This presentation provides three days of teaching that cover the objectives:
- Solve long multiplication problems
It includes starter activities, whole class teaching, group activities, practice sheets and mastery questions. It can be used on a variety of interactive whiteboards.
Day 1 Teaching
Remind children how to use long multiplication to calculate 57 × 16. They then work out 14 × 38. Write 26 × 57. What is an efficient way to multiply by 20? (Double, then multiply by 10) Write this in the multiplication, work out the next row, then add to find the answer. Discuss multiplying by 30. Children then try using long multiplication to find 24 × 57 and 34 × 57. Children working towards ARE can use the grid method, comparing products with long multiplications scribed for them.
Day 2 Teaching
Write 25 × 37 and 27 × 35. Do you think they will give the same answer? Children work in pairs to find the 2 answers. Agree that they do not give the same answer. Show children how to find the digital root of each number in the first multiplication and the answer. Children multiply the digital roots in each multiplication and find the digital root of the product. Compare with the digital root of the answer to find that it is the same. Children repeat for the second multiplication. What do they find?
Day 3 Teaching
Write 18 × 324 and 13 × 368. Which do you think will have the bigger answer? Use rounding to make estimates. Ask children what is different about these calculations from those they did last time (there is a 100s digit in one of the numbers). Model using long multiplication to find 324 × 18. Compare with the grid method. Ask children to work in pairs to find 368 × 13. Model using long multiplication to find 28 × 324; ask children to calculate 23 × 368, estimating the answer first.
This teaching is part of Hamilton’s Year 5 Multiplication and Division block. Each Hamilton maths block contains a complete set of planning and resources to teach a term’s worth of objectives for one of the National Curriculum for England’s maths areas.
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