Year 4 Key Objective

Use informal pencil and paper methods to support, record or explain multiplications and divisions. develop and refine written methods for TU x U, TU ÷ U, and find remainders after division. (NNS Framework for teaching, Supplement of examples, Supplement of examples, Section 6, pages 56, 66, 68)

Associated knowledge and skills

Errors and misconceptions

Questions to identify errors and misconceptions

Teaching to address the errors and misconceptions

Next steps in moving towards the Key Objective

Know multiplication facts for 2, 3, 4, 5 and 10 times table.

1 Y4

Is not confident in recalling multiplication facts.

1 Y4 ×/÷

What is three multiplied by four? Draw me a diagram to show what this means.

How do you know the answer to calculations such as three multiplied by zero and ten multiplied by zero?

What is four multiplied by one? How do you know?

Provide models and images to illustrate the multiplication facts, for example multiple groups of beads on a bead string, jumps along a number line.

Use relevant rows from a multiplication square as a resource on which to focus questions about the multiplication facts connected to particular numbers, illustrated with a growing array as a connected image, for example:

Cover a criss-cross pattern with a rectangle of card or paper. Ask the child to imagine the crossovers (knots, perhaps). How many lines across? How many crossovers (knots) in each? What multiplication fact will tell you how many crossovers are under the paper?

Ask the child to make up hidden crossover patterns of their own and say the accompanying multiplication facts.