Multiplication is commutative. This means the order of the factors can be changed without changing the calculation or product.

Use knowledge of the 2, 5 and 10 times tables to solve problems

Maths

Explain how groups of five and ten are related

Explain the relationship between multiples of five and ten

Use knowledge of the relationships between the 5 and 10 times tables to solve problems

Explain how a factor of zero or one affects the product

Represent multiplication equations in different ways

Use knowledge of the 2, 5 and 10 times tables to solve problems in a range of contexts

Explain what each factor represents in a multiplication story

Explain what each factor represents in a multiplication story when one of the factors is one

Explain how a multiplication equation with 2 as a factor is related to doubling

In this unit pupils will represent the 5x in different ways. They will explain the relationship between adjacent multiples of 5 and how 5x and 10x are related. In the future unit pupils will learn how a multiplication equation with 2 as a factor relates to doubling and how a division equation with 2 as a divisor relates to halving. They will explain the relationship between factors and products.

In the prior unit pupils represented the 2x 10x table in different ways using 2x 10x table to solve problems. They explained the relationship between adjacent multiples of 2/10 and that factor pairs can be written in any order. In this unit pupils will represent the 5x in different ways. They will explain the relationship between adjacent multiples of 5 and how 5x and 10x are related.

In this unit pupils will represent the 5-times table in different ways. They will explain the relationship between adjacent multiples of 5 and how 5- and 10-times tables are related.¬†

Representing counting in 5s as the 5 times table and link to the 10 times tables

2 × 3 = 6, the 2 represents the number of plates, the 3 represents __________. These are our factor pairs.

Look at the image below. Select the multiplication expression that represents the amount of sweets.

Select the correct ways to represent the image below.

Miss Coe has organised 3 plates of 2 cupcakes. Miss Miah has 2 plates. If they both have the same amount of cupcakes, how many cupcakes does Miss Miah have on each of her plates? {{ }} cupcakes.

A local bakery packs pastries into 4 boxes of 5 pastries. If 5 boxes are used and the same amount of pastries are packed, how many pastries will be in each box? {{ }} pastries 

Aisha plays a bean bag game and throws 4 of her bean bags into the 10 point zone. How many bean bags would she need to score the same amount if all her bean bags were thrown into the 5 point zone?

Look at the array and complete the sentence. There are ___ groups of 6 , this is the same as {{ }} × 6

Which word completes the sentence? The order of the __________ can be changed and the product remains the same. This is known as commutativity.

Look at the arrays. Select the correct expressions that describe the groupings.

Look at the array to help you fill in the gap with the same number: {{ }} × 4 = 4 × ___

Aisha and Laura have some coins. They each have 50 p altogether. If Aisha has one 50 pence coin and Laura has five of the same coin, what coins must Laura have? Laura will have 5 {{ }} pence coins.

Use knowledge of the 2, 5 and 10 times tables to solve problems

Lesson outcome