Spring Block 1

Multiplication and
division B

© White Rose Education 2022

 Year 4 | Spring term | Block 1 – Multiplication and division B

Small steps

Step 1 Factor pairs

Step 2 Use factor pairs

Step 3 Multiply by 10

Step 4 Multiply by 100

Step 5 Divide by 10

Step 6 Divide by 100

Step 7 Related facts – multiplication and division

Step 8 Informal written methods for multiplication

© White Rose Education 2022

 Year 4 | Spring term | Block 1 – Multiplication and division B

Small steps

Step 9 Multiply a 2-digit number by a 1-digit number

Step 10 Multiply a 3-digit number by a 1-digit number

Step 11 Divide a 2-digit number by a 1-digit number (1)

Step 12 Divide a 2-digit number by a 1-digit number (2)

Step 13 Divide a 3-digit number by a 1-digit number

Step 14 Correspondence problems

Step 15 Efficient multiplication

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 1

Factor pairs

Notes and guidance Key questions

In this small step, children are introduced to factors for the first time. • How can you use arrays to help you find all the factors of
They learn that when they multiply two whole numbers to give a a number?
product, both the numbers that they multiplied together are factors
of the product. For example, 3 × 5 = 15, so 3 and 5 are factors of 15.
• How do you know that you have found all the factors
of ?
3 and 5 are also referred to as a “factor pair” of 15
They then generalise this further to conclude that a factor of a
• How do arrays help you to see when a number is not a factor
of another number?
number is a whole number that divides into it exactly.
Children create arrays using counters to develop their
• Which number is a factor of every whole number?

understanding of factor pairs. It is important for children to work • Do factors always come in pairs?
systematically when finding the factor pairs of a number in order • Do whole numbers always have an even number of factors?
to ensure that they find all the factors. For example, when finding
factor pairs of 12, begin with 1 × 12, then 2 × 6, 3 × 4. At this stage,
children should recognise that they have already used 4 in the Possible sentence stems
previous calculation, therefore all factor pairs have been identified.
• = × , so and are a factor
pair of

Things to look out for • has factors altogether.

• Children may not work systematically, meaning that they

could miss some factor pairs.
National Curriculum links
• Children may find it difficult to understand why not all
factors come in pairs, for example 4 × 4 = 16, so this only
• Recognise and use factor pairs and commutativity in mental
gives 1 factor of 16, not 2 calculations

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 1

Factor pairs

Key learning
• Complete the factor pairs of 12 and the sentences. • Here is a factor bug for 12

1× = 12

1 12
× 6 = 12
2 12 6

3 4

× = 12 Complete the factor bug for 20

12 has factor pairs. 1

12 has factors altogether.

• Use counters to create arrays and find the factor pairs for
each number. • Draw a factor bug for each number.

18 24 30 48 35 16 56

Which of the numbers has an odd number of factors?

• Which of these numbers are factors of 20? Can you find another number with an odd number of factors?

2 3 5 8 10 15
Use cubes or counters to show how you know. • Find all the factor pairs of 60

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 1

Factor pairs

Reasoning and problem solving

Alex has made an array using

12 counters.
The greater the No
number, the more multiple possible
factors it has. answers, e.g.
15 has 4 factors
and 17 has
Is Tommy correct?
2 factors
Use arrays to explain
your answer.

No
5 and 3 are a
factor pair of 12
Is the statement always true,
sometimes true or never true?

An odd number has an sometimes true

odd number of factors. Do you agree with Alex?
Explain your answer.

Explain your answer to a partner.

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 2

Use factor pairs

Notes and guidance Key questions

In this small step, children build on their knowledge of • How does knowing the factor pairs of 8 help you to find an
factor pairs from the previous step as they use them to write equivalent calculation to 7 × 8?
equivalent calculations. For example, as 3 and 4 are a factor
pair of 12, this means that 5 × 12 is equivalent to 5 × 3 × 4 or
• For which number are you going to find the factor pairs?

5×4×3 • Which factor pair is the most helpful to solve the calculation?

Children explore equivalent calculations using different • In what order are you going to multiply these numbers?
factors pairs, and then practise calculating with them to • Does it matter which factor pair you use?
identify which factor pair produces the easiest calculation to
complete mentally. The calculation that is deemed easiest will
vary for different children, as they are likely to focus on using Possible sentence stems
the times-tables they are most confident with.
• The factor pairs of are

• 12 = × , so × 12 = × ×

• I can use the factor pairs of to find an equivalent

calculation because ...

Things to look out for

• Children may need support finding the appropriate
factor pairs that will enable them to solve the
calculation mentally. National Curriculum links
• Children may partition a number rather than finding a
• Recognise and use factor pairs and commutativity in
factor pair. mental calculations

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 2

Use factor pairs

Key learning
• Rosie is working out 7 × 8
I can use
• Mo is working out 18 × 3 I can find
the factor pairs of 18
a factor pair of to help me.
8 to help me.

1 18
1 8 1 and 18
7 × 8 = 7 × 4 × 2 = 28 × 2 2 18 9 2 and 9
8 double 28 is 56,
3 and 6
so 7 × 8 = 56 3 6
2 4

Mo chooses to use the factor pair 3 and 6

Use Rosie’s method to work out the multiplications.
18 × 3 = 3×6×3
6×8 9×8 12 × 8 I can multiply = 3×3×6
in any order.
= 9 × 6 = 54
18 × 3 = 54
• Use your knowledge of factor pairs to complete the calculations.

7×6=7× ×2= ×2= Use Mo’s method to work out the multiplications.

5 × 12 = 5 × ×2= × = 18 × 5 14 × 3 16 × 4

9 × 12 = 9 × × = × =

6×9= × × = × = • There are 15 children in Class 4

Each child gets 3 sweets.
Could you have used different factor pairs?
How many sweets are there altogether?
Which factor pairs are the most helpful for each calculation?
© White Rose Education 2022
Year 4 | Spring term | Block 1 – Multiplication and division B | Step 2

Use factor pairs

Reasoning and problem solving

Is the statement true or false? Is the statement true or false?

True
15 × 4 = 10 × 5 × 4 False 16 × 4 = 8 × 8
16 × 4 = 8 × 2 × 4
=8×8
Explain your answer. Use factor pairs to explain your answer.

