Multiply and Divide by 6 Year 4 Multiplication and Division Learning Video Clip

Step 7: Multiply and Divide by 6 Year 4 Multiplication and Division Learning Video Clip

There are no competitions today so Hamish and Syeda explore the pistes to see which activities the other teams are doing. They will need to use their knowledge of multiplying and dividing by 6 to see how many people are riding a chair lift, how many are eating lunch, how many boot buckles have been replaced and the different combination of jumps a snowboarder could have made.

More resources for Autumn Block 4 Step 7.

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Discussion points for teachers

1. Help Hamish calculate the number of Norwegian athletes using the chair lift.
Discuss how we know if this is a multiplication or a division problem. Discuss and model using repeated addition in 6s to represent the chairs. Discuss how to write the calculation as a multiplication rather than repeated addition.
24 people

2. Help Syeda calculate the number of chairs used by the Japanese team.
Discuss how we know if this is a multiplication or division problem. Discuss various mental and written strategies for calculating division.
12 full chairs

3. Help Hamish calculate the number of benches the Canadian team will need.
Discuss how we know if this is a multiplication or division problem. Discuss if there are efficient mental methods for solving division such as using known/derived facts to help us calculate the unknown fact (e.g. I know 60 ÷ 6 = 10 so 54 ÷ 6 must be 9).
6 benches

4. Help Hamish and Syeda calculate how many people could be sitting inside the café.
Discuss how many benches we know are full and how many people are seated at each of them. Discuss the total of the full benches and then discuss how many people could be sat at the remaining bench if it is not full. Discuss combing these numbers to calculate the possible totals. This question is open-ended for the children to explore.
Between 43 and 47 people

5. Help Syeda calculate how many pairs of boots have been repaired.
Discuss how we can calculate how many buckles have been used so far. Discuss using efficient strategies for dividing.
8 pairs

6. Help Hamish and Syeda calculate how many people are on the ski team.
Discuss how many buckles are remaining and how to efficiently divide that number. Discuss whether that needs adding or subtracting from the answer from the previous question.
19 people

7. What combination of 3m and 6m jumps could he have used?
Discuss whether 51 is a multiple of 6. Discuss how which multiples of 6 are close to 51 and what’s the difference between the chosen multiple and 51. Discuss how we can make up the difference using 3s. This question is open-ended for the children to explore.
Various answers, for example: 6 x 6m jumps and 5 x 3m jumps

Optional discussion points:
Discuss that often shops in mountain resorts repair and rent out equipment, not just sell it so the people that work there need to be skilled equipment technicians.

National Curriculum Objectives

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

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