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Year 6 Week 6 Lesson 1 Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Year 6 Week 6 Lesson 1 Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Teaching Summary
Starter
25 times-table
Challenge students to work in pairs to work out and record the 25 times-table from 0 × 25 to 12 × 25. Encourage them to use facts written earlier to work out later
ones. For example: double the answer to 4 × 25 to work out 8 × 25, add 2 × 25 and 3 × 25 to find 5 × 25, double 6 × 25 to work out 12 × 25. Give lots of praise
when they show you their completed times-table.
Main Teaching
Write the following multiplications on the whiteboard: 4 × 72, 65 × 8, 28 × 5, 20 × 56, 19 × 32, 46 × 99 and 42 × 25. Explain that students are going to think about
how to use mental multiplication strategies to find the answers. Emphasise that when they are using mental strategies, it is okay to make quick jottings to help
them.
Short Task
Ask students to privately think about how they would work out the first multiplication listed on the whiteboard, then swap ideas with a partner before moving onto
the next one. They ‘think, pair and share’ for each calculation.
Teaching
• Take feedback and discuss mental multiplication strategies for each calculation. For example:
– 4 × 72: remind students that, to multiply by 4, we double 72, then double again
– 65 × 8: (relates to the one above) double 65, then double and double again
– 28 × 5: because 5 is half of 10, we can do 28 × 10, then halve the answer
– 20 × 56: because 20 is double 10 we double 56, then × 10
– 19 × 32: 19 is a ‘nearly number’, so we can find 20 lots of 32, then subtract one lot of 32
– 29 × 43: 29 is a ‘nearly number’, so we find 30 lots of 43 then subtract one lot of 43
– 46 × 99: 99 is a ‘nearly number’, so we multiply 46 × 100 then subtract one lot of 48
• Explain that this fact web shows how someone used one fact to work out another multiplication. Together, work through each part of the fact web, asking
students to come up and write the answers in the fact web, then use these answers to work out other multiplications.
• Tell students that they will be creating their own fact webs, but they do not need to use the same stream of thought as the person who created this fact web.
They can use their own strategies and links that make sense to them and also add their own ideas.
Key Questions
• How did you multiply by 8? By 5?
• If you want to multiply by 19, what could you work out first to help you? Multiplied by 29? Multiplied by 99?
Watch out for
• Students who are not fluent in doubling and halving
• Students who work out 19 × 32 as 20 × 32 and then subtract 19 instead of 32, for example
• Students whose lack of times-table knowledge slows them down
Main Activity
Core
Number fact web
Students work in pairs and write 36 in the middle of an A3 sheet of paper. They multiply 36 by 2 and by 10, then use these facts to work out lots of other multiples
of 36, as in the whole-class teaching, but adapting to their own mental strategies and adding their own multiples. Say that you expect students to find at least 12
Plenary
Write the following equivalent calculations on the whiteboard in pairs.. Work together to decide which are true and which are false and then take feedback.
Calculations:
• 78 × 2 = 78 × 2 × 10 (True)
• 23 × 4 × 2 = 23 × 6 (False)
• 6 × 24 = 3 × 24 × 2 (True)
• (84 ÷ 4) × 100 = 84 × 25 (True)
• 25 × 52 = 50 × 26 (True)
Resources
Physical Resources
Teaching Summary
Starter
Mental calculation, using brackets
Ask students to work in pairs to use the number 3, as many times they want, with any of the four operations and brackets to make as many numbers from 0 to 10
as they can. For example: they could write (3 + 3) ÷ 3 to give 2. Share answers.
Main Teaching
• Remind students how to use short multiplication to work out 6 × 4354, modelling on squared paper. Talk through each stage and remind students to leave a
blank line for any 10s, 100s or 1000s digits that need to be added to the next product in the process. Emphasise the place value as you go: We do six times
four 1s. Since the answer is twenty-four, the two 10s go in the 10s column and we write the 4 in the 1s column. Keep going like this, emphasising the column
being multiplied each time.
• Ask if this answer looks about right. Remind students that they can round the numbers to make an approximation. Check this multiplication using the grid
• Ask students to use short multiplication to work out 7 × 2863, making an approximation first. Ask some students (from the Support group) to use the grid
method instead and check that all students get the same answer.
Short Task
Write a number between 1000 and 9999 on the whiteboard. Students work in groups of three. The first student multiplies the number by 3; the second student
multiplies the same number by 4 and the third student multiplies the same number by 7. Repeat with two other random 4-digit numbers.
Teaching
Take feedback on the short task. What did students notice about their three answers? (The first and second have a total of the third answer.) Ask them to use this
to check their answers.
Key Questions
• When using short multiplication, what do you work out first? Then what next?
• Where do you write the answer to that bit of the multiplication?
• Does the answer look about right?