Whitney wants to use factor pairs to

Tiny is working out 17 × 3
work out 13 × 8

I am going to
The only factor
use factor pairs to
pair of 13 is 1 and No help me.
13, so I cannot use
factor pairs for this No
multiplication. 104

Is Whitney correct?
Will Tiny’s method help?
Explain your answer.
Explain why.
Work out the multiplication.

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 3

Multiply by 10

Notes and guidance Key questions

In this small step, children explore multiplying by 10. They • What do you notice when multiplying by 10?
need to be able to visualise making a number 10 times the
size and understand that “10 times the size” is the same as
• What is a placeholder? When do you use placeholders?

“multiply by 10”. • What happens to the digits in a number when you multiply
by 10?
Children use their understanding that 1 ten is 10 times the size
of 1 one and 1 hundred is 10 times the size of 1 ten to support • How can you use a place value chart to show multiplying
them with this step. A place value chart is useful to show this. by 10?
They recognise that when multiplying by 10 the digits move • What is multiplied by 10?
one place value column to the left and zero is needed as a
placeholder in the now blank column. While children may • What is 10 lots of ?

notice a zero is always used as a placeholder when multiplying

a whole number by 10, it is important that they do not develop Possible sentence stems
the misconception that they just add a zero to multiply by 10,
as this will cause confusion when multiplying decimals in • × 10 =
later learning.
• 10 × =

• is 10 times the size of

Things to look out for
• Children may move only one digit and misplace the National Curriculum links
placeholder, for example 45 × 10 = 405
• Recall multiplication and division facts for multiplication tables up
• Children may not realise that calculations of the form to 12 × 12
10 × and × 10 can be carried out in the • Multiply and divide whole numbers and those involving decimals
same way. by 10, 100 and 1,000 (Y5)

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 3

Multiply by 10

Key learning
• Use the base 10 to complete the sentences. • Use place value counters to complete the multiplications.

23 × 10 16 × 10 31 × 10

3 × 1 one = ones 3 × 1 ten = tens

• Dexter uses a place value chart to work out 32 × 10

H T O
3×1= 3 × 10 =
What do you notice?
× 10 × 10

• Use base 10 to complete the number sentences. I can see that

when I multiply by 10,
2×1= 1×6= 7×1= all the counters move one
place to the left on a
2 × 10 = 10 × 6 =
10 × 7 = place value chart.

• Mo represents 21 × 10 using place value counters.

H T O
32 × 10 = 320
I need to exchange
to find the answer. 
What do you notice?

What exchanges does Mo need to make? Use Dexter’s method to work out the multiplications.

What is 21 × 10? 82 × 10 68 × 10 43 × 10

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 3

Multiply by 10

Reasoning and problem solving

Aisha multiplies a whole

number by 10
Her answer is between 440 and 540
any number
What number could Aisha have 880 m
between 45 and 53
multipled by 10? Filip runs 80 m.
How many possibilities can Kim runs 10 times as far.
you find?
How far do they run altogether?

Is the statement always true, Max and Tiny have some money.
sometimes true or never true? Tiny has 50p.

If you write a whole number in

a place value chart and multiply it I have ten
by 10, all the digits move one always true times as much £5
column to the left. money as Tiny.

Talk about your answer with

a partner. How much money does Max have?

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 4

Multiply by 100

Notes and guidance Key questions

Building on the previous step, children learn to multiply whole • What do you notice when multiplying by 100?
numbers by 100, understanding that this is the same as
multiplying by 10 and then multiplying by 10 again. They need
• How can you use multiplying by 10 to help you multiply by 100?

to be able to visualise making a number 100 times the size and • What happens to the digits when you multiply by 100?
understand that “100 times the size” is the same as “multiply • How can you use a place value chart to show multiplying
by 100”. by 100?
Children use a place value chart, counters and base 10 to explore • What is multiplied by 100?
what happens to the values of the digits when multiplying by
100. Encourage children to recognise that when multiplying • What is 100 lots of ?

whole numbers by 100, the digits move two place value columns
to the left and zeros are needed as placeholders in the now blank Possible sentence stems
columns. As with multiplying by 10 in the previous step, it is
important that they do not develop the misconception that they • × 100 = × 10 × 10 = × 10 =
just add two zeros to multiply by 100, as this will cause confusion
when multiplying decimals by 100
• × 100 = , so 100 × =

• is 100 times the size of

Things to look out for

• Children may move only some of the digits and misplace National Curriculum links
the placeholder, for example 45 × 100 = 4,005
• Recall multiplication and division facts for multiplication tables up
• Children may need support to recognise that multiplying to 12 × 12
by 100 is the same as multiplying by 10 and multiplying • Multiply and divide whole numbers and those involving decimals by
by 10 again. 10, 100 and 1,000 (Y5)

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 4

Multiply by 100

Key learning
• Use the base 10 to complete the number sentences. • Dora uses a place value chart to work out 23 × 100

3 × 1 hundred = hundreds Th H T O

3 × 100 =
I can see that
when I multiply by 100,
• Complete the number sentences.
× 100
all the counters move
two places to the left on
2 × 100 = = 4 × 100
a place value chart.
100 × 6 = = 100 × 7 Th H T O

• There are 8 jars. 23 × 100 = 2,300

Each jar contains 100 drawing pins.
Use Dora’s method to work out the multiplications.
How many drawing pins are there altogether?

41 × 100 94 × 100 83 × 100

100 100 100 100 100 100 100 100
100 100 100 100 100 100 100 100
pins pins pins pins pins pins pins pins

• Write < , > or = to compare the multiplications.

• Work out the multiplications.
7×1 7 × 10 70 × 10 7 × 100 75 × 100 75 × 10 460 × 10 100 × 47

3×1 3 × 10 30 × 10 3 × 100
8×1 8 × 10 80 × 10 8 × 100 39 × 100 39 × 10 × 10 10 × 420 42 × 100

What do you notice?

© White Rose Education 2022
Year 4 | Spring term | Block 1 – Multiplication and division B | Step 4

Multiply by 100

Reasoning and problem solving

Which function machine does not A designer draws a plan of

multiply by 100? a room.
6 cm

input output
2 cm
length: 6 m
3p × £3
width: 2 m
The length and width of the actual room
are 100 times the size of the plan.
input output What is the length and width of the room?

