Multiply and Divide I can recall some multiplication I can use a complete multiplication square to help me solve multiplication and division problems. I can recall some multiplication facts from memory without having to go through the whole table. I can explain what happens to a number when I multiply by zero or one.

I can explain what happens when I multiply or divide a whole number by 10, 100 and 1000. I can use arrays or grids to investigate the factors and multiples of a whole number. I can use arrays or grids to explore how to break up and multiply the parts (factors) to make multiplication easier. e.g.15 x 6 = 10 x 6 + 5 x 6. I can use materials or diagrams to explain why the answer to a division is a fraction of the whole.

I can use my knowledge of division to find a fraction of a whole. I can use materials or diagrams to help solve division problems where the answer is a fraction. I can use materials or diagrams to explain why a sharing division can have a fractional answer. I can use arrays to represent grouping and sharing problems.

I can use parts-whole diagrams to represent sharing and grouping problems. I can write a number sentence to match a sharing or grouping problem and say what the numbers represent. I can write a number sentence to represent grouping or sharing problems beyond my tables knowledge. I can use an array or grid to explain how to split a multiplication.

I can record multiplication using a standard column notation. I can use jottings to explain my array calculation and can compare different ways of doing this. I can record multiplication using a standard column notation. I can write a division calculation to match a story problem beyond my tables knowledge. I can use an array, empty array or grid to investigate how to split a division.

I can use jottings to explain my division calculation. I can use diagrams to represent multiply and divide problems to help me decide how to solve them. I can write a number sentence to represent grouping and sharing problems beyond my tables knowledge. I can write a number sentence to represent multiplication problems involving fractional or decimal numbers.

I can use multiplication or division to solve ratio problems. I can say which parts of a situation the numbers in my calculation represent. I can use multiplication or division to solve ratio problems. I can write a number sentence to match a problem beyond my tables knowledge. I can use my knowledge of the relationship between multiplication and division to rearrange my number sentence to make calculations easier.

I can interpret problems which do not contain cue words. I can use what I know about operations to make a prediction about the solution to problems involving fractions or decimals. I can interpret problems which do not contain cue words. I can use different expressions to talk about multiply and divide. I can identify and use factors to make a calculation easier when solving relevant problems. E.g. 3 x 18 = 3x3x6= 9x6

I can use multiplying by 100 to help multiply by 25. E. g I can use multiplying by 100 to help multiply by 25. E.g. 36 x 25 = 9 x100 I can use multiplication and division facts to the 10th multiplication table. I can multiply and divide decimal fractions to two decimal places by 10, 100 and 1000. I can multiply whole numbers by two digit numbers.

I can multiply and divide decimal fractions to two decimal places by a single digit.