MathsYear 4Spring Block 1 (Multiplication and Division)03 Factor Pairs › Consolidation of Steps 3-5 Year 4 Multiplication and Division Learning Video Clip

Consolidation of Steps 3-5 Year 4 Multiplication and Division Learning Video Clip

Consolidation of Steps 3-5 Year 4 Multiplication and Division Learning Video Clip

Step 3-5: Consolidation of Steps 3-5 Year 4 Multiplication and Division Learning Video Clip

Estrid and her Viking clan near the settlement of a tribe. They need help predicting how far they have travelled before discovering that the tribe are excellent farmers and want to take the tribe’s land for their own. They work out how many crops each field can hold and then go on to challenge the leader of he tribe to take control of the settlement.

This Learning Video Clip has been designed as a consolidation tool for steps 3, 4 and 5. It contains content relevant to all these steps and can be used in parts to recap a particular step or in on its own at the end of a teaching sequence for the included steps.

More resources for Spring Block 1.

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Discussion points for teachers

1. Use the clues to figure out what each of their predictions are.
Discuss what each clue tells us about their predictions and how best to present working out.
Bjorn’s prediction is 64 miles (8 x 8). There are various answers for Estrid’s prediction such as, 80 miles (8 x 10).

2. Match the 3 methods to A or B and calculate the answers.
Discuss efficient strategies for working out each calculation such as on a number line. Discuss why some approaches are more efficient than others.
Field A: 20 x 8 + 8 x 8 and 30 x 8 – 8 x 2 both equal 224. Field B: 32 x 10 divided by 2 equals 160.

3. Write down another method to calculate the answer to Field B.
Discuss efficient alternatives to finding the answer to this calculation from partitioning in different ways to using a number line. This question is open-ended for children to explore.
Various answers, for example: 30 x 5 + 5 x 2.

4. Who is correct? Explain your answer.
Discuss methods of approaching each calculation to work out the answers and the use of comparison to order them.
Estrid is correct.

5. Explain the mistake that the tribe leader has made.
Discuss how the part-whole model has been used and identify other ways of calculating this efficiently.
The tribe leader multiplied by 40 in each part which has meant that his answer is too high. The second part only needed to be 5 x 5. The overall answer should be 225.

 

National Curriculum Objectives

Mathematics Year 4: (4C6a) Recall multiplication and division facts for multiplication tables up to 12 × 12

Mathematics Year 4: (4C6c) Recognise and use factor pairs and commutativity in mental calculations

Mathematics Year 4: (4C6b) Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers

Mathematics Year 4: (4C8) Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects

Mathematics Year 4: (4C7) Multiply two-digit and three-digit numbers by a one-digit number using formal written layout

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