15p × £1.50 15p × 10 = £1.50 Give your answer in metres.

input output Huan has 4 balloons.

30p × £30 Brett has 10 times as many

balloons as Huan.
Nijah has 100 times as 444 balloons
many balloons as Huan.
Explain your answer. How many balloons do they
have altogether?

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 5

Divide by 10

Notes and guidance Key questions

In this small step, children divide whole numbers by 10, with • What do you notice when dividing by 10?
questions that only have whole number answers. They need to
be able to visualise making a number one-tenth the size and
• Why does this happen?

understand that “one-tenth the size” is the same as “dividing • What happens to the digits when you divide by 10?
by 10”. • How can you use a place value chart to show dividing
Children use concrete resources and a place value chart to see by 10?
the link between dividing by 10 and the position of the digits of • What is divided by 10?
a number before and after the calculation. They recognise that
when dividing by 10, the digits move one place value column to • What number is one-tenth the size of ?

the right. They begin to understand that multiplying by 10 and

dividing by 10 are the inverse of each other. Possible sentence stems
Children may notice that in all the examples they see, they
need to “remove the zero” to find the answer. Ensure that they • ÷ 10 =

do not generalise this too far and use it as their method, as this • = ÷ 10
will cause issues in later learning when looking at decimals.
• is one-tenth the size of

Things to look out for

• Children may incorrectly conclude that to divide by 10, National Curriculum links
they always just remove a zero from the number.
• Recall multiplication and division facts for multiplication tables up
• Children may confuse multiplying and dividing by 10, to 12 × 12
and move the digits in the wrong direction in a place
• Multiply and divide whole numbers and those involving decimals by
value chart. 10, 100 and 1,000 (Y5)

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 5

Divide by 10

Key learning
• Complete the calculation shown by the array. • Jack uses a place value chart to work out 340 ÷ 10

50 = groups of 10
H T O
50 ÷ 10 = I can see that
when I divide by 10,
all the counters move one
place to the right on a
• Draw arrays to help you complete the divisions. ÷ 10
place value chart.
30 ÷ 10 = = 10 ÷ 10
H T O
40 ÷ 10 = = 20 ÷ 10
340 ÷ 10 = 34

• Sam uses base 10 to divide 140 by 10

Use Jack’s method to work out the divisions.

480 ÷ 10 620 ÷ 10 930 ÷ 10

140 = 1 hundred and 4 tens

1 hundred = 10 tens • Ten friends share some money equally from a money box.
There are 14 groups of 10 How much would they each have if the box contained:
140 ÷ 10 = 14
• twenty £1 coins • £120?
Use Sam’s method to complete the divisions.
After emptying the box and sharing the contents equally,
120 ÷ 10 = = 230 ÷ 10 each friend has 90p.
170 ÷ 10 = = 260 ÷ 10 How much money was in the box?
© White Rose Education 2022
Year 4 | Spring term | Block 1 – Multiplication and division B | Step 5

Divide by 10

Reasoning and problem solving

Scott, Tom, Esther and Dani are Mr Rose is buying furniture.

in a race.
To make sure it will fit in the room,
Here are the numbers on their vests. he decides to draw a plan.
The actual size of everything is 10 times
the size that it is on the plan.
350 35
He makes a table to show the
measurements.
bed: incorrect
3,500 53 Scott: 350
Item Actual size Plan size desk: correct
Tom: 3,500
Bed length 200 cm 2,000 cm wardrobe: correct
Use the clues to match each vest Esther: 53
number to a child. Desk length 120 cm 12 cm
Dani: 35
24 cm
• Scott’s number is one-tenth the Wardrobe height 1,850 mm 185 mm
size of Tom’s.
Are Mr Rose’s plan measurements
• Nobody has a number that is
correct?
10 times the size of Esther’s.
Explain your answers.
• Dani’s number is one-tenth the
size of Scott’s. The length of the room is 240 cm.
How long will it be on the drawing?

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 6

Divide by 100

Notes and guidance Key questions

In this small step, children build on their understanding of
dividing by 10 and notice the link between dividing by 10 and
• What happens when you divide a number by 10 and then
divide the answer by 10 again? How does the final answer
dividing by 100. They need to be able to visualise making a compare to the original number?
number one-hundredth the size and understand that
“one-hundredth the size” is the same as “dividing by 100”.
• How can you use dividing by 10 to help you divide by 100?

Children use concrete resources and a place value chart to see

• What happens to the digits in a number when you divide by 100?

the link between dividing by 100 and the position of the digits • How can you use a place value chart to show dividing
by 100?
before and after the calculation. They realise that when dividing
by 100, the digits move two place value columns to the right. • What is divided by 100?
They begin to understand that multiplying by 100 and dividing
• What number is one-hundredth the size of ?
by 100 are the inverses of each other.
Money is a good real-life context for this small step, as Possible sentence stems
exchanging, for example, pounds for pence can be used for the
concrete stage. • ÷ 100 = ÷ 10 ÷ 10 = ÷ 10 =

• ÷ 100 = , so = ÷ 100

Things to look out for • is one-hundredth the size of

• Children may need support in recognising that one-

National Curriculum links
hundredth the size is the same as dividing by 100

• Children may divide by 10 instead of 100 • Recall multiplication and division facts for multiplication tables up
to 12 × 12

• Children may confuse multiplying and dividing by 100,

• Multiply and divide whole numbers and those involving decimals by
and move the digits in the wrong direction. 10, 100 and 1,000 (Y5)

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 6

Divide by 100

Key learning
• Use the ten frame and counters to complete the sentences. • Amir uses a place value chart to work out 3,400 ÷ 100

There are groups of 100 in 400 Th H T O

400 ÷ 100 =

• Use counters to complete the divisions.

I can see that when
600 ÷ 100 = 900 ÷ 100 = I divide by 100, all the
÷ 100
counters move two places
= 1,000 ÷ 100 = 700 ÷ 100 to the right on a place
value chart.

• Teddy uses base 10 to work out 1,200 divided by 100 Th H T O

3,400 ÷ 100 = 34
1,200 = 1 thousand and 2 hundreds
1 thousand = 10 hundreds
There are 12 groups of 100
1,200 ÷ 100 = 12 Use Amir’s method to work out the divisions.

