35 ? x 7=35 35 ÷ ?=7 5=? ÷ 7
This shows the commutativity of multiplication and how the inverse rule
can also be demonstrated as a method of finding missing numbers.
It also illustrates how multiplication can be shown as repeated addition
and division as repeated subtraction.
NB. Bars do not have to be drawn accurately, just ensure correct
numbers are used.
Multiple representations of multiplication
The children are matching representations of symbols and pictures to
support conceptual understanding of multiplication.
Pupils are developing fluency by practising number facts and the pictures
illustrate the concept of multiplication.
At this early stage;
- Use models and images associated with multiplication
- Count repeated groups of the same size
- Solve practical problems that involve combining groups of 2,5 or 10
The commutative law for multiplication
In the video, the teacher introduces the Array.
