﻿ Consolidation of Steps 6-8 Year 4 Multiplication and Division Learning Video Clip – Classroom Secrets | Classroom Secrets

# Consolidation of Steps 6-8 Year 4 Multiplication and Division Learning Video Clip

## Step 6-8: Consolidation of Steps 6-8 Year 4 Multiplication and Division Learning Video Clip

The Vikings Estrid and Bjørn plan a feast to celebrate capturing a new farm. They debate how many berries need to be in each basket to reach a given total, and Estrid has to solve multiplication calculations to see how many extra eggs they need. Bjørn checks the cooks’ 3-digit multiplication calculations before he and Estrid use division to work out if there will be fewer adults than children on the tables at the feast. Finally, Bjørn needs help working out how to get the largest portion of food at the feast.

This Learning Video Clip has been designed as a consolidation tool for steps 6, 7 and 8. 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.

Discussion points for teachers

1. Who is correct?
Discuss how the pertinent parts of the word problem can be turned into a written multiplication calculation to discover the answer.
Bjørn is correct because 45 x 9 = 405 berries. 44 x 9 = 396 berries, which is below the 400 berry threshold.

2. ‘How many extra eggs will we need to collect from the ducks?’
Identify the pertinent numbers in the word problem and discuss which mathematical operations will be needed at each stage to solve the problem.
24 duck eggs.

3. Can you spot the three mistakes the cooks have made?
Discuss the place value of each digit and how and when to exchange.
Barley: the 2 exchanged to the tens column has not been added on. Oats: 1 should have been exchanged from the tens to the hundreds column, but it has not been written down or added. Rye: there is no exchanging. Instead, the full values have been written as two digits in single columns.

4. ‘Are there fewer adults on each table or not?’ Work out the answer to Bjørn’s question.
Discuss the written method for dividing 2-digit numbers by 1-digit numbers and apply it to the calculations to find the answer.
There are fewer adults per table. There are 13 adults per table and 14 children per table.

5. ‘If I join the group with the largest total amount of food, I’ll always get the largest share I can.’ Think of a pair of calculations which prove Bjørn wrong.
Discuss how both the starting value and the number it is divided by affect the answer to a division calculation. This question is open-ended for children to explore.
Various answers, for example: 78 ÷ 6 = 13 and 48 ÷ 2 = 24. In this case, the larger starting number (78) produces a smaller answer (13).

National Curriculum Objectives

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

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

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