Times Table and Division Facts Year 4 Multiplication and Division Learning Video Clip

Step 10: Times Table and Division Facts Year 4 Multiplication and Division Learning Video Clip

Syeda is competing in the women’s snowboarding events. Help to work out various problems using the 9 times table and division facts.

More resources for Autumn Block 4 Step 10.

Not a member? Sign up here.

Discussion points for teachers

1. If there are 22 jumps and rails how many points could Syeda score in total?
Discuss how many jumps or beams there are and how many points Syeda can score for each.  Discuss which operation could be used (multiplication/division). Discuss if there are any 9 times table facts that could be used to solve this. (11 x 9 x 2) Discuss if this is a one-step or two-step problem.
22 x 9 = 198

2. If Syeda is travelling at 9m per second, how long will it take her to complete the course which is 1,080m long?
Discuss how fast Syeda is travelling. Discuss how we can use the 9 times table to solve this. Discuss which operation could be used (multiplication/division). Discuss if this is a one-step or a two-step problem. Discuss if the answer should be in seconds, minutes or both.
1,080 ÷ 9 = 120 seconds (108 ÷ 9 = 12) or 2 minutes

3. If Syeda scores 9 points for a flip trick and 6 points for a spin trick, what could her score be if she did 10 tricks?
Discuss how many points Syeda can score for each type of trick. Discuss which operations could be used? Discuss how both the 9 and 6 times table can be used to solve this. Discuss which systematic method could be used. This question is open-ended for children to explore. 
Various answers, for example: 10 tricks could be 2 flip tricks (2 x 9 = 18) and 8 spin tricks (8 x 6 = 48) so the total score would be 66 points.

4. How many tricks could Syeda perform on a halfpipe that is 90m long?
Discuss how many metres Syeda needs to perform each trick. Discuss which operation could be used (multiplication/division). Discuss if there are any 9 time table facts that could be used. (10 x 9 = 90)
90m ÷ 9m = 10 tricks

5. If the halfpipe were ten times longer, how many tricks could she perform?
Discuss how long the halfpipe would be if it were 10 times longer. Discuss how the answer to question 4 could be used to solve this problem.
90m x 10 = 900m; 900m ÷ 9 = 100 tricks

National Curriculum Objectives

Mathematics Year 4: (4N1) Count in multiples of 6, 7, 9, 25 and 1,000
Mathematics Year 4: (4C6a) Recall multiplication division facts for multiplication tables up to 12 × 12

This resource is available to play with a Premium subscription.