Use Teddy’s method to complete the divisions. 4,900 ÷ 100 5,300 ÷ 100 8,100 ÷ 100

3,000 ÷ 100 = 4,500 ÷ 100 =

= 5,100 ÷ 100 2,300 ÷ 100 = • Kim has collected 800 1p coins.

How much money has Kim collected altogether?
Give your answer in pounds.

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 6

Divide by 100

Reasoning and problem solving

Alex and Tommy are dividing Use the digits 1 to 9 to complete

numbers by 10 and 100 the calculations.
170 ÷ 10 = 17
They both start with the same 170 ÷ 10 =
4-digit number. 320 × 10 = 3,200
20 × 10 = 3, 00
1,860 ÷ 10 = 186
1,8 0 ÷ 10 = 1 6 59 × 100 = 5,900
My answer has
8 ones and 9 × 100 = 5, 00 64 = 6,400 ÷ 100
2 tens. 2,800
6 = 6,400 ÷ 100
Alex

Alex: 100
My answer has Tommy: 10 Without working out the answers, use
2 hundreds, 8 tens
< , > or = to compare the calculations.
and 0 ones.
Tommy
3,600 ÷ 10 3,600 ÷ 100 >
=
What number did Alex and Tommy 2,700 ÷ 100 270 ÷ 10
both start with?
Who divided by what? Explain your reasoning.

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 7

Related facts – multiplication and division

Notes and guidance Key questions

In this small step, children bring together the skills learnt so far • What is the same and what is different about the
in this block as they explore calculations related to known facts. two calculations?
Children explore scaling facts by 10 and 100, for example using • How can you represent the calculation using place
the fact that 4 × 7 = 28 to derive 4 × 70 = 280 and 4 × 700 = 2,800. value counters?
They then look at this relationship with division, for example
using 12 ÷ 3 = 4 to derive 120 ÷ 3 = 40 and 1,200 ÷ 3 = 400.
• How does knowing that is 10 times the size of
help you to complete the calculation?
Care should be taken to ensure that children do not also think
that 12 ÷ 30 = 40. This is a good opportunity to remind children • What calculation do you know that would help with this one?
that multiplication is commutative, but division is not.
A range of representations are used to make the link between Possible sentence stems
multiples of 1, 10 and 100 that will be familiar to children from
previous steps in this block and in Year 3 • × ones is equal to ones,
so × tens is equal to tens.

• ÷ is equal to ,
so tens ÷ is equal to tens.
Things to look out for
• Children may derive incorrect division facts by
using the rules that they have learnt about related
National Curriculum links
multiplication facts.

• Children may try to find results by calculation rather

• Solve problems involving multiplying and adding, including using the
distributive law to multiply 2-digit numbers by 1 digit, integer scaling
than recognising the relationship between one fact problems and harder correspondence problems such as n objects are
and another. connected to m objects

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 7

Related facts – multiplication and division

Key learning
• Write two multiplication facts and two division facts • Mo is working out 1,200 ÷ 3
represented by each array.
I know that
12 ones ÷ 3 is equal to 4 ones.
So 12 hundreds ÷ 3 is
equal to 4 hundreds.
1,200 ÷ 3 = 400

Use Mo’s method to work out the divisions.

560 ÷ 7 480 ÷ 6 720 ÷ 12

5,600 ÷ 7 4,800 ÷ 6 7,200 ÷ 12

What is the same and what is different about the arrays?

• I know that • It costs £30 for one ticket to the zoo.

3 x 5 ones = 15 ones, 3 x 50 = 150 How much do 7 tickets cost?
so 3 x 5 tens = 15 tens.
How many tickets can you buy for £300?

Use Max’s method to complete the calculations.

3×9= 4×8= =5×7 • There are 120 children in Year 4

The children are put into groups of 4
3 × 900 = 4 × = 320 3,500 = 5 ×
How many groups are there altogether?

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 7

Related facts – multiplication and division

Reasoning and problem solving

9 friends are going to a theme Is the statement true or false?

park and having lunch.
Tickets to the theme park cost
6 × 800 = 8 × 600 True
£30 each.
£60 Explain your answer.
Lunch costs £10 each.
Six of the friends share the cost
between them.
How much do they each pay? I know that
5 × 9 = 45, so
I also know all these
other facts.
Write < , > or = to compare the
calculations.
72 ÷ 8 720 ÷ 8 Yes
< 5 × 90 = 450 450 ÷ 9 = 50

> 500 × 9 = 4,500 4,500 ÷ 9 = 500

800 ÷ 2 800 ÷ 4
=
4 × 900 9 × 400
Do you agree with Tiny?
Did you need to work them out? Explain your answer.

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 8

Informal written methods for multiplication

Notes and guidance Key questions

In this small step, children use a variety of informal written • What is the same and what is different about multiplying
methods to multiply a 2-digit number by a 1-digit number. by 1s and multiplying by 10s?
Children follow a clear progression of methods and • How would you explain this method?
representations to support their understanding. They begin
by using place value charts to recognise multiples of a number
• What is the most efficient way to work out × ?

and make the link to repeated addition. • How could you use a number line to work out this calculation?

The use of base 10 encourages children to partition the tens • How could you use a part-whole model to partition into tens
and ones and unitise the tens, laying the foundations for later and ones?
work. Part-whole models are used to illustrate the informal
method of partitioning. Children use number lines, along with
Possible sentence stems
their knowledge of multiplying by 10. For example, to work out
32 × 4 they count along a number line to show • partitioned into tens and ones is and
10 × 4 + 10 × 4 + 10 × 4 + 2 × 4. They may also use their
knowledge of factor pairs from earlier in the block to multiply. • × = tens × + ones ×
= tens + ones =

Things to look out for National Curriculum links

• Children may not use the correct place value, multiplying • Solve problems involving multiplying and adding, including using
the distributive law to multiply 2-digit numbers by 1 digit, integer
tens as ones, for example 34 × 6 = 3 × 6 + 4 × 6
scaling problems and harder correspondence problems such as
• Children may conflate the partitioning and factorising n objects are connected to m objects
methods, for example when calculating 4 × 18, they may
do 4 × 9 + 4 × 2
• Recognise and use factor pairs and commutativity in
mental calculations

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 8

Informal written methods for multiplication

Key learning
• Aisha uses base 10 to work out 3 × 26 • Ron is working out 27 × 5
He partitions 27 into 20 and 7 and records this on a
Tens Ones
part-whole model.

