### Planning and Activities

**Day 1 Teaching**

Write 10 × 46 = 460. Use this to find 5 × 46, 15, × 46, 20 × 46, 21 × 46. How could we work out 19 × 46? Children multiply even 2-digit numbers by 10, then 5, 20 and 21. Children write answers to 20 × 6, 30 × 6, 20 × 7, 30 × 7, 20 × 8 and 30 × 8. Use these facts to help work out answers to division: 123 ÷ 6, 154 ÷ 7 and 244 ÷ 8, writing any remainders as fractions.**Group Activities**

-- Multiply 3, 4 and 6 by 10, 20 and 30; use these facts to help work out divisions, writing remainders as fractions.

-- Multiply 6, 7 and 8 by 20, 30 and 40, then find divisions with answers in given ranges.

**Day 2 Teaching**

Display and read: A tea shop has 27 trays of shortbread. Each tray is divided so it holds 20 pieces of shortbread. How many pieces of shortbread are there? What do we need to do to the numbers in this problem to solve it? Can we work out this multiplication mentally? Solve and then repeat for: A coach party of 46 people has come to the tea shop. They all want scones. Scones come in packs of 4. How many packs are needed?**Group Activities**

-- Collaborate to use mental strategies alongside written jottings to solve a series of multiplication and division word problems.

**Day 3 Teaching**

Display: A Boeing 747 can carry 416 passengers. How many passengers were carried on three such planes if a total of 27 seats were empty? Children read, discuss and agree what they need to do with the numbers in the problem. Take feedback. Agree that we first need to find how many passengers could fly on the 3 planes, then subtract the empty seats. Repeat with a different word problem.**Group Activities**

Use the in-depth problem-solving investigation ‘One O Five’ from NRICH as today’s group activity.

Or, use these activities:

-- Solve single- and multi-step word problems using a strategy to lead step-wise through the problem.

-- Create and solve single- and multi-step word problems.1