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As well as having many beautiful patterns in nature, God wants us to be able to use our understanding of patterns in numbers to help us work out problems correctly. When we multiply and divide we are using number patterns.
Lesson One
Lesson One
Learning content: uses mental and informal written strategies for multiplication and division
Learning content: uses mental and informal written strategies for multiplication and division
Task One
Task One
How many different ways could you solve this question?
Task Two
Task Two
Your teacher will give you Multiplication workstations to work through.
Lesson Two
Lesson Two
Learning content: uses mental and informal written strategies for multiplication and division
Learning content: uses mental and informal written strategies for multiplication and division
Task One
Task One
What do the words triangle, tricycle and tripod have in common? That’s right – they all start with the prefix tri-. It means three. A triangle has 3 sides, a tripod has 3 legs and a tricycle has 3 wheels. Have you heard of the word ‘tridactyl’? There are lots of animals around the world that are tridactyl. It means that they have three toes on each foot or three fingers on each hand. The three-toed sloth, the three-toed box turtle, the three-toed skink (a lizard with tiny legs that is sometimes mistaken for a snake) and the American three-toed woodpecker all belong to this group.
In this fascinating clip, we are shown a three-toed sloth’s swimming technique. Despite their sluggish movements on land, sloths are surprisingly agile in the water. They perform a breaststroke, much like a human, using their four long legs to push themselves forwards.
Watch this video of a 3-toed sloth.
Task Two
Task Two
Any number that cannot be divided by 2 is called an odd number. The number 3 is an odd number.
Can you list all of the single digit odd numbers? Can you find the sum total of all of the single digit odd numbers?
Task Three
Task Three
Complete the task below which comes from naturalcurriculum.co.uk
Task Four
Task Four
There are quite a few different living creatures that have 3 toes. Have a look at the 2 puzzles below about 3-toed animals and try to solve them. (These are taken from naturalcurriculum.co.uk)
HINT - you need to look carefully at the pictures in the first puzzle and then think really carefully about what is written!
Task Five
Task Five
Have a go at completing these 2 worksheets which your teacher will give you.
worksheet-multiply-by-3-tridactyl.pdfLesson Three
Lesson Three
Learning content: uses mental and informal written strategies for multiplication and division
Learning content: uses mental and informal written strategies for multiplication and division
Task Two
Task Two
To explain multiplication we can use groups or arrays.
Your teacher will display some real life photos. Can you write multiplication sentences to match them?
Here are a couple of worksheets to have a look at.
3_5_3_w1.pdf3_5_3_w2.pdf
Find this activity in Seesaw
Find this activity in Seesaw
Lesson Four
Lesson Four
Learning content: uses mental and informal written strategies for multiplication and division
Learning content: uses mental and informal written strategies for multiplication and division
Task One
Task One
Work out the following problem. Then explain how it is linked to multiplication.
Task Two
Task Two
Revise how multiplication is counting groups of objects, how you can do it by adding the same number over and over, or by using arrays.
Your teacher will give you some of the following worksheets to complete. Make sure you ask for help if you get stuck - your teacher can easily help you sort it out.
Teacher notes
Use these four worksheets according to student needs - we want to ensure solid understandings, but many will not need all of these sheets.
2022-03-13 17-12.pdfPS Colour Copier_20220318_113527.pdfPS Colour Copier_20220318_113537.pdfPS Colour Copier_20220318_113550.pdfLesson Five
Lesson Five
Learning content: uses mental and informal written strategies for multiplication and division
Learning content: uses mental and informal written strategies for multiplication and division
Task One
Task One
Task Two
Task Two
Take 12 counters and share them into arrays. Can you write number sentences to explain what you have done? How many number sentences can you make? Compare what you have found with others in your class.
Do the same with different numbers of counters, and record your work in your scrapbook.
You can share a large number of counters into different sized groups (division), and you can build groups of different sizes (multiplication).
Use arrays to show how you could work out this problem. Then write out number sentences to show how you can work it out.
Division:multiplication fact families 1.pdfMultiplication:division fact families 1.pdfTo complete the worksheet below, roll two dice - you could use one 6 sided dice and one 10 sided dice, if you wanted to challenge yourself. Then fill in the circles, and write matching number sentences.
