Download Structure of HSNP Numeracy - Four levels of proficiency

Multiplication 2:
Multiples and factors
Objectives

Know the 6 and 7 times tables up to the 12th multiple

Identify multiples of 2, 3, 4, 5, 6, 7 and 9

Find factors of two-digit numbers

Multiply two-digit and three-digit numbers by single-digit numbers
For this unit you will need:
12-section counting stick (see resources), packs of 0 to 12 cards (see
resources), multiples grid (see resources)
Watch out for pupils who:

do not know their 2, 3, 4, 5, 6 and 9 times tables. This lack of
knowledge will really slow down their work in multiplication and
division so use day 1’s activities with other tables as necessary;

struggle to learn their 7 times; encourage them to turn the
multiplication round, e.g. if they don’t know three 7s, to use seven
3s, and to use doubling, e.g. double four 7s to find eight 7s.
HSNP © Hamilton 2013
Keeping up Term 1
Multiplication 2
Session 1
Objective: Know the 6 and 7 times tables
Teacher input with whole class
 Together chant the 6 times table: one 6 is 6, two 6s are 12, three 6s are
18…. twelve 6s are 72.
 Repeat, this time stopping occasionally to ask the corresponding
division fact. Four 6s are 24, how many 6s are in 24?
Paired pupil work
 Pupils work in pairs to shuffle a pack of 0 to 12 cards and place in a pile
face down. One person turns over the cards one at a time and the
other person multiplies the number on the card by 6. They then swap.
How quickly can they each get through the pack of cards?
Teacher input with whole class
 Write the multiples of 7 (0 to 84) under the counting stick. Use it to
support chanting of the 7 times table: one 7 is 7, two 7s are 14, three
7s are 21… twelve 7s are 84.
 Rub out 14, 21, 28, 42, 49, 63, 77 and 84 and repeat.


Rub out all the numbers and repeat.
Show pupils 56 = 7 × 8, pointing out the sequence of digits 5, 6, 7, 8 to
help them remember this fact. Point out that most facts are in other
times tables that are easier to learn.
Paired pupil work
 Pupils work in pairs to shuffle a pack of 0 to 12 cards and place in a pile
face down. One person turns over the cards one at a time and the
other person multiplies the number on the card by 7. They then swap.
How quickly can they each get through the pack of cards?
HSNP © Hamilton 2013
Keeping up Term 1
Multiplication 2
Session 2
Objectives: Identify multiples of 2, 3, 4, 5, 6, 7 and 9; Find factors of twodigit numbers
Teacher input with whole class
 Display the multiples grid of hexagons. Split the class into two teams.
Shuffle a set of 2, 3, 4, 5, 6, 7, and 9 digit cards. One person from team
A takes one, and rings a number on the grid which is a multiple of that
number using their chosen colour. They first consult with team mates.
A person from Team B does the same.
 Team A aim to make a line from left to right and team B aim to make a
line from top to bottom.
 Continue playing until one team has made a line from one side of the
grid to the other.
42
24
15
21
12
14
49
18
36
9
8
28
25
32
40
60
72
54
84
8
20
50
36
30
48
16
45
63
56
44
Paired pupil work
 Pupils work in pairs to find which number from the following has most
factors:
16
24
36
42
49
 Take feedback. Did the largest number have the greatest number of
factors
HSNP © Hamilton 2013
Keeping up Term 1
Multiplication 2
Session 3
Objective: Multiply two-digit and three-digit numbers by single-digit
numbers
Teacher input with whole class
 Remind pupils how they can use partition to multiply two-digit
numbers by single-digit numbers, using a jotting if they find it helpful
e.g. 43 × 6
43
240
18
258
Individual practice
 Ask pupils to multiply the following numbers by 6 and by 7: 42, 34, 63
and 47.
Teacher input with whole class
 Remind pupils how they can use the grid method to keep track of the
partitioning when multiplying three-digit numbers by single-digit
numbers, e.g. 3 × 234
×
200
30
4
3
600
90
12
702

Ask pupils to discuss in pairs which of the following multiplications will
have the greatest and least answers, and why. Take feedback.
323 × 6
626 × 3
568 × 3
287 × 7
384 × 6
Individual practice
 Ask pupils to make an estimate for each, and then use the grid method
to find the exact answers.
HSNP © Hamilton 2013
Keeping up Term 1
Keeping up Term 1
HSNP © Hamilton 2013
Multiplication 2