Maths Power points...Maths Power points This power point will go through the objectives step by...

Maths Power pointsThis power point will go through the objectives step by step. Please turn on the notes section at the bottom of the page –

see picture,as this will give you some guidance when supporting your child. Please bare in mind that these are only visible when you are not playing it as a slide show.

If you find that your child is struggling then you can email or ring us at school and we can talk it through with them.

However, there are also support slides at the end of the power point for that day, that may help them, which they can

then do and then attempt the lesson again if they feel confident.

Have fun xx

MondayYear 4

Spring

Ready-to-go Lesson Slides

Year 4

Multiplication and Division

Lesson 5To use a range of written methods to multiply a 2-digit and a 1-digit number

A

B

C

D

To use a range of written methods to multiply a 2-digit and a 1-digit number

216

56

136

144

Assessment Question - don’t worry if you get this wrong at the beginning – come back to it at the end and see if you can spot your mistake.

Use an appropriate written method to complete this calculation.

17 x 8 =


Success Criteria

❑ I can partition numbers❑ I can multiply numbers using concrete resources❑ I can explain if a written or a mental method would be more efficient


20 x 2 =

Which calculation is the easiest to solve? Which one was the hardest?

Work the calculations out and then press the answer button to check your answer.

40

Starter:

22 x 2 =

23 x 2 =

25 x 2 = 27 x 2 =

44

46

50 54

Answers


Explain the difference between written and mental calculations.


Guided Practice:

We can use partitioning and a number line to solve multiplication questions.

For example:

38 x 6 can be partitioned into 10 x 6, 10 x 6, 10 x 6 and 8 x 6

Use a number line to solve these calculations:

43 x 7 = 32 x 9 = 301

10 x 6 = 10 x 6 = 10 x 6 = 8 x 6 =

60 120 180 22860 60 60 48

288

Answers


Independent Practice:


Guided Practice:

We can also use concrete resources to complete multiplication calculations.

38 x 6Tens Ones

Partition these calculations into tens and ones (like the part whole

model above) then use concrete resources to complete these

calculations.

37 x 3 =

29 x 6 =

30 x 6 8 x 6

111

174

Answers


Guided Practice:

Which of these calculations would you solve mentally and which would you solve using a written

method? You don’t need to solve these – just have a think.

19 x 6 58 x 7 21 x 8

72 x 4 33 x 6 21 x 5


Let’s Reflect:

Which method would you use to solve this calculation?

24 x 8

Explain your answer.

Support Slides

The following slides are based on Year 3 Multiplication and Division – Multiplying a 2-digit by a

1-digit number (1)

To know how to multiply a 2-digit number by a 1-digit number

Multiplication is the same as repeated addition.

So, if I want to calculate 13 x 3, I could add 13, three times.

Use this method to solve these calculations:

23 x 3 =

22 x 3 =

22 x 4 =

69

66

88

Tens Ones

3 9

Answers


How are these two representations related?

Tens Ones

9 3

T O

3 1

x 3

9 3

Extra and extension task if you want it!

TuesdayYear 4

Spring


Year 4


Lesson 6To know how to multiply a 2-digit number by a 1-digit number


For formal expanded multiplication method (2-digit x 1-digit)

1. Lay out the calculation in columns (make sure the ones are in the ones column and so on).

2. Multiply the ones of the multiplier by the multiplicand and record the answer.

3. Multiply the tens of the multiplier by the multiplicand and record the answer (remember this is a

multiple of 10).

4. Add the answers together.

For formal short multiplication method (2-digit x 1-digit)


2. Multiply the ones of the multiplier by the multiplicand and record the answer. If you need to

exchange, write the exchanged digits below the tens column.

3. Multiply the tens of the multiplier by the multiplicand and add any exchanged digits. If you need

to exchange again, write the exchanged digits below the hundreds column. Record your final

answer.

Process Steps:

A

B

C

D


282

292

219

301


Use either formal method of multiplication to complete this calculation.

73 x 4 =


Success Criteria

❑ I can use counters to represent a calculation❑ I can use the expanded formal method of multiplication❑ I can use the short formal method of multiplication


Partition these numbers to complete the calculations.

