### Teaching and Group Activities for Understanding

**Day 1 Teaching**

Use ITP ‘Number Dials’, select 3 as the central number. Children count round in 3s. If we know the 3 times table, we can work out the 30 times table! Have 30 as the central number and repeat. These numbers are 10 times as big. Repeat for 6 and 60, then 8 and 80. Repeat for the 900 times table. Then repeat for 4, 40, 400; 7, 70, 700.**Group Activities**

-- Multiply multiples of 10 and 100 by a range of 1-digit numbers.

**Day 2 Teaching**

Write 3 × 5, 3 × 50 and 3 × 500 on the Interactive Whiteboard. Children answer each in pairs. Show how 3 × 50 is the same as 3 × 5 × 10. Then show how 3 × 500 is the same as 3 × 5 × 100. Children then work in groups of 3 to work out 2 × 9, 2 × 90, 2 × 900. They repeat for 4 × 8, 4 × 80, 4 × 800 and 7 × 3, 7 × 30, 7 × 300.

Can I write an inverse division number sentence, based on knowing that 40 x 6 = 240? Explore grouping 240 in 40s and 6s.**Group Activities**

-- Write multiplication and division facts for big numbers derived from multiplication tables.

**Day 3 Teaching**

Show four incomplete tables facts: 7 × 5 =, 3 × 8 =, 6 × 7 =, 4 × 9 =. Explain that these can help us to solve related multiplications and divisions, e.g. 7 × 50 = 350. Show how children can write related ‘mega-facts’, e.g. 350 ÷ 7 = 50.**Group Activities**

Use the in-depth problem-solving investigation ‘Multiples Grid’ from NRICH as today’s group activity.

Or, use this activity:

-- Write ‘mega multiplications’, and associated divisions, based on a 12 × 12 tables-grid.