Short Blocks

Maths Year 5/6 Spring Multiplication

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

Unit 1 Multiples, factors and mental strategies (suggested as 2 days)

Planning and Activities

Day 1 Teaching
Use the ITP Number grid to highlight multiples, look for the lowest common multiple of 2 and 3, 3 and 4, 3 and 6, 6 and 9. Then find the highest common factor of 32, 16 and 24, then 12, 20 and 32.
Group Activities: T with Y6
Y5 -- Derive lowest common multiples and highest common factors. Investigate finding lowest common multiples.
Y6 -- Play games to practise finding common multiples and factors.

Day 2 Teaching
Use mental strategies to multiply 2-digit numbers by 1-digit numbers. Aim to reach given targets.
Further Teaching with Y6
Write the 0.4 times tables. Use this to multiply 2-digit numbers with 1 decimal place by 1-digit numbers. Check the place value of answers is reasonable.
Group Activities: T with Y6
Use the in-depth problem-solving investigation ‘LCM Squares’ as today’s group activity.
Or, use these activities:
Y5 -- Investigation to practise mentally multiplying 2-digit numbers by 1-digit numbers.
Y6 -- Derive the 0.6, then 2.6 times table. Investigation to practise mentally multiplying numbers with 1 decimal place by 1-digit numbers.

You Will Need

  • ITP: Number grid
  • Number cards 2–12
  • Common multiples (see resources)
  • Common factors activity sheet (see resources)
  • SATs-style questions (see download)

Short Mental Workouts

Day 1
Double 2-digit numbers

Day 2
Times table bingo

Worksheets

Day 1
Y5: Find common multiples and factors of given numbers.
Y6: Find highest common factor and lowest common multiple of sets of numbers.

Day 2
Y5: Mentally multiply 2-digit numbers by 1-digit numbers. Explain strategies.
Y6: Derive the 0.3 times table then related facts.
Mentally multiply 2-digit numbers with 1 decimal place by 1-digit numbers.

Mastery: Reasoning and Problem-Solving

Y5

  • Is the lowest common multiple of 6 and 4 smaller than the highest common factor of 30 and 45?
    Write common factors of 24 and 48.
    Write common multiples of 3 and 5 up to 60.
    Are any numbers in both sets?
  • True or false?
    There are exactly four 2-digit, common multiples of 3 and 7.
    4 and 5 are common factors of all 2-digit multiples of 10.
    15 is a factor of 100.
  • If 350 ÷ 5 is 70, calculate 350 ÷ 10, 350 ÷ 20 and 350 ÷ 70.
    Now try 350 ÷ 2.5.

Y6

  • Which pair(s) of numbers under 20 have the largest number of common factors? What is the highest common factor?
    Write common multiples of 4 and 6 up to 60. What is the lowest common multiple?
    Use this information to find the lowest common multiple of 8 and 12.
  • Write out the 0.7 times table up to 12 × 0.7. Use this to help you write the 2.7 times table.

Y5 In-depth investigation: LCM Squares
Children use trial and improvement to find the smallest possible total on a square of lowest common multiples.

Y6 In-depth investigation:
Use the Day 2 group activity for Working at ARE/Working at Greater Depth, supporting children working towards ARE.

Extra Support

Y5: Mammoth Multiplications
Using known times tables and place value to multiply, e.g. 4 × 3, 4 × 30, 4 × 300

Y6: Factor Hunt
Finding factors of numbers within times tables

Unit 2 Multiplication (suggested as 3 days)

Planning and Activities

Day 1 Teaching
Model both the grid method and short multiplication to calculate 6 × £5.24. Children choose one of the two methods to calculate the cost of 8 items at £6.79.
Further Teaching with Y6
Children first use grid method to calculate 16 × 258. Then revise and model long multiplication to solve the same calculation.
Group Activities: T with Y6
Y5 -- Use the new method of short multiplication for multiplying amounts of money. Use the grid method for multiplying amounts of money.
Y6 -- Use the digits 1 to 6 to create 3-digit by 2-digit (teen) multiplications. Answer using the grid method, then long multiplication. Estimate and calculate 13, 15, 16, 17 and 18 × 485 using long multiplication.

