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 |