15 x 4 =

23 x 7 =

10 x 4 = 40

5 x 4 = 20

40 + 20 = 60

20 x 7 = 140

3 x 7 = 21

140 + 21 = 161

Starter:

25 x 4 =

26 x 3 =

20 x 4 = 80

5 x 4 = 20

80 + 20 = 100

20 x 3 = 60

6 x 3 = 18

60 + 18 = 78

Answers


This shows how the counters in the place value chart and the column method are related.

H T O H T O

3 6

x 4

2 4 (4 x 6)

+ 1 2 0 (4 x 30)

1 4 4


Guided Practice:

The astronaut is calculating 24 x 5.

Complete their calculation.

H T O H T O

2 4

x 5

(5 x 4)

+ (5 x 20)

2 0

1 0 0

1 2 0

Answers


Guided Practice:

Instead of using the expanded method, we can instead use the short method.

What is the same and different about these methods?

(Children are only to be moved onto this method if they are confident and understand the expanded)

method.H T O

2 7

x 8

5 6 (8 x 7)

+ 1 6 0 (8 x 20)

2 1 61

H T O

2 7

x 8

2 1 65


Guided Practice:Complete these calculation using the short method of multiplication if they are confident to – if not please use the

expanded method..

H T O

3 4

x 6

H T O

4 3

x 5

H T O

4 7

x 7

2 0 42 2

2 1 52 1

3 2 93 4

Answers

To use a range of written methods to multiply a 2-digit and a 1-digit number Independent Practice: Remember the expanded method is perfect to use to complete these if they feel more

comfortable with it.


Guided Practice:

The astronauts are discussing this calculation.

Who do you agree with?


Both of the astronauts are correct. The grey astronaut is correct as 7 x 3 is 21, not 12. The green

astronaut is partly correct because the tens have not been added, although the tens in the question

are wrong.

H T O

3 7

x 3

9 21

This is wrong

because 7 x 3 is 21

not 12.

This is wrong because

the exchanged tens

haven’t been added.

Answers


Independent Practice: Again, if children prefer the expanded method, they can work it out and then identify the errors.


Let’s Reflect:

Do you agree with this statement?

“When multiplying a 2-digit number by a 1-digit number, the product will always be a 3-digit number.”

The is not true.

If I multiply 11 by 1, I get a 2-digit number but if I multiply 15 by 9, you get a 3-digit number.

Answers

Support Slides


1-digit number (2)


What do you notice about these two calculations?

Tens Ones T O

2 4

x 4

9 6

1


I have used Base 10 to solve this calculation.

Use Base 10 to solve these calculations.

24 x 3 =

15 x 5 =

14 x 5 =

72

75

70

Tens Ones T O

1 7

x 3

5 1

2

Answers

Extra and extension

WednesdayYear 4

Spring


Year 4


Lesson 7To know how to multiply a 3-digit number by a 1-digit number


For formal short multiplication method (3-digit x 1-digit)


2. Multiply the ones of the multiplier by the multiplicand and record the answer. If you need to

exchange, write the exchanged digits below the tens column.

3. Multiply the tens of the multiplier by the multiplicand and add any exchanged digits. If you need

to exchange again, write the exchanged digits below the hundreds column. Record your final

answer.

Process Steps:

A

B

C

D


252

812

2,472

2,412


Complete this calculation using the short method of multiplication.

402 x 6 =


Success Criteria

❑ I can represent numbers up to 4-digits using counters❑ I can use the short method of multiplication❑ I can explain how to multiply by 0


Use the digit cards to make different calculations.

Solve the calculations.

Starter:

4 51 2

x =


Explain how you would complete this calculation using the short method of multiplication.

H T O

2 1 4

x 3

H T O

6 4 21

Answers


Guided Practice:

Complete this calculation.

Remember what happens when you times by 0.

H T O

2 5 0

x 3

H T O

7 5 01

Answers


Th H T O

Guided Practice:

How would you complete this calculation?

