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# Mixed Age Year 4 and 5 Multiplication and Division Step 13 Resource Pack ## Step 13: Mixed Age Year 4 and 5 Multiplication and Division Step 13

Mixed Age Year 4 and 5 Multiplication and Division Step 13 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 4 Multiply Three Numbers & Year 5 Multiples for Autumn Block 3.   ### What's included in the Pack?

This Mixed Age Year 4 and 5 Multiplication and Division Step 13 pack includes:

• Mixed Age Year 4 and 5 Multiplication and Division Step 13 Teaching PowerPoint with examples.
• Year 4 Multiply Three Numbers Varied Fluency with answers.
• Year 4 Multiply Three Numbers Reasoning and Problem Solving with answers.
• Year 5 Multiples Varied Fluency with answers.
• Year 5 Multiples Reasoning and Problem Solving with answers.

#### National Curriculum Objectives

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

Differentiation for Year 4 Multiply Three Numbers:

Varied Fluency
Developing Questions to support multiplying three 1-digit numbers. Including facts from the 2, 3, 4, 5 times tables, one of the numbers always being 2, 3 or 5.
Expected Questions to support multiplying three 1-digit numbers; using knowledge of place value to multiply a 2-digit number by a single digit number when working out the answer.
Greater Depth Questions to support multiplying three numbers, including 10, 11 and 12; using knowledge of place value to multiply a 2-digit number by a 2-digit number when working out the answer.

Reasoning and Problem Solving

Questions 1, 4 and 7 (Reasoning)
Developing Identify and explain the best way to group the numbers in a multiplication calculation. Includes facts from the 2, 3, 4, 5 and 10 times tables.
Expected Identify and explain the best way to group the numbers in a multiplication calculation. Using knowledge of place value to multiply a 2-digit number by a 1-digit number when working out the answer.
Greater Depth Identify and explain the best way to group the numbers in a multiplication calculation. Using knowledge of the 10, 11 and 12 times table and place value to multiply a 2-digit number by a 2-digit number when working out the answer.

Questions 2, 5 and 8 (Problem Solving)
Developing Arrange the cards to create a multiplication number sentence and identify the cards which cannot be used. Includes facts from the 2, 3, 4, 5 and 10 times tables.
Expected Arrange the cards to create a multiplication number sentence and identify the cards which cannot be used.
Greater Depth Arrange the cards to create a multiplication number sentence and identify the cards which cannot be used. Using knowledge of the 10, 11 and 12 times table and place value to multiply a 2-digit number by a 2-digit number when working out the answer.

Questions 3, 6 and 9 (Problem Solving)
Developing Find 3 numbers which can be multiplied to make a given product. Includes facts from the 2, 3, 4, 5 and 10 times tables.
Expected Find 3 numbers which can be multiplied to make a given product.
Greater Depth Find 3 numbers which can be multiplied to make a given product. Using knowledge of place value to multiply a 2-digit number by a 2-digit number when working out the answer.

Differentiation for Year 5 Multiples:

Varied Fluency
Developing Questions to support using multiples of 2, 3, 5 and 10.
Expected Questions to support using multiples of all numbers up to and including 12.
Greater Depth Questions to support using multiples of numbers beyond the 12 times tables.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Identify a multiple from given parameters (using multiples of 2, 3, 5 or 10).
Expected Identify a multiple from given parameters (using multiples of numbers up to and including 12).
Greater Depth Identify a multiple from given parameters (using multiples of numbers beyond the 12 times tables).

Questions 2, 5 and 8 (Reasoning)
Developing Identify what certain numbers from a small section of a hundred square have in common (using multiples of 2, 3, 5 or 10).
Expected Identify what certain numbers from a small section of a hundred square have in common (using multiples of numbers up to and including 12).
Greater Depth Identify what certain numbers from a small section of a hundred square have in common (using multiples of numbers beyond the 12 times tables).

Questions 3, 6 and 9 (Reasoning)
Developing Identify and explain why a number is the odd one out (using multiples of 2, 3, 5 or 10).
Expected Identify and explain why a number is the odd one out (using multiples of numbers up to and including 12).
Greater Depth Complete a part whole model to create number bonds to 100. Starting with any 2-digit number.