Understanding and manipulating multiplicative relationships
Unit 6 – 5 weeks
Primary
KS2
Year 4
Curriculum
The PowerPoint file contains slides you can use in the classroom to support each of the learning outcomes for this unit, listed below.
The slides are comprehensively linked to associated pedagogical guidance in the NCETM Primary Mastery Professional Development materials. There are also links to the ready-to-progress criteria detailed in the DfE Primary Mathematics Guidance 2020.
Learning outcomes
| # | Title |
|---|---|
| 1 | Pupils explain what each factor represents in a multiplication equation |
| 2 | Pupils explain how each part of a multiplication and division equation relates to a story |
| 3 | Pupils explain where zero can be part of a multiplication or division expression and the impact it has |
| 4 | Pupils partition one of the factors in a multiplication equation in different ways using representations (I) |
| 5 | Pupils partition one of the factors in a multiplication equation in different ways using representations (II) |
| 6 | Pupils explain which is the most efficient factor to partition to solve a multiplication problem |
| 7 | Pupils use knowledge of distributive law to solve two part addition and subtraction problems, efficiently |
| 8 | Pupils use knowledge of distributive law to calculate products beyond known times tables facts |
| 9 | Pupils explain the relationship between multiplying a number by 10 and multiples of 10 |
| 10 | Pupils explain why a zero can be placed after the final digit of a single-digit number when we multiply it by 10 |
| 11 | Pupils explain why a zero can be placed after the final digit of a two-digit number when we multiply it by 10 |
| 12 | Pupils explain why the final digit zero can be removed from a two-digit multiple of 10, when we divide by 10 |
| 13 | Pupils explain why the final digit zero can be removed from a three-digit multiple of 10, when we divide by 10 |
| 14 | Pupils explain the relationship between multiplying a number by 100 and multiples of 100 |
| 15 | Pupils explain why two zeros can be placed after the final digit of a single-digit number when we multiply it by 100 |
| 16 | Pupils explain why two zeros can be placed after the final digit of a two-digit number when we multiply it by 100 |
| 17 | Pupils explain why the last two zeros can be removed from a three-digit multiple of 100 when we divide it by 100 |
| 18 | Pupils explain why the last two zeros can be removed from a four-digit multiple of 100 when we divide it by 100 |
| 19 | Pupils use knowledge of the composition of 100 to multiply by 100 in different ways |
| 20 | Pupils use knowledge of the composition of 100 to divide by 100 in different ways |
| 21 | Pupils explain how making a factor 10 times the size affects the product |
| 22 | Pupils explain how making the dividend 10 times the size affects the quotient |
| 23 | Pupils explain how making a factor 100 times the size affects the product |
| 24 | Pupils explain how making the dividend 100 times the size affects the quotient |
| 25 | Pupils scale known multiplication facts by 100 |
| 26 | Pupils scale division derived from multiplication facts by 100 |