Maths Year 5 Autumn Multiplication and Division

Each unit has everything you need to teach a set of related skills and concepts.

Multiples, factors and word problems (suggested as 3 days)

Planning and Activities

Day 1 Teaching
Find common multiples. Use the ITP Number Grid to highlight multiples of 3 and 2, and then show that common multiples are all multiples of 6. Repeat for other common multiples.
Group Activities
-- Use a Venn diagram to sort multiples, placing common multiples in the intersection.
-- Find pairs of numbers which have common multiples, using a Venn diagram to help.

Day 2 Teaching
Write 24. What numbers go into 24 exactly? Take feedback. Remind children that numbers which divide into 24 exactly are factors of 24. Together make an ordered list: 1, 24; 2, 12; 3, 8; 4, 6. Point out systematic approach. Repeat for 27 and 36.
Group Activities
-- Find the number less than 50 with the greatest number of factors, find numbers which have an even number of factors and numbers which have an odd number of factors.

Day 3 Teaching
Display word problems one at a time: Agree calculation for each. Solve. Discuss if answer should be rounded up or down. Challenge children to think of a problem where they would round up, and one to round down.
Group Activities
Use the ‘Long As You Like’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Use sketches/cubes to represent division problems to help determine if answers need to be rounded up or down.

You Will Need

  • ITP: Number Grid (see resources)
  • Post-it notes
  • 1-10 number cards
  • 12 x 12 multiplication square (see resources)
  • Division word problems (see resources)
  • Cubes or counters

Mental/Oral Maths Starters

Day 1
Times tables (pre-requisite skills)

Suggested for Day 2
Double and halve numbers to 100 (simmering skills)

Suggested for Day 3
Bar charts (simmering skills)


Day 1
Children play common multiples game.

Day 2
Find factors of 2-digit numbers.

Day 3
Solve division word problems with rounding.

Mastery: Reasoning and Problem-Solving

  • Are there more or fewer common multiples of 2 and 3 under 30 than of 3 and 5? Explain your answer?
  • Write common multiples of 2, 3 and 4 up to 40.
    Write common multiples of 3, 4 and 5 up to 40.
    Which set has more numbers?
  • True or false?
    5 is a factor or 20 and a factor of 40.
    3 is a factor of 7 numbers less than 20.
    15 is a factor of 100.
  • Sunil says that whenever a problem involves working out the number of cars or coaches needed we have to round up. Is he correct?
  • Invent a problem where the remainder is the answer.

In-depth Investigation: Long as You Like
Children create chains of numbers by finding factors and multiples. Their aim is to create the longest chain possible.

Extra Support

Array or Disarray
Making different arrays using a given number as an introduction to factors