Carry out long multiplication of a three-digit by a two-digit integer and short multiplication and division of whole numbers (NNS Framework for teaching mathematics, Supplement of examples, Section 6, pages 67 and 69)

Associated knowledge and skills

Errors and misconceptions

Tracking charts

Teaching sequences and spotlights

Know by heart all multiplication facts up to 10 ×x 10.

Derive division facts corresponding to multiplication facts up to 10 × 10.

Refer to Year 4 chart (1 Y4 and 2 Y4) where this is described in connection with a limited range of multiplication and division facts. At Year 6 level, the number range will extend to include multiplication facts up to 10 × 10 and related division facts.

Multiply and divide one-, two- and three digit- numbers by ten and one hundred.

Apply the associative law (but not by name) to multiply up to three-digit numbers by multiples of ten and hundred, for example:
 147 × 20 = 147 × 2 × 10

Misuses halfunderstood rules about multiplying and dividing by powers of ten and the associative law, for example:
145 × 30 = 145 000

1 Y6
1 Y6
1 Y6

Present the remainder in a quotient as a whole number or fraction.

Has difficulty, when appropriate, interpreting a remainder as a fraction, for example:
16 ÷ 3 = 5¹/₃

2 Y6
2 Y6
2 Y6

Dividing by numbers smaller then one, for example:
12 ÷ ½ = 24
6 ÷ ¹/₃ = 18

Interpreting division only as sharing and not grouping (repeated subtraction) so is unable to interpret s calculation such as
12 ÷ ½

3 Y6
3 Y6
3 Y6

Judge whether the answer to a multiplication or division calculation is reasonable.

Is not confident in making reasonable estimates for multiplication or division calculations.

4 Y6
4 Y6
4 Y6