Day 2 Teaching
Use long multiplication to calculate how many hours there are in a year and in a leap year.
Further Teaching with Y5
Work towards using short multiplication to multiply 3-digit, then 4-digit numbers by 1-digit numbers, discussing the extra column/digit to be multiplied.
Group Activities: T with Y5
Y5 -- Estimate products, then multiply 4-digit numbers by 1-digit numbers. Estimate products, then multiply 4-digit money amounts by 1-digit numbers.
Y6 -- Find how many hours are in a number of days (generated by dice) using long multiplication. Use long multiplication to multiply numbers greater than 20 and move on to numbers greater than 30.

Day 3 Teaching
Estimate before using short multiplication of 4-digit numbers by 1-digit numbers. Discuss top tips for the method.
Further Teaching with Y6
Teach children how to multiply by 30, then use long multiplication to multiply 3-digit numbers by numbers between 30 and 40. In pairs, children calculate a row each, then compare with estimates.
Group Activities: T with Y6
Use the in-depth problem-solving investigation ‘Riveting reversals’ as today’s group activity.
Or, use these activities:
Y5 -- Investigation: find answers to given challenges, using short multiplication of 4-digit by 1-digit numbers.
Y6 -- Find a multiplication of the form □□× □□□ with an answer close to 20,000. Use the grid method. Multiply 33 by 3-digit numbers with identical digits using long multiplication.

You Will Need

  • ‘Find the cost’ (see resources)
  • 0–9 dice
  • SATs-style questions (see download)

Short Mental Workouts

Day 1
Times tables

Day 2
Factors and multiples

Day 3
Tables facts and powers of 10

Worksheets

Day 1
Y5: Find the total cost of multiple numbers of items.
Y6: Use grid or long multiplication to multiply 3-digit numbers by numbers between 10 and 20.

Day 2
Y5: Multiply 1-digit by 4-digit numbers using the grid method or short multiplication.
Y6: Use long multiplication to multiply 3-digit numbers by numbers between 20 and 30.

Day 3
Y5: Estimate and solve multiplication calculations; create puzzles.
Y6: Use long multiplication to multiply 3-digit numbers by numbers greater than 30.

Mastery: Reasoning and Problem-Solving

Y5

  • Does 2340 × 8 give the same answer as 4320 × 4? Explain how you are certain that your answer is correct.
  • Choose a strategy for each of these three multiplications. Explain why it is not sensible to use the same method for all three.
    (i) 340 × 5 =
    (ii) 421 × 7 =
    (iii) 350 × 9 =
  • ☐☐☐ × ☐
    Using the digits 3, 5, 6 and 7, how close can you get to 2,000?

Y6

  • Have a go at doing each of these 3 multiplications mentally.
    Explain how you did each one.
    280 × 25 =
    143 × 21 =
    210 × 15 =
    Children could check each using long multiplication or the grid method.
  • Multiply 531 by 16 using long multiplication or the grid method.
    Now double 531 four times to check if this gives the same answer.
  • True or false?
    8 × 572 is the same as 286 × 16.
    15 × 626 is the same as 6260 add 3130.
    24 × 333 is half of 12 × 666.

Y5 In-depth investigation: Riveting reversals
Multiply 4-digit numbers with consecutive digits by a 1-digit number; reverse the 4-digit number and repeat. Find the difference between the two answers.

Y6 In-depth investigation:
Multiply 3-digit numbers with consecutive digits by a 2-digit number; reverse the 3-digit number and repeat. Find the difference between the two answers.

Extra Support

Y5: Multiplication Splits
Using the grid method to multiply 3-digit numbers by 1-digit numbers

Y6: Grid Triplets
Revising using the grid method to multiply 3-digit numbers by 1-digit numbers