3 × 26 = 60 + 18 = 78 27

27 × 5 = 100 + 35 = 135

20 7

Use Aisha’s method to work out the multiplications. ×5 ×5

3 × 36 6 × 24 4 × 45 100 35

Use Ron’s method to work out the multiplications.

• Teddy is using a number line to work out 8 × 26
10 × 8 = 80 10 × 8 = 80 6 × 8 = 48 24 × 8 36 × 4 56 × 3

0 80 160
• There are 7 classes in a school.
Each class has 26 children.
Complete the number line.
How many children are there altogether?
Use Teddy’s method to work out the multiplications.

7 × 16 6 × 34 4 × 27
© White Rose Education 2022
Year 4 | Spring term | Block 1 – Multiplication and division B | Step 8

Informal written methods for multiplication

Reasoning and problem solving

Rosie is using a part-whole model Dexter and Whitney are working out 6 × 14
to work out 46 multiplied by 4
Whitney
I used a factor
46 pair of 14 to help
me: 2 and 7 I partitioned
6 × 2 = 12 14 into 10 and 4
12 × 7 = 84 6 × 10 = 60
Dexter
40 6 6 × 4 = 24
She has multiplied 60 + 24 = 84
the parts correctly,
×4 ×4
but added them
160 24 up incorrectly. Whose method do you prefer? Why?

184 Use your preferred method to work out the multiplications.

46 × 4 = 1,624 5 × 43 16 × 6 24 × 3

Talk about your methods with a partner.

What mistake has Rosie made?
What is the correct answer?
215, 96, 72

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 9

Multiply a 2-digit number by a 1-digit number

Notes and guidance Key questions

In this small step, children progress from multiplying using • What is the same and what is different about multiplying
informal written methods to the formal written method. The short by 1s and multiplying by 10s?
multiplication method is introduced for the first time, initially in an
expanded form and then in the formal short single-line form.
• How does the written method match the representation?

Children first do calculations where there are no exchanges,

• Which column should you start with?

then move on to one and two exchanges. Place value counters in • What is the same and what is different about the
place value charts are used to illustrate the structure of the short different methods?
multiplication by presenting the concrete model alongside the
formal written method.
Possible sentence stems
Concrete manipulatives alongside abstract calculations are
particularly useful to support children’s understanding of exchanges. • ones × = ones,
tens × = tens
Things to look out for
• To multiply a 2-digit number by , you multiply

• Children may exchange ones or tens incorrectly, often by the by and the by
missing zeros or including zeros erroneously.
• tens multiplied by plus the ten I exchange is
• Children may not include digits created through
equal to tens.
exchanging, either by not writing them down when
completing the exchange or neglecting to include them in
the calculation afterwards.
National Curriculum links
• When exchanges are performed, if digits are written in
the incorrect place, this can lead to errors with the rest of • Multiply 2-digit and 3-digit numbers by a 1-digit number using
the calculation. formal written layout

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 9

Multiply a 2-digit number by a 1-digit number

Key learning
• Dora uses place value counters • Brett and Scott have each worked out 34 × 5
alongside the written T O Brett Scott
multiplication to work out 34 × 2
3 4
× 2 H T O H T O
Tens Ones
8 (4 × 2 = 8)
3 4 3 4
6 0 (30 × 2 = 60)
× 5 × 5
6 8 2 0 (4 × 5) 1 7 0
1 5 0 (30 × 5) 1 2

Use Dora’s method to work out the multiplications. 1 7 0

23 × 3 32 × 3 42 × 2
What is the same about their methods?

• Jo uses place value counters What is different about their methods?

to work out 24 × 3 Whose method is more efficient?
H T O
Tens Ones 2 4
× 3 • Complete the multiplications.
1 2 (4 × 3)
6 0 (20 × 3)
H T O H T O H T O
7 2 4 3 3 6 7 4
× 5 × 4 × 5
Use Jo’s method to work out the multiplications.

6 × 14 23 × 4 18 × 3

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 9

Multiply a 2-digit number by a 1-digit number

Reasoning and problem solving

Here are three incorrect multiplications. Are the statements always true,
sometimes true or never true?

H T O H T O H T O
6 1 7 4 2 6
When multiplying a 2-digit number
× 5 × 7 × 4 by a 1-digit number, the product
3 5 4 9 8 8 2 4 has three digits.

sometimes true
What mistakes have been made?
Complete the calculations correctly. When multiplying a 2-digit number never true
by 8, the product is an odd number.

sometimes true

H T O H T O H T O When multiplying a 2-digit number

6 1 7 4 2 6 by 7, you will need to complete
× 5 × 7 × 4 an exchange.
3 0 5 5 1 8 1 0 4
3 2 2

Explain how you know.

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 10

Multiply a 3-digit number by a 1-digit number

Notes and guidance Key questions

Following on from the previous step, children extend the formal • How could you use counters to represent the multiplication?
written method to multiplying a 3-digit number by a 1-digit number.
They continue to use the short multiplication method, but now with
• How does the written method match the representation?

more columns. Children need to be secure with the previous step • Which column should you start with?
before moving on to this one. • Do you need to make an exchange? What exchange can
Place value counters in place value charts are again used to model you make?
the structure of the formal method, allowing children to gain • What is the same and what is different about multiplying a
a greater understanding of the procedure, particularly where 3-digit number by a 1-digit number and multiplying a 2-digit
exchanges are needed. They continue to use the counters to number by a 1-digit number?
exchange groups of 10 ones for 1 ten and also exchange 10 tens for
1 hundred and 10 hundreds for 1 thousand. This is mirrored by the
positioning of the exchanged digit in the formal written method. Possible sentence stems
The focus here is on the short written method, but the expanded • ones × = ones
method could be used to support understanding for children who tens × = tens
need it.
hundreds × = hundreds

Things to look out for • tens/hundreds multiplied by plus the ten/

hundred from the exchange is equal to
• The use of a zero in the ones or tens column can
sometimes expose misunderstandings, as children can be
unsure of multiplying by zero. National Curriculum links
• Children may omit the exchange or include the exchange
• Multiply 2-digit and 3-digit numbers by a 1-digit number using formal
in an incorrect place on the formal written method. written layout

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 10

Multiply a 3-digit number by a 1-digit number

Key learning
• Use the place value chart to help you complete the calculation. • A school has 4 house teams.
There are 234 children in each house team.
Hundreds Tens Ones
H T O How many children are there altogether?
2 1 3
Hundreds Tens Ones
× 3
H T O
2 3 4
× 4

• Use the place value chart to help you complete the calculation.

