# Multiplication and division

Unit 5 – 4 weeks

Primary
KS2
Year 6

Curriculum

The slides are comprehensively linked to associated pedagogical guidance in the NCETM Primary Mastery Professional Development materials. There are also links to the ready-to-progress criteria detailed in the DfE Primary Mathematics Guidance 2020.

### Learning outcomes

1 | Pupils explain why the product stays the same when one factor is doubled and the other is halved |

2 | Pupils explain the effect on the product when scaling the factors by the same amount |

3 | Pupils use their knowledge of equivalence when scaling factors to solve problems |

4 | Pupils explain the effect on the quotient when scaling the dividend and divisor by 10 |

5 | Pupils explain the effect on the quotient when scaling the dividend and divisor by the same amount |

6 | Pupils explain how to multiply a three-digit by a two-digit number |

7 | Pupils explain how to accurately use the method of long multiplication to multiply two, two-digit numbers (no regrouping of ones to tens) |

8 | Pupils explain how to accurately use the method of long multiplication (with regrouping of ones to tens) |

9 | Pupils explain how to accurately use the method of long multiplication (with regrouping of ones to tens & tens to hundreds) |

10 | Pupils explain how to accurately use the method of long multiplication to multiply a three-digit by a two-digit number |

11 | Pupils explain how to accurately use the method of long multiplication to multiply a four-digit by a two-digit number |

12 | Pupils explain how to use the associative law to multiply efficiently |

13 | Pupils explain when it is more efficient to use long multiplication or factorising to multiply by two-digit numbers |

14 | Pupils explain how to use accurately the methods of short and long division (two and three-digit number by multiples of 10) |

15 | Pupils explain how to use accurately the method of long division with and without remainders (two-digit by two-digit numbers) |

16 | Pupils use knowledge of long division to solve problems in a range of contexts (with and without remainders) |

17 | Pupils explain how to use a ratio chart to solve efficiently: short division |

18 | Pupils explain how to use a ratio chart to solve efficiently: long division |

19 | Pupils explain how to use a ratio chart to solve efficiently: long division (II) |

20 | Pupils explain how to use accurately the method of long division with and without remainders (three-digit by two-digit, four-digit by two-digit numbers) |

21 | Pupils use long division with decimal remainders (1 decimal place) |

22 | Pupils use long division with fraction remainders |

23 | Pupils use long division with decimal remainders (2 decimal places) |

24 | Pupils use knowledge of the best way to interpret and represent remainders from a range of division contexts |

25 | Pupils explain how and why a product changes when a factor changes multiplicatively |

26 | Pupils use their knowledge of multiplicative change to solve problems efficiently (multiplication) |

27 | Pupils explain how and why a quotient changes when a dividend changes multiplicatively (increase or decrease) |

28 | Pupils explain how and why a quotient changes when a divisor changes multiplicatively |

29 | Pupils identify and explain the relationship between divisors and quotients |