Th H T O

3 6 2

x 4

1 4 4 81 2

Answers


Guided Practice:

Oakfield School are organising a play.

There are three performances. They sell 271 tickets altogether. Each ticket costs £6.

How much money do they make?

Th H T O

x

2 7 1

6

1 6 2 61 4

They make £1,626.

Answers


Let’s Reflect:

Using the digit cards below, what is the largest 3-digit by 1-digit calculation you can make?

Find the product of the calculation you have created.

The largest calculation is 654 x 7.

The product is 4,578

4 5 6 7

x =

Answers

Support Slides


1-digit number


The astronaut has attempted to solve this calculation.

Using counters or Base 10, show her where she went wrong.

The astronaut has incorrectly calculated 0 x 6. Anything multiplied by 0 is 0.

T O

5 0

x 6

3 0 63

Answers


What do you notice about this calculation?

Hundreds Tens OnesH T O

2 3

x 5

1 1 5

1 1

Extra and extension

ThursdayYear 4

Spring


Year 4


Lesson 8To know how to divide a 2-digit number by a 1-digit number

A

B

C

D


14

15

10

This calculation will have remainders.

Assessment Question - don’t worry if you get this wrong at the beginning – come back to it at the end and see if you can spot your mistake.Use counters and a place value chart to complete this calculation.

84 ÷ 6 =

To know how to divide a 2-digit number by a 1-digit number

Success Criteria

❑ I can represent numbers using concrete resources❑ I can divide by sharing equally into groups ❑ I can identify if a calculation requires exchanging or not


Which of these calculations are correct?

Use concrete resources to help you.

48 ÷ 2 = 24

48 ÷ 4 = 21

66 ÷ 3 = 63

66 ÷ 6 = 1

96 ÷ 3 = 30

Correct

Incorrect (12)

Incorrect (22)

Incorrect (11)

Incorrect (32)

Starter:

Answers


When dividing, why is it important to start dividing the largest value column first?

42 ÷ 2 =


Guided Practice:

We can divide by first partitioning the dividend into tens and ones, then completing each part of the

calculation.

Complete the calculation.

63 ÷ 3 =

63 ÷ 3

60 ÷ 3 = 3 ÷ 3 =

T O T O

20 1

21

Answers


Guided Practice:

The astronauts are trying to calculate the answer to this division calculation.

Who do you agree with?


56 ÷ 4 =

The pink astronaut is correct.

T OT O I can exchange the final ten for ten ones to

solve the calculation. I can leave the final ten

and two ones out as

they cannot be shared

equally.

Answers


Guided Practice:

Which of these calculations will require exchanging to complete?

Explain your answers.

Both of these calculations I would need to exchange the remaining two tens for twenty ones to

complete the calculations.

57 ÷ 3 96 ÷ 3 81 ÷ 3

Answers


Let’s Reflect:

There are 36 children in the class.

They are told to get into equal groups with no children left out.

How many different groups could the children be shared into?

The possible groups are:

36 ÷ 1 = 36 (1 group of 36)

36 ÷ 2 = 18 (2 groups of 18)

36 ÷ 3 = 12 (3 groups of 12)

36 ÷ 4 = 9 (4 groups of 9)

36 ÷ 6 = 6 (6 groups of 6)

36 ÷ 9 = (9 groups of 4)

36 ÷ 12 = 3 (12 groups of 3)

36 ÷ 18 = 2 (18 groups of 2)

36 ÷ 36 = 1 (36 groups of 1) Answers

Support Slides

The following slides are based on Year 3 Multiplication and Division – Dividing 2-digits by 1-

digit (1)


The astronaut is sharing 64 by 2.

She says, “To divide by 2, I need to share the counters into two equal groups.”

Use this method to solve these calculations.

42 ÷ 2 = 44 ÷ 4 = 36 ÷ 3 =21 11 12

Answers


Does the part-whole model match the place value chart?


Yes, the two representations match.