Hundreds Tens Ones

Th H T O
• Complete the calculations.

3 2 0
H T O H T O H T O
× 4
2 0 5 1 4 8 7 4 6
× 3 × 6 × 5

• Use place value counters and the written method to work out
the multiplications.
• Dani reads 164 pages of a book.
420 × 3 4 × 601 2 × 530 Tom reads 3 times as many pages as Dani.
How many pages does Tom read?
How many pages do they read altogether?
© White Rose Education 2022
Year 4 | Spring term | Block 1 – Multiplication and division B | Step 10

Multiply a 3-digit number by a 1-digit number

Reasoning and problem solving

Sam and Jack have both completed Arrange the digit cards in the
the same multiplication. multiplication.

Sam
2 4 6 8
Th H T O 642 × 8 = 5,136
2 3 4
× 6 ×

1 2 0 4 Jack 468 × 2 = 936

2 2 What is the greatest possible product?
Sam did not add
the 2 hundreds Now arrange the cards to make the
Jack that she smallest possible product.
exchanged from What strategies did you use?
Th H T O the tens column.
2 3 4
× 6
1 4 0 4 321 × 3 = 963
2 2

Without working it out, which would 321 × 4

Who has the correct answer? be greater, 321 × 4 or 322 × 3?

What mistake did the other child make? Check your answer by working it out.

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 11

Divide a 2-digit number by a 1-digit number (1)

Notes and guidance Key questions

In this small step, children use their division facts from the • How do you partition a 2-digit number into tens and ones?
Autumn term to build on their knowledge of dividing a 2-digit How else can you partition a 2-digit number?
number by a 1-digit number from Year 3
• Which is the most efficient way to partition the number so you
Initially, children carry out divisions where the tens and ones can divide both parts by ?
are both divisible by the number being divided by without any
remainders, for example 96 ÷ 3 and 84 ÷ 4. They then move • If you cannot share all of the tens equally, what do you need
to do?
on to calculations where they need to exchange between tens
and ones, for example 96 ÷ 4. Place value counters are used to • How can you represent the division using a part-whole model?
explore the sharing structure of division. Children do not need
to use the formal short division method at this stage and may
Possible sentence stems
use informal jottings or representations such as a part-whole
model to record their working instead.
• tens divided by = tens each

Things to look out for • ones divided by = ones each

• I cannot share all of the tens equally, so I need to …

• Children may partition the 2-digit number correctly, but
then divide the tens as if they are ones, for example
96 ÷ 3 = 9 ÷ 3 + 6 ÷ 3
National Curriculum links
• Instead of using their times-tables knowledge, children
• Recall multiplication and division facts for multiplication tables
may revert to less efficient methods such as drawing
up to 12 × 12
circles, then drawing dots to share between the circles.
• Use place value, known and derived facts to multiply and divide
• Children may always partition into tens and ones when mentally, including: multiplying by 0 and 1; dividing by 1; multiplying
other forms of partitioning are more appropriate. together 3 numbers

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 11

Divide a 2-digit number by a 1-digit number (1)

Key learning
• Teddy uses a place value chart to divide 84 by 4 • Eva uses place value counters to work out 96 divided by 4
First, she divides the tens.
84
She has one ten remaining.
Tens Ones

80 4
Tens Ones 96
÷4 ÷4
20 + 1 = 21
Use Teddy’s method to work out the divisions.
80
69 ÷ 3 88 ÷ 4 96 ÷ 3
÷4 ÷4

•
20 + =
Complete the calculations.
46 ÷ 2 = tens ÷ 2 and ones ÷ 2 What should Eva do with the remaining ten?
= tens and ones Complete Eva’s workings.
= Use Eva’s method to work out the divisions.
63 ÷ 3 = tens ÷ 3 and ones ÷ 3
84 ÷ 7 78 ÷ 6 96 ÷ 8
= tens and ones
=

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 11

Divide a 2-digit number by a 1-digit number (1)

Reasoning and problem solving

Tiny is working out 72 ÷ 3 Kim has 96 sweets.

She shares them into equal groups. 1, 2, 3, 4, 6, 8, 12,
I will need She has no sweets left over. 16, 24, 32, 48 or 96
to make an groups
exchange. How many equal groups could Kim
Yes have shared her sweets into?

Do you agree with Tiny? Here are two ways of partitioning 85

Explain your answer. to help work out 85 ÷ 5

85 85 multiple possible
answers, e.g.
Write < , > or = to compare the
calculations. 10 and 75
40 45 25 60
69 ÷ 3 96 ÷ 3 < 80 and 5
< 50 and 25
96 ÷ 4 96 ÷ 3 What other ways could you partition 85
< to help with the division?

91 ÷ 7 84 ÷ 6 Which way do you prefer?

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 12

Divide a 2-digit number by a 1-digit number (2)

Notes and guidance Key questions

In this small step, children continue to explore dividing a 2-digit • Can the counters be shared equally? If not, how many are
number by a 1-digit number, but in this step the focus is on left over?
calculations with remainders.
• What does “remainder” mean?
Children enountered remainders in Year 3, so this concept is not
new but it may need reinforcing.
• What is the greatest remainder you can have when you are
dividing by ?
Using place value counters to illustrate the sharing structure of
division helps children to see what is meant by the remainder. • How can you partition a 2-digit number?

Such representations should highlight the fact that the remainder • If you cannot share all the tens equally, what do you need to do?
can never be greater than the number they are dividing by.
• If you cannot share all the ones equally, what happens?

• How do you know that 43 ÷ 2 will have a remainder?

