The Year 4 Multiply and Divide by 6 PowerPoint guides both teachers and children through the lesson, including use of the varied fluency, reasoning and problem solving, deeper reasoning and scaffolded resources. Key learning information about this step:
Key Vocabulary
multiple: A product of one number multiplied by another number. For example: multiples of 10 are the products of numbers multiplied by 10.
commutative: Calculations which have the same answer no matter what order the numbers are in. Only addition and multiplication are commutative. For example: 2 x 6 = 12 and 6 x 2 = 12 and 5 + 4 = 9 and 4 + 5 = 9.
inverse operations: Used to check working out or to find a starting number by using the opposite operation. Addition is the inverse of subtraction and vice versa. Multiplication is the inverse of division and vice versa.
Varied Fluency
Knowledge Organiser
• Designed to support all children via key information and examples.
Scaffolded Examples
• Doubling 3s facts for 1, 2 and 10 with split arrays and sentence stems.
Support
• Q1: Double a given 3s fact to find 5 x 6 and 10 x 6; arrays shown.
• Q2: Complete a 6s fact family from a bar model; reminder given.
• Q3: Solve a sharing and a grouping problem; ÷ 6 given.
Core
• Q1: Find the 3s fact, then double it to find 7 x 6 and 9 x 6; arrays shown.
• Q2: Complete a 6s fact family; whole missing on bar model.
• Q3: Solve a sharing and a grouping problem.
Stretch
• Q1: Double 3s facts to find 8 x 6 and 12 x 6; no doubling prompt or arrays.
• Q2: Write a whole 6s fact family from one division; bar model empty.
• Q3: Solve two-step sharing and grouping problems.
Reasoning and Problem Solving
Support
• Q1: Reasoning – Decide whether a division from a 6s fact is correct; array and hint given.
• Q2: Reasoning – Complete bar models already drawn to compare sharing with grouping, and ÷ 6 with ÷ 3.
• Q3: Problem Solving – Find totals that can be shared or grouped in 6s within a limit; number line of 6s given.
Core
• Q1: Reasoning – Decide whether a division from a 6s fact is correct, with no picture.
• Q2: Reasoning – Draw bar models to compare sharing with grouping, and sharing by 6 with sharing by 3.
• Q3: Problem Solving – Find possible numbers of packs of 6 within a range, with an odd or even number of packs.
Stretch
• Q1: Reasoning – Judge claims about how the size of the divisor changes the answer.
• Q2: Reasoning – Draw bar models to compare grouping in 6s and 3s, and sharing into 6 and 12 pots.
• Q3: Problem Solving – Make a total using a combination of packs of 6 and 3.
Deeper Reasoning
The questions in this set focus on problem solving with the 6 times table to deepen understanding in recalling multiplication and division facts for the 6 times table, and recognising and using factor pairs and commutativity in mental calculations.