Dice fact families mult:divn.pdfLesson Six
Lesson Six
Task One
Task One
See how many different solutions you can come up with.
Learning content: uses mental and informal written strategies for multiplication and division
Learning content: uses mental and informal written strategies for multiplication and division
Task One
Task One
Here is a task similar to last lesson, only this time we are looking at quadrupeds!
In this video clip, we are shown the great African wildebeest migration. It is the largest movement of quadrupeds on the planet. It includes one and a half million wildebeest, as well as thousands of zebras and gazelles. The animals are in search of fresh grass to eat. It is a dangerous journey as they must avoid the hungry mouths of dangerous predators such as lions and hyenas.
How many number sentences can you make using four 4s in the sentence? Remember you have to use all the 4s in each sentence, but you can use different symbols (add, subtract, multiply, divide)
Task Two
Task Two
Interesting fact - More than 3,000 lions are known to follow the wildebeest as they travel across the great plains of Africa in search of fresh grass.
Have a go at the three puzzles below (taken from naturalcurriculum.co.uk).
Task Three
Task Three
Complete these two worksheets that your teacher will give you (taken from naturalcurriculum.co.uk)
worksheet-multiply-by-4-quadrupeds.pdfTask Four
Task Four
Discuss the following (taken from naturalcurriculum.co.uk).
Do you agree with Leo?
Lesson Seven
Lesson Seven
Learning content: uses mental and informal written strategies for multiplication and division
Learning content: uses mental and informal written strategies for multiplication and division
Task One
Task One
This challenge requires careful thinking. Read the instructions carefully at least two times, and make sure you understand what you have to do.
Task Two
Task Two
Watch this video clip.
What do you notice?
What do you wonder?
How many small squares of chocolate are in a whole Fruit and Nut bar?
Make an estimate that is too high. Then make an estimate that is too low.
Fruit & Nut (Act-1).MOVFruit & Nut (Act-2).mp4Watch this second video and make your own estimate, remember what your too high and too low estimates were.
Could arrays or multiplication help you make a good estimate?
Now watch this third video to find the answer.
Make a multiplication number sentence to match the video.
Fruit & Nuts (Act-3).mp4Task Three
Task Three
Complete this worksheet showing different ways multiplication can be worked out.
Multiplication strategies.pdfLesson Eight
Lesson Eight
Learning content: uses mental and informal written strategies for multiplication and division
Learning content: uses mental and informal written strategies for multiplication and division
Task One
Task One
Here is another challenge with multiplication. See if you can come up with 5 different ways of solving it.
Task One
Task One
Here are two short problems. There is only one correct answer for each. When you have solved the blue one, see if you can create a similar equation for some of the other smiley face numbers.
Task Two
Task Two
Have a look at this picture. Turn to a partner and discuss the following questions.
What do you notice about it? When you look at it, what do you wonder about?
Teacher note
Teacher note
In class discussion, take their estimates and plot the range of suggestions on a number line.
Questions to ask:
In order to give a good estimate, what do you need to know?
Task Three
Task Three
Now estimate how many passengers you think the ferris wheel can carry? Think about what number would be too low, and what number would be too high before you make your estimate.
Task Four
Task Four
Here is an extra piece of information, now work out your answer.
Teacher Note
Teacher Note
Be careful not to reveal the next image on screen while students are working with this problem!
Task Five
Task Five
Here is one more piece of information.
Now see if you can work out how many passengers would be in each "car".
You need to be able to think about how you are going to convince me that your answer is correct, and show me with drawings or a diagram and explanation.
Teacher note
Teacher note
After students have had time to work on this, get some of them to share their explanations. As they talk, try to represent their explanations in a model on the board. Some explanations can be represented in a simple number sentence, others can be modelled by a block diagram.
Look at how this problem can be solved by using multiplication, division or repeated addition/subtraction.
Ultimately, draw their attention to the relationship between multiplication and division.
Assessment
Assessment
Your teacher will give you an assessment task.
Additional practice
Additional practice
Here is a worksheet to complete. You can also go back to any other activities you have been doing on multiplication and use this time to catch-up and finish off anything that is not yet done.
2022-03-13 17-15.pdfPage updated
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