MULTIPLICATION

Solving multiplications is easier than you think!  If you know one fact e.g.

4 x 2 = 8 you also know 2 x 4 = 8!  When you multiply you add the same number over and over e.g. 2 + 2 + 2 = 6 and 3 lots of 2 or 3 x 2 = 6.  Can you see the links?

Watch this video:

https://www.bbc.co.uk/teach/class-clips-video/maths-ks1--ks2-what-is-multiplication/z68fbdm

Now have a go at cutting out the multiplications below and sorting them into 2s, 5s and 10s then have a go at ordering them. 

Look at the repeated pairs of socks can you create multiplications?

ARRAYS AND MULTIPLICATION

Arrays can be used to solve multiplication calculations like 3 x 5, 2 x 7, 8 x 2 and many, many more! They will be different depending on the multiplication calculation it is for. You will notice that arrays are always in the shape of a rectangle or square and that you must remember to draw and count all of the array to find the answer each time. They are a really good way to help find the answers to all sorts of multiplication calculations.

Watch the Numberblocks video to find out more about arrays and how many different arrays Twelve can make!

Then look at the powerpoint before trying the questions.

ARRAYS AND MULTIPLICATION CALCULATIONS

You can use what you have learnt about multiplication and arrays to make your own arrays to solve different multiplication calculations. Remember to draw each array neatly and an array will make the shape of a rectangle or square. You will need to count all of the array to find the answer each time. 

Use squared paper as it will make it much easier to draw each array and keep it neat. Put one dot in each square when drawing so you don't have too many dots or too few. If you need, there is some squared paper to print out below.

Division -  Lesson One

• Can you share / divide a set of objects and write a division calculation to represent what you’ve done?

Re-cap all the work done so far this week on multiplication.

Today we are going to be looking at division which is the opposite of multiplication.

In the way that addition and subtraction work together so do multiplication and division.

Discuss  different kinds of vocabulary to determine what division means.

Shared equally, each, equal parts, evenly, split into etc…

For this lesson you will need to find:

• 12 objects that you can use as counters. Maybe buttons, smarties, dried pasta for example.
• 4 plastic / paper plates that you can use to divide into.

Use your counters and plates to complete the division calculations below.

Consider these questions…

• What happens as we divide by a bigger number?
• What happens as we divide by a smaller number?
• Why is this?
• How does division relate to multiplication? – inverse

Division - lesson 2

Investigate! Can you share / divide a bar of chocolate between various numbers and write a calculation?

Re-cap last lessons work on division.

• What does it mean to divide?
• What is it related to ?

Today we are going to be sharing / dividing again but this time not with individual counters but with a bar of chocolate. 

Look at the bar of chocolate below. How many squares make up this bar of chocolate? 

This is a number that we are familiar with because we used it last lesson to divide with.

Try some mental calculations with the children to refresh understanding…

• How many squares each would 2 people get?
• How many squares each would 4 people get?

Print off the chocolate worksheet below and cut your bar of chocolate accordingly to share by (divide by) the correct number of children. Write the calculation to show your workings. If you are feeling confident have a go at writing the inverse multiplication calculation too. 

( 12 ÷ 4 = 3       3 X 4 = 12)

Consider these questions…

• Why can’t you share equally between 5 children?
• How many more squares would you need to be able to divide by 5?
• Which would you rather have...  A 12 square bar of chocolate divided by 4 children or a 15 square bar of chocolate divided by 3 children? Why? Explain your answer.