MULTIPLICATION AND DIVISION – YEAR SIX
Objectives (APP – Level 4/5)
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Recall multiplication facts to 10 x 10
Use short multiplication and division written methods when multiplying or dividing by a
single digit
Use efficient methods of multiplication and division, including long multiplication for TU
xTU
Carry out short multiplication and division of numbers involving decimals to two places
(L5)
Thorpe Primary School Calculations Policy
Objectives National Curriculum 2014
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Multiply multi-digit numbers by a two-digit whole number using the formal written method of
long multiplication
Divide numbers up to 4 digits by a two-digit whole number using the formal written method of
long division, and interpret remainders as a whole number remainders, fractions, or by
rounding as appropriate for the context
Divide numbers up to 4 digits by a two-digit number using the formal written method of short
division where appropriate, interpreting remainders according to the context
Vocabulary: Lots of, groups, repeat, same size, times, multiply, jumps of, multiplied by,
Vocabulary: Sharing, share equally, into groups, equal, halve, share, one each….etc, divided by,
multiple of, array, row, column, double, repeated addition, product, grid method, short
multiplication, partition
divided into, left over, remainder, how many groups, factor, divisible by, chunking, inverse,
quotient
MULTIPLICATION
In Year 6, children consolidate multiplication facts to 12 x 12 and their associated
division facts. They refine methods of grid multiplication and formal written
methods, extending to decimals up to 2dp. They use their estimate to check the size
of their answer.
DIVISION
In Year 6, children consolidate multiplication facts to 12 x 12 and their associated
division facts. They move towards formal methods of division using the chunking
method as a model. They extend short division methods to decimals to 2dp.
Children extend the grid method to HTU x TU
Children reduce the
number of jottings
Using their knowledge of short division from Year 5, children extend this to dividing by
a single digit and calculate a decimal remainder.
Children divide a decimal by a single digit. Real life problem solving contexts will always
be the starting point to make the calculations meaningful.
Children align the
decimal point
Children use their knowledge of partitioning decimal numbers to extend the grid
method.
Insert zeros as place holders.
Align the decimal point.
Children will use their knowledge of decimals and trailing zeros to calculate a decimal
remainder.
Trailing zero used as a
place holder
MULTIPLICATION AND DIVISION – YEAR SIX
Once children are secure with place value of whole numbers and decimals, they
will be extended to multiplying decimals up to 2dp by a single digit using the
short multiplication method taught in Year 5.
Line up the decimal point in the
question and the answer.
Remind children that the single digit
belongs in the units column.
Children build on short multiplication and long multiplication methods taught in
Year 5 to more complex numbers.
Children will compare the grid method to make connections with the answers in
each row. The numbers carried above the tens and hundreds column come from
the multiplication 346 x 8 which is shown underneath.
Thorpe Primary School Calculations Policy
Children divide by TU using chunking, interpreting the remainder depending on the context
Children will write useful multiples on the side and will be encouraged to use more efficient
chunks to reach the answer more quickly.
Useful multiples
10 x 15 = 150
20 x 15 = 300
5 x 15 = 75
100 x 15 = 1500
Children should express the remainders as
fractions, decimals or use rounding
depending on the context.
Eg £432 ÷ 15 = £28.80
More able children, who are secure with mental methods and working at a higher level, will
quickly apply the short method of division to two-digit divisors. Their work may be supported
by jottings to enable them to see the decimal remainder more quickly. This method is not
recommended before the chunking method is established.
Children will be taught to multiply by
the tens first.
Jottings
First multiples of 15
15, 30, 45, 60, 75, 90, 105, 120
Trailing zero used as a place holder
All children will have opportunities to use and apply their knowledge of division in a range
of problem solving contexts.
MULTIPLICATION AND DIVISION – YEAR SIX
More able children will be able to multiply by decimal numbers by converting the
numbers to whole numbers to perform long multiplication then adjusting the
answer. They will consider whether the use of a calculator would be more efficient
in every case.
725 x 2.7m becomes 725 x 27 by multiplying the 2.7 by 10.
Use long multiplication to calculate the answer.
Divide the final answer by 10.
Children will judge whether using a calculator is more appropriate in more
complex calculations.
Thorpe Primary School Calculations Policy
MULTIPLICATION AND DIVISION – YEAR SIX
Models and Images
To support understanding of multiplying by multiples of 10 (eg 6 x 40)
Thorpe Primary School Calculations Policy
Models and Images
ITP: Remainders supports the understanding of converting
remainders to fractions
Use factorising eg 6 x 40 = 6 x 4 x 10 = 24 x 10
ITP: Moving Digits to support
multiplying and dividing by
powers of 10.
ITP: Grouping to demonstrate fractional remainders
ITP: Multiplication Grid to
support solving problems with
missing numbers
Children will continue to make use of decimal arrow cards and Base 10 blocks to
support partition of decimal numbers.
Use of Numicon rods to demonstrate a fractional
remainder