# YEAR 4 MATHS FOCUS

## NUMBERS AND ALGEBRA

Multiplication & Division

Learning Experience

Multiplication & Division

## MULTIPLICATION & DIVISION

OUTCOME

A student:

MA2-6NA: uses mental and informal written strategies for multiplication and division

TEACHING POINTS | Students need to understand the different uses for the = sign, eg 4 × 3 = 12, where the = sign indicates that the right side of the number sentence contains ‘the answer’ and should be read to mean ‘equals’, compared to a statement of equality such as 4 × 3 = 6 × 2, where the = sign should be read to mean ‘is the same as’. |

Linking multiplication and division is an important understanding for students in Stage 2. They should come to realise that division ‘undoes’ multiplication and multiplication ‘undoes’ division. Students should be encouraged to check the answer to a division question by multiplying their answer by the divisor. To divide, students may recall division facts or transform the division into a multiplication and use multiplication facts, eg 35÷7 is the same as □× 7=35. |

LANGUAGE | Students should be able to communicate using the following language: multiply, multiplied by, product, multiplication, multiplication facts, tens, ones, double, multiple, factor, shared between, divide, divided by, division, halve, remainder, equals, is the same as, strategy, digit. |

As students become more confident with recalling multiplication facts, they may use less language. For example, ‘five rows (or groups) of three’ becomes ‘five threes’ with the ‘rows of’ or ‘groups of’ implied. This then leads to ‘one three is three’, ‘two threes are six’, ‘three threes are nine’, and so on. | |

The term ‘product’ has a meaning in mathematics that is different from its everyday usage. In mathematics, ‘product’ refers to the result of multiplying two or more numbers together. |

## Expectations of Attainment

Use mental strategies and informal recording methods for division with remainders | model division, including where the answer involves a remainder, using concrete materials |

– explain why a remainder is obtained in answers to some division problems (Communicating, Reasoning)Critical and creative thinking | |

use mental strategies to divide a two-digit number by a one-digit number in problems for which answers include a remainder, eg 27 ÷ 6: if 4 × 6 = 24 and 5 × 6 = 30, the answer is 4 remainder 3 | |

record remainders to division problems in words, eg 17 ÷ 4 = 4 remainder 1. | |

interpret the remainder in the context of a word problem, eg ‘If a car can safely hold 5 people, how many cars are needed to carry 41 people?’; the answer of 8 remainder 1 means that 9 cars will be needed. |

Learning Experience

To be added