Number & Algebra
Chapter 5 | Multiplying and dividing whole numbers
Teacher Resource Sheets
Multiplying by changing the order (page 110)
What happens if you turn it? (Teacher Resource Sheet 35)
(This could be used as a starter just before Activity 1 on page 110.)
This displays some pictures of arrays and then the same array turned.
Example:
You can use this activity with a smart board, or any device which allows you to interact with the image displayed on a digital device such as a computer, laptop or tablet.
Pick the false ones (Teacher Resource Sheet 36)
(This sheet could be used as a starter or as a review to assess student’s understanding of the commutative property or in conjunction with the teaching on page 110.)
This displays 10 equations.
It asks students to write down the letters of the ones that are false and to make a word from the letters. The word is _______.
Taking it further (Teacher Resource Sheet 37)
(This sheet could be used as extension in conjunction with Multiplying by changing the order on page 110.)
This displays the equation
a x b = b x a for all numbers
and asks students to show whether it is true or not true for all whole numbers.
Encourage students to try decimals and fractions as well.
Multiplication strategies (page 111)
Aunt Jenny’s birthday (Getting started 5)
(This sheet could be used to find the range of strategies that students already know and can use or explain to solve a problem. It could be used prior to starting Multiplication strategies on page 111.)
This displays the Getting started on page 107.
This requires students to apply some problem solving skills as well as multiplication skills.
You could extend this by asking students to measure the lengths of other objects in the classroom and working out the best way to tile the lengths.
Get students to compare their answers with others. This could be done with a partner or as a small group activity.
Remember these strategies for multiplying (Teacher Resource Sheet 38)
(This sheet could be used as extra practice or revision of the different multiplication strategies that can be used to solve multiplication problems. It could be used in conjunction with page 111 in the student book or after Activity 2 on page 112.)
This displays some basic facts examples and problems that were taught in Book 3A. Students should be encouraged to learn their basic facts to 10 x 10.
Using facts already known
Example
8 x 17 = (8 x 10) + (8 x 5) + (8 x 2)
Taking some off or adding some on
Example
6 x 9 = (6 x 10) – (6 x 1)
Using twos and doubling
Example
8 x 4 = 2 x 2 x 2 x 4
Multiplying tens (Teacher Resource Sheet 39)
(This sheet could be used to remind students how to multiply tens. It could be used in conjunction with page 111. Example 3 in the Student Resource Book.)
This displays some multiplication by tens problems.
Example:
6 x 20 = 6 x 2 tens.
Area and multiplication (Teacher Resource Sheet 40)
(This sheet could be used to remind students of the between multiplication and area. It could be used in conjunction with page 111. Example 1 in the Student Resource Book.)
This displays some pictures of school courtyards and asks students to find the area.
Although students don’t officially learn to multiply length by width to find the areas of rectangles, their work with arrays will support students ready to make this connection.
Division strategies (page 115)
Pick the mistake (Teacher Resource Sheet 41)
(This sheet could be used just before students start Activity 3 on page 116.)
This displays some divisions that have been wrongly worked out and asks students to find the mistakes and correct them.
Which is which? (Teacher Resource Sheet 42)
(This sheet could be used to help students recognise the two different types of situation that give rise to a division equation. This could be used in conjunction with the teaching on page 115.)
This displays some sharing (partitive) and some “How many sets of …” (quotitive) division problems and asks students to say which is which.
Remainders (Teacher Resource Sheet 43)
(This sheet could be used as revision of how some divisions give rise to remainders and used as extension to Activities 3 and 4 on pages 116 and 117.)
This displays some divisions with remainders and asks students to find the answers and consider what might happen with the remainder in a real world situation.
Are you sitting down? (Teacher Resource Sheet 44)
(This sheet could be used as revision of how arrays can be used to help with division and in conjunction with page 117.)
This displays some questions where students are given a photo of some chairs and asked to find the number of rows that can be formed with rows of different numbers. Students could be asked what other rows the chairs might be evenly divided into.
How long? (Teacher Resource Sheet 45)
(This sheet could be used to point out the between division and finding the sides of rectangles. This could be used as an extension to Activity 3 on page 116.)
This displays a base of square blocks and asks students to find all possible rectangular arrangements of the 72 blocks.
Multiplying and dividing by choosing a strategy (page 118)
Your choice (Teacher Resource Sheet 46)
(This sheet could be used as revision before or after Activity 5 on page 118.)
This displays the beginning of a multiplication problem worked out using place value partitioning (splitting), rounding and compensating (tidy numbers) and doubling strategies and a division problem worked out using splitting and inverses (the inverse property of multiplication). Each of the strategies needs to be completed and identified. To finish them, this sheet will need to be displayed on a write on surface, or used with a smart board or pdf writer.
Ask students which way they think is the most efficient and why.
Multiplying cards (Teacher Resource Sheet 47)
(This sheet could be used to engage students in further practice of multiplication and division after Activity 5 on page 118.)
This displays the instructions to a game and displays the to some cards that you can print.
