Year 5

Year 5

# Using derived facts to multiply mentally

## Switch to our new maths teaching resources

Slide decks, worksheets, quizzes and lesson planning guidance designed for your classroom.

## Lesson details

### Key learning points

1. In this lesson, we will use our knowledge of multiplying and dividing by 10, 100 and 1000 to derive facts from known facts. We will then use the distributive law and derived facts to multiply by choosing the most efficient and effective representations.

### Licence

This content is made available by Oak National Academy Limited and its partners and licensed under Oak’s terms & conditions (Collection 1), except where otherwise stated.

## Video

Share with pupils

## Worksheet

Share with pupils

## Starter quiz

Share with pupils

### 5 Questions

Q1.
The strategy of separating a number into its individual units of value is commonly known as?
Approximation
Guessing
Rounding
Q2.
Half of 24 is also the same as:
240 ÷10
72 ÷ 3
96 ÷ 2
Q3.
The bar model below is used to help divide or multiply numbers. What number should be placed in the top white boxes?
12
40
6
Q4.
Which of the following number sentences will help you to solve the calculation 25 x 8?
100 x 4
250 x 80
50 x 8
Q5.
Which derived fact helps me to mentally solve 240 ÷ 5?
120 ÷ 10
120 x 10
48 ÷ 10

## Exit quiz

Share with pupils

### 5 Questions

Q1.
Which of the following methods for answering a multiplication questions is NOT a mental strategy?
Array models
Blank number line
Marked number line
Q2.
Today we discussed distributive law in relation to multiplication. But which of the following number sentences does NOT correctly represent distributive law?
13 x 24 = 10 x 24 + 3 x 24
19 x 17 = 19 x 10 + 19 x 5 + 19 x 2
Correct answer: 26 x 14 = 20 x 10 + 6 x 4
32 x 7 = 30 x 7 + 2 x 7
Q3.
Which of the following representations would be efficient for the calculation 317 x 23?
Cuisenaire Rods
Dienes
Q4.
For which of these calculations would you consider using a mental strategy and NOT a written method?
456 x 7
572 x 6