Things to look out for
Possible sentence stems
• Children may not fully divide and so will have a remainder
that is greater than the number they are dividing by.
• If I am dividing by , then the greatest possible
• Children may partition the 2-digit number correctly, but remainder is
then divide the tens as if they are ones, for example
95 ÷ 3 = 9 ÷ 3 + 5 ÷ 3
National Curriculum links
• Children may revert to less efficient methods, such as
drawing circles and then drawing dots to share between • Recall multiplication and division facts for multiplication tables
up to 12 × 12
the circles.
• Use place value, known and derived facts to multiply and divide
• Children may divide the whole number rather than mentally, including: multiplying by 0 and 1; dividing by 1; multiplying
partitioning into tens and ones and then unitising the tens. together 3 numbers

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 12

Divide a 2-digit number by a 1-digit number (2)

Key learning
• Tommy uses place value counters to divide 85 by 4 • Alex uses place value counters to work out 97 ÷ 4

Tens Ones

First, he shares the tens.

Tens Ones
Then he shares the ones. 97 ÷ 4 = 24 r1

He has 1 one left over.

85 ÷ 4 = 21 r1
Why has Alex made an exchange?
Use Tommy’s method to work out the divisions. Use Alex’s method to work out the divisions.

49 ÷ 2 95 ÷ 3 58 ÷ 5 57 ÷ 4 49 ÷ 3 68 ÷ 5

• Work out the divisions. • Complete the divisions.

86 ÷ 4 94 ÷ 3 83 ÷ 3 = r ÷ 6 = 11 r2
87 ÷ 4 95 ÷ 3 95 ÷ 4 = r3 ÷ 7 = 7 r6
88 ÷ 4 97 ÷ 3
89 ÷ 4 98 ÷ 3 • There are 95 pencils.
90 ÷ 4 99 ÷ 3 They are shared equally between 4 pots.
What do you notice? How many pencils will be left over?

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 12

Divide a 2-digit number by a 1-digit number (2)

Reasoning and problem solving

Filip is thinking of a 2-digit number Whitney and Ron are working out
that is less than 50 37 ÷ 4
Work out Filip’s number from the clues:

• When it is divided by 2,
there is no remainder. 28
The answer
• When it is divided by 3, is 8 r1
there is a remainder of 1 Whitney

• When it is divided by 5,
there is a remainder of 3
9 r1
The answer
is 8 r5
85 ÷ 3 = 28 r1 Ron

85 must be 1
more than a Both children are incorrect.
Yes
multiple of 3 Explain the mistakes they
have made.
Is Rosie correct?
What is the correct answer?
Explain your answer.

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 13

Divide a 3-digit number by a 1-digit number

Notes and guidance Key questions

In this small step, children continue to develop their understanding • How do you partition a 3-digit number into hundreds, tens
of division by extending from dividing 2-digit numbers in the and ones?
previous two steps to dividing 3-digit numbers.
• How else can you partition a 3-digit number?
Place value counters are again used to represent the calculations,
so that children can make sense of exchanges that are needed to • What is the best way to partition the number to help you work
out the division?
complete the division.
Part-whole models are also used to show how flexible partitioning • If you cannot share all of the hundreds/tens equally, what do
you need to do?
can support the process of division by looking for multiples of the
number being divided by. • How can you represent the division using a part-whole model?

The step starts with divisions that do not leave a remainder, before
progressing to divisions with remainders.
Possible sentence stems
By the end of this step, children should have a good understanding • hundreds divided by = hundreds
of division that will support them when they move on to the formal
written method in Year 5 • tens divided by = tens

• ones divided by = ones

Things to look out for • There is left over, so I need to exchange it for

• Children may partition the 3-digit number correctly, but National Curriculum links
then divide the hundreds and tens as if they are ones, for
example 846 ÷ 2 = 8 ÷ 2 + 4 ÷ 2 + 6 ÷ 2 • Recall multiplication and division facts for multiplication tables
up to 12 × 12

• Children may divide the whole number rather than

• Use place value, known and derived facts to multiply and divide
partitioning into hundreds, tens and ones and then mentally, including: multiplying by 0 and 1; dividing by 1; multiplying
unitising the hundreds and tens. together 3 numbers

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 13

Divide a 3-digit number by a 1-digit number

Key learning
• Annie uses place value counters to divide 639 by 3 • Rosie uses place value counters to work out 435 ÷ 3

Hundreds Tens Ones Hundreds Tens Ones

639 ÷ 3 = 213

Use Annie’s method to work out the divisions.

862 ÷ 2 884 ÷ 4 906 ÷ 3 630 ÷ 3 435 ÷ 3 = 145

Use Rosie’s method to work out the divisions.

• Mo uses a part-whole model to work out 646 ÷ 2

528 ÷ 2 672 ÷ 6 934 ÷ 4

646
646 ÷ 2 = 300 + 20 + 3 = 323
• Tiny is using a part-whole model to work out 135 ÷ 3
Why has Tiny partitioned 135 this way?
600 40 6
Complete Tiny’s workings. 135
÷2 ÷2 ÷2
300 20 3
Use Mo’s method to work out the divisions.
120 15
428 ÷ 2 963 ÷ 3 840 ÷ 4 399 ÷ 3

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 13

Divide a 3-digit number by a 1-digit number

Reasoning and problem solving

Max and Jo are working out 208 ÷ 8 Use 12 counters and the place value
They have each partitioned 208 chart to make the numbers described.
differently. Use all 12 counters to make
each number. 2: any even
208
number
3: any 3-digit
number (as the
200 8 26 H T O digits add up to
12, which is a
multiple of 3)
208 The answer is the 4: a number where
same for both
methods.
• a 3-digit number divisible by 2 the last two
digits are a
• a 3-digit number divisible by 3 multiple of 4
160 40 8
• a 3-digit number divisible by 4 5: any number
with 0 or 5 in the
Work out the division using both • a 3-digit number divisible by 5 ones column
methods.
Is it possible to make 3-digit
What do you notice?
numbers that are divisible
Which method do you prefer? by 6, 7, 8 or 9?

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 14

Correspondence problems

Notes and guidance Key questions

In this small step, children consolidate their understanding of • How can you use a table to help you find the possible
correspondence problems from Year 3, using multiplication to combinations?
work out the number of possible combinations of sets of items.
• How can you be sure that you have listed all the possibilities?
Children use a range of representations and contexts to support
them. Using tables helps to encourage children to adopt a
• How could you use a code to help you list the combinations?

systematic approach to finding all of the possible combinations • What do you notice about the number of choices for each item
in a given context. Children then generalise to make the link and the total number of combinations?
between the number of possibilities for each item and using • How can you check your answer?
multiplication to find the total number of combinations.
• Does the order in which you make your choices matter?
Once confident with finding all possible combinations for two
sets of items children may begin to explore finding all possible
combinations for three sets of items. Possible sentence stems
• For every , there are

• Altogether, there are × = possible

Things to look out for combinations.