Watch out for
• Students who are confused about where to write the answer to each part of the calculation
• Students who forget to add the ‘carry’ digits
• Students who try to multiply the digits written above the line instead of adding them
Main Activity
Core
Short multiplication
Students work through questions 1–12 of GP 6.6.2, using short multiplication to multiply 4-digit numbers by 1-digit numbers, approximating first.
Support
Short multiplication
Challenge students, in pairs, to use the digits 1, 2, 3, 4 and 5 once each to make the 4-digit by 1-digit multiplication with the largest answer. Repeat, using the
same digits, to make the smallest answer. Students use whichever written method they feel comfortable with. Support them in using rounding to approximate
answers to help them find sensible numbers. If any students are ready to move on to using short multiplication, support them in this. Agree that the answers are
5 × 4321 = 21 605 and 1 × 2345 = 2345.
Plenary
Write the following multiplications on the whiteboard: 6 × 4827; 3 × 1999, 4 × 1221, 5 × 2371 and 4 × 1250. Ask students to discuss how they would work these
out. Are there any that they could work out mentally, including using a jotting, rather than using short multiplication? Take feedback. Discuss how they could work
out the second, third and fifth multiplications. Ask students to work in pairs to write another ☐ × ☐ ☐ ☐ ☐ multiplication that they would work out mentally. They
swap with another pair.
Resources
Physical Resources Photocopiable Resources
• Squared paper • GP 6.6.2
Teaching Summary
Starter
Find change
Students work in groups of 4–6. Each student writes on their whiteboards a price between £20 and £50, but with no 0s allowed! When you say Go, each group
places their whiteboards in the middle of the table and they find the change from £50 for each price that has been written. Which group finishes first? Repeat the
process.
Main Teaching
• Draw four pictures showing different fireworks on the whiteboard. Give each firework a price per box: £47·69, £23·45, £17·38, £38·56. Say that some people
are planning a community fireworks show and are working out which boxes of fireworks to buy. They decide to buy six boxes of each collection.
Demonstrate, on squared paper if necessary, how to use short multiplication to work out 6 × £23·45:
• Take feedback on the task, checking students’ answers. Together, work out the total cost. If the group has a budget of £1000, how much would be left for
buying food for their fireworks show?
• If someone had a budget of £50 for a smaller family firework show, which fireworks could they buy? Discuss how they could buy two £23·45 spiral collection
boxes or three £17·38 boxes or just one of the other two boxes or one £23·45 spiral box plus a £17·38 box.
Short Task
Ask students, in pairs, to find the total cost if the family bought two boxes of the £23·45 spiral collection and the change from £50.
Teaching
Main Activity
Core
Short multiplication of money
Work with a group of students who needed help with short multiplication of money in the whole-class teaching section of the lesson. Use the firework prices from
earlier (£47·69, £23·45, £17·38, £38·56) and show students how to use short multiplication to work out how to find the cost of three, then seven of one of the
boxes of fireworks. Ask students to find the cost of five then eight of the same box of fireworks, making approximations first. Repeat for each box of fireworks,
helping students with their calculations as necessary.
Assessment Focus
• Can students use short multiplication to multiply 4-digit prices by 1-digit numbers?
• Can students make an approximation?
Y6 TB1 p52 Short multiplication and the grid method
Linked Resources: Y6 TB1 Answers p44-53
Support
Y6 TB1 p51 Short multiplication and the grid method
Plenary
Draw a picture of a box of fireworks costing £24·99. Ask: How could we work out how much it would cost to buy three of these boxes? Do we need to use a
written method? Agree that we could round £24·99 to £25: 3 × £25 = £75, then we need to take off 3p because we rounded up by 1p and multiplied by 3. Ask:
What would be the cost of four boxes? Five boxes? Six boxes? Ask pairs of students to write a multiplication of the form ☐ × £☐ ☐·☐ ☐ which they could work
out mentally. Ask some pairs to share their calculations.
Resources
Physical Resources Photocopiable Resources
• Squared paper • Y6 TB1 Answers p44-53
• Whiteboards
• Y6 TB1
Teaching Summary
Starter
Place value in 5- and 6-digit numbers
Students each write a 5-digit number on their whiteboards using five different digits. Roll a 0–9 dice. If the number on the dice matches a digit in a student’s
number, they score the value of this digit in their number, so if a student has the number 54 837 and you roll a 4, the child scores 4000. Repeat this five times.
Students find their total score. Who has the highest score?
Repeat with students writing a 6-digit number. Roll the dice six times.
Main Teaching
• Explain to the students that, in an electrical store, 13 washing machines were sold at a price of £329 each. Remind students how we can use long
multiplication to find how much money was taken for these 13 washing machines. Model using squared paper as shown below.
Main Activity
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Core
Multiplying 3-digit numbers by teen numbers
Write two columns of numbers on a flip chart: 325, 148, 267, 531 and 456 in one column and 13, 14, 15, 16, 17 and 18 in the second column. Ask students to
choose two numbers, one from each column, to multiply and make the smallest possible product and likewise for the largest possible product.
