Transcript Numeracy-curriculum

Curriculum Evening
Thursday 12th November
Numeracy
Multiplication and Division
Why is it important?
Being able to multiply and divide mentally and on paper
is a key life skill.
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Multiplication and division are inverse
operations which are taught together.
Multiplication and division are linked.
Initially children are taught repeated addition
approaches involving increasing sets or
amounts.
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Key Learning Points
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Key Learning Points
A times table means a list of facts which are all
about making groups of the particular size
e.g. the two times table is all about making
groups of 2. We write the different numbers
of groups in order.
This is the 2 times table
1 x 2 = 2 (1 group of 2)
2 x 2 = 4 (2 groups of 2)
3 x 2 = 6 (3 groups of 2)
4 x 2 = 8 (4 groups of 2)
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Progression
Commutative Law
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Progression
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Progression
Partitioning
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x
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4x
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Find the total
Times
the tens
Times
the units
Draw out the grid
Partition
the 2d number
Relationship between multiplication
and division
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Key Learning Points
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Division is initially linked to repeated subtraction and
involves decreasing quantities by set amounts or
sharing equally. Symbols are used to represent
multiplication and division.
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Key Learning Points
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Children need to know the related number facts
(tables) and the inverse and be able to recall and
manipulate the number facts mentally, accurately and
confidently. These are fact families.
9x7=63
7x9=63
63÷7=9
63÷9=7
Children need to be able to double number quantities
and find simple fractions of objects, numbers and
quantities.
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Progression
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Children need to be able to
recall a particular
multiplication fact and be
able to use this to solve
related multiplication and
division tasks.
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Let’s wire the
numbers up!!
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x÷
x÷
x÷
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Learn Its
Let’s wire the
numbers up!!
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x÷
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Using the Pupils
What Else Do You Know?
60 ÷ 12 = 5
60 ÷ 5 = 12
6 x 5 = 30
5 x 12 = 60
12 x 5 = 60
12 x 10 = 120
11 x 5 = 55
1·2 x 5 = 6
Using the Pupils
What Else Do You Know?
60 ÷ 12 = 5
3 x 5 = 15
60 ÷ 5 = 12
6 x 5 = 30
12 x 2.5 = 30
5 x 12 = 60
12 x 5 = 60
12 x 10 = 120 24 x 5 = 120
1·2 x 5 = 6
1.2 x 0.5 = 0.6
11 x 5 = 55
10 x 5 = 50
Using the Pupils
What Else Do You
Know?
1
12
of 60 = 5
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5
20% of 60 = 12
of 60 = 12
60 ÷ 12 = 5
3 x 5 = 15
60 ÷ 5 = 12
6 x 5 = 30
12 x 2.5 = 30
5 x 12 = 60
12 x 5 = 60
12 x 10 = 120 24 x 5 = 120
1·2 x 5 = 6
1.2 x 0.5 = 0.6
11 x 5 = 55
10 x 5 = 50
Relationships between multiplying and dividing by 10,
100, 1000 etc. are highlighted.
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Two tens
If you can count in
twos, then you
can count in …..
200s
Two hundreds
0.2s
Two tenths
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Progression
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National Numeracy Progression
Framework
http://www.educationscotland.gov.uk/video/n/nnpf/
relationshipbetweenmultiplicationanddivisionmand
d.asp
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