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NationalCurriculum: Multiplication and Division - Year 4


Created on 15 October 2013 by ncetm_administrator
Updated on 09 April 2014 by ncetm_administrator

National Curriculum: Multiplication and Division - Year 4

  • recall multiplication and division facts for multiplication tables up to 12 × 12
  • use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers
  • recognise and use factor pairs and commutativity in mental calculations
  • multiply two-digit and three-digit numbers by a one-digit number using formal written layout
  • solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

Non-Statutory Guidance

Pupils continue to practise recalling and using multiplication tables and related division facts to aid fluency.

Pupils practise mental methods and extend this to three-digit numbers to derive facts, (for example 600 ÷ 3 = 200 can be derived from 2 x 3 = 6).

Pupils practise to become fluent in the formal written method of short multiplication and short division with exact answers (see Mathematics Appendix 1 ).

Pupils write statements about the equality of expressions (for example, use the distributive law 39 × 7 = 30 × 7 + 9 × 7 and associative law (2 × 3) × 4 = 2 × (3 × 4)). They combine their knowledge of number facts and rules of arithmetic to solve mental and written calculations for example, 2 x 6 x 5 = 10 x 6 = 60.

Pupils solve two-step problems in contexts, choosing the appropriate operation, working with increasingly harder numbers. This should include correspondence questions such as the numbers of choices of a meal on a menu, or three cakes shared equally between 10 children.

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Comments

 


19 June 2018 17:41
I am very confused with regards to division in Year 4. There is no mention in the Statutory guidance, however in the non-statutory guidance, it says that children should be able to use short division. Which is it?
By davidbooth10
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02 March 2015 13:01
What about division in year 4? There is no mention here of any formal methods of division?
By Bethkroon
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09 October 2014 11:21
Appendix one offers a range of examples of column procedures. It is not intended to be comprehensive or demonstrate progression and so should not be followed exclusively. The requirements for the end of KS2 is that pupils should be fluent in the use of a vertical (Column) proceedure for each of the 4 operations, which should be applied when and where it is appropriate to do so. The development of mental methods should run in paraell to written methods.
09 October 2014 10:45
Appendix one offers a range of examples of column procedures. It is not intended to be comprehensive or demonstrate progression and so should not be followed exclusively. The requirements for the end of KS2 is that pupils should be fluent in the use of a vertical (Column) proceedure for each of the 4 operations, which should be applied when and where it is appropriate to do so. The development of mental methods should run in paraell to written methods.
09 October 2014 04:54
Why is there very little information, if any, about the multiply two digit and three digit numbers by one digit numbers with a formal written layout? Should the government method in appendix 1 be followed exclusively?
By nick_b79
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