Next, split the group into two teams. Students from Team A choose one number from each column to multiply together which they think will give an answer of
between 2500 and 5000. They work out the multiplication. If correct, they score a point. Then Team B chooses one number from each column which they think will
multiply to give an answer of between 5000 and 7500. They work out the mulitplication If correct, they score a point. Repeat three more times.
Assessment Focus
• Can students use long multiplication to multiply 3-digit numbers by teen numbers?
• Can students make approximations?
Y6 TB1 p55 Long multiplication and the grid method
Linked Resources: Y6 TB1 Answers p54-64
Support
Y6 TB1 p54 Long multiplication and the grid method
Linked Resources: Y6 TB1 Answers p54-64
Extend
Y6 TB1 p56 Long multiplication and the grid method
Linked Resources: Y6 TB1 Answers p54-64
Further Support
Students may use the grid method rather than long multiplication. Make sure they are really confident with the grid method and emphasise that, as long as they
get the right answer, this is fine. If students are able to use long multiplication but make errors when adding up because they add up the ʻmovedʼ digits, suggest
they work out the multiplication by the 1-digit number at the side and then write in the long multiplication so that there are no ʻmovedʼ digits to get confused.
Plenary
Challenge students to come up with a multiplication in the format 1☐ × ☐ ☐ ☐, which gives an answer as close to 5000 as possible. Students work in pairs. Who
came closest?
Additional Activity
Students can have a go at Game 4 from the additional activity Dicey Operations from the NRICH website.
Linked with kind permission of NRICH, nrich.maths.org
Teaching Summary
Starter
Times-tables
Students work in pairs. Set a timer to 2 minutes and start the timer. Students in each pair put their hands behind their backs. They say three, two, one and bring
their hands out showing any number of fingers they like. The first student to say the product of the two numbers shown on their fingers wins a base-10 cube. For
example: one student shows eight fingers and one student shows seven fingers. One of the students says 56. Repeat the process. After 2 minutes, stop them and
ask if anyone has won a total of more than 12 cubes. Did anyone win a total of more than 20 cubes? Say: Wow, you must really know your times-tables!
Main Teaching
• Write three numbers between 1000 and 9999 (such as 9635, 6592 and 3100) on the whiteboard. Say that we can choose one of the numbers to multiply by
14. Ask students, in pairs, to discuss which number, when multiplied by 14, they think will give an answer closest to 50 000. Take ideas.
• Demonstrate using long multiplication to work out one suggestion. Revise the stages: Stage 1: multiply by 10 and write the answer (this bit is
straightforward!); Stage 2: multiply by the second digit (short multiplication); Stage 3: add the two numbers (leave a line).
• Go through the multiplication and read the answer together.
Short Task
Students try one of the other two numbers and multiply it by 14. Support them in going through the stages. Some students may use the grid method. Say: This will
enable us to check our answer.
Teaching
Take feedback and agree the answer. Then multiply the last number by 14 altogether, going carefully through the stages. Which answer was closest to 50 000?
Short Task
Write three numbers between 1000 and 9999 (such as 7397, 7565 and 4243) on the whiteboard. Students work in pairs to guess which numbers, when multiplied
by 13, will give an answer of less than 50 000. They try out their ideas, going carefully though the stages to perform long multiplication. Students needing support
may use grid multiplication.
Teaching
Main Activity
Core
Y6 TB1 p58 Long multiplication and the grid method
Linked Resources: Y6 TB1 Answers p54-64
Support
Y6 TB1 p57 Long multiplication and the grid method
Linked Resources: Y6 TB1 Answers p54-64
Extend
Multiplying 3-digit numbers by numbers greater than 20
Write the following multiplication on a flip chart:
Point out that the first row this time is not just 10 lots of 346, but 20 lots of 346. Discuss how this answer will be 10 times bigger than 2 × 346. Ask: What is double
46? And double 300? So double 346 is 692, therefore 20 × 346 is 6920. Write this in on the flip chart, then ask students to carry on and complete the long
Plenary
Write the following multiplications on the whiteboard: 11 × 2431, 16 × 5127, 12 × 1221, 18 × 6371 and 19 × 2500. Ask students to discuss how they would work
these out. Ask: Are there any that you could work out mentally, including using a jotting, rather than using long multiplication? Take feedback, discuss how they
could work out 1 (add 10 lots of 2431 and 1 lot of 2431) and also 3 (add 10 lots of 1221 and double 1221) and 5 (work out 20 × 2500 and subtract 2500). Ask
students to work in pairs to write another ☐ ☐ × ☐ ☐ ☐ ☐ multiplication that they would work out mentally. They swap with another pair and work out the answer.
Resources
Physical Resources Photocopiable Resources
• Base-10 cubes • Y6 TB1 Answers p54-64
• Flip chart
• Timer
• Y6 TB1