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Year 5

We can use them to work out division facts and to multiply multiples of 10 and 100

What we are learning:

• The link between multiplication and division is really important and one that your child’s attention should be drawn to as they are learning their multiplication facts rather than after they have learnt them. For example, ask them multiplication questions such as ‘what are 4 lots of 6?’ but also ask the related division questions such as ‘how many fours are there in 24?’
• Try to show your child real-life examples that demonstrate clearly and visually the link between multiplication and division e.g. this window shows three rows of three window panes =9 panes altogether.

Other examples could include carpet tiles, egg boxes, etc.

• When children are multiplying by multiples of 10 and 100, encourage them to use what they know to work out what they don’t rather than doing the whole calculation e.g. to work out 60 x 8, use knowledge of 6 x 8 = 48 and the fact that 60 is ten times larger than 6, so the answer will be ten times larger than 48 (480).

Activities you can do at home:

Ask your child to complete a grid like the one below that will require them to use their knowledge of multiplication facts.

Play ‘Multiples of 10 bingo’ – a game for 2 or more players
You will need: a 0-90 spinner, paperclip and pencil.
How to play:
1. Each player draws out a bingo playing board with 6 sections like this

2. Players decide which multiplication fact they are going to practise e.g. 7

3. Players each then write 6 different numbers on their playing board that are the answers you get when you multiply 7 by different multiples of 10. E.g. 7 x 10 = 70, 7 x 20 = 140, 7 x 30 = 210, etc.

4. Players take it in turns to spin the spinner and multiply the number shown by 7, if they have the product on their bingo board they can cross it off.

5. The winner is the first player to cross off all the numbers on their bingo card.

Where could you start?
How do you know that number goes there? What fact are you using?
Which times table has the numbers 27 and 54 as answers? How does this help?
What do we call the numbers inside the grid?” (multiples)
What do we call the numbers along the top and down the side?” (factors)
Can you say a sentence about three of the numbers using the words factor and multiple?

Is slow to recall their tables facts, which makes extending this to multiples of 10 difficult.
Keep revisiting tables practice in different ways – ultimately tables have to be ‘learned’. The key is regular practice in different forms.