multiplication and division
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Multiplication and Division. Calculating efficiently and accurately. Objectives. To explore the knowledge, skills and understanding required for children to multiply / divide efficiently and accurately To explore the progression in recording and (some of) the teaching approaches used. - PowerPoint PPT PresentationTRANSCRIPT
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Multiplication Multiplication and Divisionand Division
Calculating efficiently
and accurately
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Objectives
To explore the knowledge, skills and understanding required for children to multiply / divide efficiently and accurately
To explore the progression in recording and (some of) the teaching approaches used
Self-esteem
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The Four RulesUnderstandinUnderstandin
gg
Mental Mental calculationcalculation
ss
Rapid Rapid recallrecall
Efficient Efficient written written
methodsmethods
Models, images & concrete materials
Stories / rhymesProblem solving and role play
Use of ICT
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• Counting• Doubles / halves / near doubles• Multiplication as repeated addition, describing an
array and scaling• Division as grouping and sharing• Recall of multiplication / division facts for 2, 3, 4, 5,
10 times tables and beyond• Multiply two / three-digit numbers by 10 / 100• Understand that multiplication and division are
inverses
Progression in knowledge and understanding for x / ÷
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Counting and estimation
There are 5 principles of counting:1. The stable order principle - understanding that
the number names must be used in that particular order when counting
2. The one-to-one principle - understanding and ensuring that the next item in a count corresponds to the next number
3. The cardinal principle - knowing that the final number represents the size of the set
4. The abstraction principle - knowing that counting can be applied to any collection, real or imagined
5. The order irrelevance principle - knowing that the order in which the items are counted is not relevant to the total value
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Counting in context How many 10p coins are here? How many 10p coins are here?
How much money is that?How much money is that?
How many toes are there on 2 feet?
How many gloves in 3 pairs?How many gloves in 3 pairs?
If Sarah counts in 2s and Nigel counts in 5s, when will they reach the same number?
How many lengths of 10m can you cut from How many lengths of 10m can you cut from 80m of rope?80m of rope?
Mr Noah
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Doubling and halving in context
There are 8 raisins. Take half of them.There are 8 raisins. Take half of them.How many have you taken?How many have you taken?
One snake is 20cm long. Another snake is double that length.How long is the longer snake?
I double a number and then double the I double a number and then double the answer. answer. I now have the number 32. I now have the number 32. What number did I start with?What number did I start with?
Doubling machineChip the chopper
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94 65 48 30 71
28 36 56 97 32
12 24 51 82 19
77 63 44 53 28
60 96 75 17 43
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12 63 28 20 32
24 80 56 27 40
30 8 42 18 1648 70 15 45 3572 54 10 90 6
2 3 4 5 6 7 8 9 10
Three in a Three in a rowrow
Choose two numbers from the row of numbers above the grid.
Multiply them together.
If the answer is on the grid, cover that number with a counter.
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4 30 6 12
20 9 5 25
7 2 15 10
3 60 50 8
1 2 3 4 5 10 15 18 20 24 30 60 100
Three in a row
Choose two numbers from the row of numbers above the grid.
Divide the larger number by the smaller number.
If the answer is on the grid, cover that number with a counter.
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2 x 3 or 3 x 23 plates, 2 cakes on each plate
(Children could draw a picture to help them work out the answer)
2 x 3 or 3 x 23 plates, 2 cakes on each plate
(Children could use dots or tally marks to represent objects – quicker than drawing a picture)
Multiplication
pictures
symbols
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Number tracks / number lines(modelled using bead strings)
2 x 3 or 3 x 2
4 620
[two, three times] or [three groups of two]
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Arrays
5 x 3 or 3 x 5
14 x 2 = 28
x 10 4
2 20 8
Array creator
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XX 10 3
4
X 10 3
4 40 12Answer = 52
13 x 4 = 52
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43x 6
2581
40 x 6 = 240
3 x 6 = 18
X 40 3
6 240 18
43 x 6
( 3 x 6) 18(40 x 6) 240 258
43 x 6
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27 x 34
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Multiplication grid ITP
Approximation: Answer lies between 600 (20 x 30) and 1200 (30 x 40) or 30 x 30 = 900
27 x 34
28 ( 7 x 4)
80 (20 x 4) 210 ( 7 x 30) 600 (20 x 30) 918
27 x 34
108 (27 x 4)
810 (27 x 30)
918Extend to HTU x U, U.t x U and HTU x TU
27 x 34
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6 ÷ 2 6 cakes shared between 2
6 cakes put into groups of 2
(Children could draw a picture to help them work out the answer)
pictures
Division
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6 ÷ 2
6 cakes shared between 2
6 cakes put into groups of 2
(Children could use dots or tally marks to represent objects – quicker than drawing a picture)
symbols
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Number tracks / number lines - grouping(modelled using bead strings)
8 ÷ 2 = 4
6 ÷ 2 = 3
0 2 4 6
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Number lines / Arrays15 ÷ 5 = 3
0 5 10 15 Groupin
g ITP
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0 60 96
(6 x 10)
(6 x 6)Starting from 0
Number dial ITP
96 ÷ 6 = 16
96 96 ÷ 6 ÷ 6
6 x 10 = 606 x 10 = 60
6 x 6 = 366 x 6 = 36
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Efficient methods . . . .
Answer = 125 r 4
Approximation: Answer lies between 100 (600 ÷ 6) and 150 (900 ÷ 6)
754
- 600 (6 x 100)
154
- 120 (6 x 20)
34
- 30 (6 x 5)
4
Extend to U.t ÷ U and HTU ÷ TU
754 ÷ 6
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Efficient methods . . . . Short division
291 ÷ 3 = 97Estimate: 270 ÷ 3 = 90 3 291
972
7 43.4
6.21
43.4 ÷ 7 = 6.2Estimate: 42 ÷ 7 = 6