93 ÷ 3

90 ÷ 3 3 ÷ 3

Tens Ones

Answers

Extra and extension

FridayYear 4

Spring


Year 4


Lesson 9To know how to divide a 2-digit number by a 1-digit number with remainders

A

B

C

D


17 r 1

17

17 r 2

16 r 5



53 ÷ 3 =

To know how to divide a 2-digit number by a 1-digit number with remainders

Success Criteria

❑ I can explain what a remainder is❑ I can exchange and find remainders in a division calculation


Always, sometimes or never?

When I divide a 2-digit number by a 1-digit number, the quotient (the answer produced by a division)

will be a 2-digit number.

Convince me your answer is correct.

Sometimes.

For example, 15 ÷ 5 = 3 but 90 ÷ 5 = 18

Starter:

Answers


What is a remainder?

A remainder is formed when the dividend is not a multiple of the divisor.

Tens Ones

Answers


Guided Practice:


35 ÷ 3 = r

35 ÷ 3

30 ÷ 3 = 5 ÷ 3 = r

T O T O

10 1 2

11 2

Answers


Guided Practice:

Explain how to solve this calculation.

54 ÷ 4 =

To solve this calculation, you need to exchange one ten for ten ones,

then you can share the ones equally.

You will find there are 2 ones left over.

54 ÷ 4 = 13 r 2

T O

Answers


Guided Practice:

The astronaut has made a mistake.

Explain the mistake.

The astronaut has a remainder that is larger than the divisor. This

shows that the answer is wrong. 45 ÷ 4 = 11 r 1.

45 ÷ 4 = 10 r 5

40 ÷ 4 = 10 5 ÷ 4 = 0 r 5

T O

Answers


Let’s Reflect:

38 ÷ 3 = 12 r 2

This means it is 2 away from a multiple of 3.

Do you agree?

This is correct.

36 is a multiple of 3. 38 is two away from 36.

Answers

Support Slides

The following slides are based on Year 3 Multiplication and Division – Dividing 2-digits by 1-

digit (2)


The astronaut is using counters to solve 48 ÷ 3.

First he shares the tens equally between the three groups.

Then he exchanges the last ten for ten ones and shares them equally between the three groups.

Use counters to solve these questions.

84 ÷ 3 = 84 ÷ 6 = 28 14

Answers


To calculate 48 ÷ 3, I could partition 48 into 30 and 18.

I could then work out 30 ÷ 3 and 18 ÷ 3.

How would this make calculating the answer easier?

How can I partition 84 in different ways to complete these calculations?

84 ÷ 3 =

84 ÷ 6 =

84 ÷ 4 =

I can complete 30 ÷ 3 and 18 ÷ 3 in my head and add the quotients together.

Answers

Extra and extension

Maths Power pointsMondaySlide Number 3Slide Number 4Slide Number 5Slide Number 6Slide Number 7Slide Number 8Slide Number 9Slide Number 10Slide Number 11Slide Number 12Slide Number 13Slide Number 14Slide Number 15Slide Number 16Slide Number 17 Extra and extension task � if you want it!TuesdaySlide Number 20Slide Number 21Slide Number 22Slide Number 23Slide Number 24Slide Number 25Slide Number 26Slide Number 27Slide Number 28Slide Number 29Slide Number 30Slide Number 31Slide Number 32Slide Number 33Slide Number 34Slide Number 35Slide Number 36 Extra and extensionWednesdaySlide Number 39Slide Number 40Slide Number 41Slide Number 42Slide Number 43Slide Number 44Slide Number 45Slide Number 46Slide Number 47Slide Number 48Slide Number 49Slide Number 50Slide Number 51Slide Number 52Slide Number 53Slide Number 54 Extra and extensionThursdaySlide Number 57Slide Number 58Slide Number 59Slide Number 60Slide Number 61Slide Number 62Slide Number 63Slide Number 64Slide Number 65Slide Number 66Slide Number 67Slide Number 68Slide Number 69Slide Number 70Slide Number 71 Extra and extensionFridaySlide Number 74Slide Number 75Slide Number 76Slide Number 77Slide Number 78Slide Number 79Slide Number 80Slide Number 81Slide Number 82Slide Number 83Slide Number 84Slide Number 85Slide Number 86Slide Number 87Slide Number 88 Extra and extension

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