Year 4 - Maths
Partition one of the factors in a multiplication equation using representations
Understand and represent multiplicative structures
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit pupils will explain how each part of a multiplication and division equation relates to a story. They will partition one of the factors in a multiplication equation in different ways using representations.
Lesson Summary
You will learn to partition one of the factors in a multiplication equation in different ways using representations.
Key Notes
- We can easily calculate multiples of a number by adding on or subtracting that number from an adjacent multiple.
- Multiplying a number by a group of numbers added together is the same as doing each multiplication separately.
- A factor can be partitioned to solve multiplication problems efficiently.
Vocabulary To Learn
- Multiples: The product of a number and an integer.
- Partition: The act of splitting an object or value down into smaller parts.
- Distributive law: The distributive law says that multiplying a number by a group of numbers added together is the same as doing each multiplication separately.
- Adjacent: Next to each other. In this lesson, it's used to refer to multiples that are next to one another.
Common Mistakes To Avoid
- Counters are being used for unitisation in this lesson but sometimes pupils can struggle to understand that counters can be worth different amounts without a proportional change in size.
3 Quick Questions (With Answers)
1. Solve this in steps: explain the method from this lesson and why each step matters.
We can easily calculate multiples of a number by adding on or subtracting that number from an adjacent multiple. Multiplying a number by a group of numbers added together is the same as doing each multiplication separately.
2. Use this key word in a maths sentence and explain it clearly. 'Multiples'
The product of a number and an integer. Use this word when showing your method, then check your final answer is reasonable.
3. Spot and fix this common maths mistake.
Mistake: Counters are being used for unitisation in this lesson but sometimes pupils can struggle to understand that counters can be worth different amounts without a proportional change in size. Correction: Count up and down in different amounts using the counters so that children understand they represent a unit that can have different values in different examples.
More Lessons In This Unit
- Explain how each part of a multiplication and division equation relates to a story Study Guide
- Explain what each factor represents in a multiplication equation Study Guide
- Explain where zero can be part of a multiplication or division expression and the impact it has Study Guide
- Explain which is the most efficient factor to partition to solve a multiplication problem Study Guide
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