• Children may see the same choices in a different order as

a different choice.
National Curriculum links
• Children may need support to work systematically when
listing all possibilities. • Solve problems involving multiplying and adding, including using the
distributive law to multiply 2-digit numbers by 1 digit, integer scaling
• Children may add instead of multiply the number of problems and harder correspondence problems such as n objects are
possibilities for each item. connected to m objects

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 14

Correspondence problems

Key learning
• A cafe has 4 flavours of ice cream and 2 choices of toppings. • Huan has two piles of coins. A B T
Y P E

N
F I F

C E
P

He chooses one coin from each pile.

Y

NT

EN
T WE

CE
O POUNDS
TW

Ice cream flavours Toppings E

P E
N

C E
F I
2010

vanilla
chocolate sauce List all the possible combinations of coins Huan could choose.
strawberry wafer How many different combinations of coins are there?
lemon
List all the possible total amounts of money Huan can make.

Complete the table to show the 8 possible combinations of How many different total amounts of money are there?
flavours and toppings.
Sauce Wafer
• Esther is choosing what to wear on a snowy day.
Vanilla VW
Hat Scarf Gloves
Chocolate

Strawberry SW

Lemon LS

What multiplication could you use to work out the total How many different ways can Esther choose a hat and a scarf?
number of combinations? How many different ways can Esther choose a hat and
How do you know? a pair of gloves?

How many combinations would there be if the cafe also How many different ways can Esther choose a hat, a scarf
offered mint ice cream? and a pair of gloves?

How many combinations would there be if there were How can you check your answers?
6 ice cream flavours and 3 different toppings?
© White Rose Education 2022
Year 4 | Spring term | Block 1 – Multiplication and division B | Step 14

Correspondence problems

Reasoning and problem solving

Here are the meal choices in the Brett has 6 T-shirts and 4 pairs of shorts.
school canteen.
Dani has 12 T-shirts and 2 pairs
Starter Main Dessert of shorts.
They have
Who has the most combinations of the same.
soup pasta cake
T-shirts and shorts?
garlic bread chicken ice cream 24
Explain your answer.
beef fruit salad
salad multiple possible
answers, e.g.
Jo rolls two 6-sided dice and
Children can make one choice from 1S, 1M, 20D
multiplies the numbers together.
each section. 1S, 2M, 10D
How many possible combinations 1S, 4M, 5D There are
of starters, mains and desserts can 6 × 6 = 36 different
2S, 2M, 5D
be chosen? possible answers Jo
18
1S, 20M, 1D could get.
If there were 20 possible meal
combinations, how many
starters, mains and desserts Explain why Tiny is wrong.
could there be?
How many different answers
could Jo get?

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 15

Efficient multiplication

Notes and guidance Key questions

In this small step, children consolidate their knowledge and • Which method do you find most efficient? Explain how this
understanding of multiplication and begin to make decisions method works.
regarding the most efficient or appropriate methods to use in a
range of contexts.
• What is the most efficient way to work out × ?

Children look at times-tables facts, building strategies for finding

• What happens if you double one factor and halve the other?

unknown facts that will support them to strengthen their fluency • How could you use factor pairs to help you calculate?
of times-tables. They then examine a range of strategies for
multiplying a 2-digit number by a 1-digit number. Finally, they
Possible sentence stems
use arrays to explore multiplicative structure, in particular the
associative law and distributive law. • × = × + ×

• × = × – ×

Things to look out for • × = × ×2

• Children may conflate different methods, leading to • × = × ÷2

misunderstanding.

• Children may partition the numbers correctly, but then

multiply the tens as if they are ones, for example
34 × 6 = 3 × 6 + 4 × 6 National Curriculum links
• Children may attempt to learn the different methods
• Solve problems involving multiplying and adding, including using the
procedurally. It is vital that children understand how distributive law to multiply 2-digit numbers by 1 digit, integer scaling
they are manipulating the numbers, rather than try to problems and harder correspondence problems such as n objects are
remember a long series of instructions. connected to m objects

© White Rose Education 2022

Year 4 | Spring term | Block 1 – Multiplication and division B | Step 15

Efficient multiplication

Key learning
• Jack and Sam are working out 7 × 6 • Here are four different ways of working out 15 × 8 mentally.
Complete the calculation in each method.
To work out 7 × 6,
I do 7 × 3 = 21, Method 1
then double 21 = 42
15 × 8 = 10 × 8 + 5 × 8
Jack
= 80 +
To work out 7 × 6,
I do 7 × 5 = 35, =
Sam
then add 7 = 42
Method 2

Use Jack’s method to work out 8 × 6 15 × 8 = 3 × 5 × 8

Use Sam’s method to work out 9 × 6 =3×

=

• For each calculation, show two ways that you could find the
Method 3
answer if you do not know the times-table fact.
15 × 8 = 15 × 10 – 15 × 2

9×4 9×7 4×7 7×8 = –

=

• Work out the missing numbers. Method 4

5×8=5×4× 16 × 5 = 16 × 10 ÷ 15 × 8 = 30 × 8 ÷ 2
7×4=7×2× 19 × 7 = 20 × 7 – ×7 = ÷2
=
© White Rose Education 2022
Year 4 | Spring term | Block 1 – Multiplication and division B | Step 15

Efficient multiplication

Reasoning and problem solving

Find four different ways to work

multiple possible 21 42 38
out 18 × 5
answers, e.g.
Compare methods with Teddy, Eva and Amir choose one of the
(18 × 10) ÷ 2
a partner. number cards each.
They multiply their number by 5

Kim uses an array to help her work I did

out 19 × 3 40 × 5 and
then subtracted
2 lots of 5
Teddy 42

Kim has subtracted

20 × 3 = 60 I multiplied
one counter, rather
60 – 1 = 59 than one group of my number by 10
19 × 3 = 59 3 counters. and then divided
210 by 2
Eva
What mistake has Kim made?
Which number card has Amir got?
Draw or make the array correctly.
Talk about the different methods
Amir could have used.

© White Rose Education 2022