# Using multiples to divide

In this lesson, we will explore dividing numbers by partitioning into multiples and dividing the parts. We will start with calculations that involve dividing by a single digit making links to the multiplication calculations in the last lesson. We will then find multiples of 2-digit numbers and use these to divide by partitioning into multiples in order to divide each part.

Quiz:

# Intro quiz - Recap from previous lesson

Before we start this lesson, let’s see what you can remember from this topic. Here’s a quick quiz!

Q1.Which of the following statements about a prime number is true?

1/5

Q2.Using distributive law, which of the following number statements is FALSE?

2/5

Q3.Look at the bar model below which is similar to other bar models used during the lesson. Which number statement does the bar model correctly represent to help us calculate the total number of swimmers?

3/5

Q4.Below is an area model. What is the product of this area model?

4/5

Q5.During the lesson, we demonstrated how an area model could be arranged to show distributive law after one of the factors was partitioned. If the product for a calculation is 120, what are the two missing values?

5/5

Quiz:

# Intro quiz - Recap from previous lesson

Before we start this lesson, let’s see what you can remember from this topic. Here’s a quick quiz!

Q1.Which of the following statements about a prime number is true?

1/5

Q2.Using distributive law, which of the following number statements is FALSE?

2/5

Q3.Look at the bar model below which is similar to other bar models used during the lesson. Which number statement does the bar model correctly represent to help us calculate the total number of swimmers?

3/5

Q4.Below is an area model. What is the product of this area model?

4/5

Q5.During the lesson, we demonstrated how an area model could be arranged to show distributive law after one of the factors was partitioned. If the product for a calculation is 120, what are the two missing values?

5/5

# Video

Click on the play button to start the video. If your teacher asks you to pause the video and look at the worksheet you should:

• Click "Close Video"
• Click "Next" to view the activity

Your video will re-appear on the next page, and will stay paused in the right place.

# Worksheet

These slides will take you through some tasks for the lesson. If you need to re-play the video, click the ‘Resume Video’ icon. If you are asked to add answers to the slides, first download or print out the worksheet. Once you have finished all the tasks, click ‘Next’ below.

Quiz:

# Using multiples to divide quiz

Today we focused on the concepts of inverse and derived facts, using what we know to help complete division calculations using mental strategies. The key representations included number lines, area models and cuisenaire rods which are great for visual reminders of the maths taking place. Now it is time to see how much of the learning you understood. Best of luck, remember to read all questions carefully!

Q1.Using your knowledge of inverse, which of the following numbers is not a factor of 248?

1/5

Q2.Use your knowledge of multiples to identify the missing factor from the area model below.

2/5

Q3.If I know 6 x 15 is 90, I can generate other facts. But which of the following number sentences is not derived from this original fact?

3/5

Q4.45 is a factor of 360 because.....

4/5

Q5.Today we used cuisenaire rods to help set out multiples. If we give the white rod the value of 9, which of the following statements is true?

5/5

Quiz:

# Using multiples to divide quiz

Today we focused on the concepts of inverse and derived facts, using what we know to help complete division calculations using mental strategies. The key representations included number lines, area models and cuisenaire rods which are great for visual reminders of the maths taking place. Now it is time to see how much of the learning you understood. Best of luck, remember to read all questions carefully!

Q1.Using your knowledge of inverse, which of the following numbers is not a factor of 248?

1/5

Q2.Use your knowledge of multiples to identify the missing factor from the area model below.

2/5

Q3.If I know 6 x 15 is 90, I can generate other facts. But which of the following number sentences is not derived from this original fact?

3/5

Q4.45 is a factor of 360 because.....

4/5

Q5.Today we used cuisenaire rods to help set out multiples. If we give the white rod the value of 9, which of the following statements is true?

5/5

# Lesson summary: Using multiples to divide

## Time to move!

Did you know that exercise helps your concentration and ability to learn?

For 5 mins...

Move around:
Climb stairs

On the spot:
Chair yoga