teaching resource

Multiplication and Division Fact Families Teaching Slides

Updated: 06 May 2024

Introduce multiplication and division fact families to your students with this teaching slide deck.

Editable: Google Slides, PowerPoint
Pages: 1 Page
Years: 2 - 4

Curriculum

VC2M3A03

Recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts <ul> <li>using concrete or virtual materials, groups and repeated addition to recognise patterns and establish the 3, 4, 5 and 10 multiplication facts; for example, using the language of ‘3 groups of 2 equals 6’ to develop into ‘3 twos are 6’ and extend to establish the 3 × 10 multiplication facts and related division facts</li> <li>recognising that when they multiply a number by 5, the resulting number will either end in a 5 or a zero; and using a calculator or spreadsheet to generate a list of the multiples of 5 to develop the multiplication and related division facts for fives</li> <li>practising calculating and deriving multiplication facts for 3, 4, 5 and 10, explaining and recalling the patterns in them and using them to derive related division facts</li> <li>systematically exploring algorithms used for repeated addition, comparing and describing what is happening, and using them to establish the multiplication facts for 3, 4, 5 and 10; for example, following the sequence of steps, the decisions being made and the resulting solution, recognising and generalising any emerging patterns</li> </ul>
VC2M4N06

Develop efficient mental and written strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder <ul> <li>using and choosing efficient calculation strategies for addition and subtraction problems involving larger numbers, for example, place value partitioning, inverse relationship, compatible numbers, jump strategies, bridging tens, splitting one or more numbers, extensions to basic facts, algorithms and digital tools where appropriate</li> <li>using physical or virtual materials to demonstrate doubling and halving strategies for solving multiplication problems; for example, for 5 × 18, using the fact that double 5 is 10 and half of 18 is 9; or using 10 × 18 = 180, then halving 180 to get 90; or applying the associative property of multiplication, where 5 × 18 becomes 5 × 2 × 9, then 5 × 2 × 9 = 10 × 9 = 90 so that 5 × 18 = 90</li> <li>using an array to represent a multiplication problem, connecting the idea of how many groups and how many in each group with the rows and columns of the array, and writing an associated number sentence</li> <li>using materials or a diagram to solve a multiplication or division problem, by writing a number sentence and explaining what each of the numbers within the number sentence refers to</li> <li>representing a multiplicative situation using materials, array diagrams and/or a bar model, and writing multiplication and/or division number sentences, based on whether the number of groups, the number per group or the total is missing, and explaining how each number in their number sentence is connected to the situation</li> <li>using place value partitioning, basic facts and an area or region model to represent and solve multiplication problems; for example, for 16 × 4, thinking 10× 4 and 6 × 4, then 40 + 24 = 64, or a double double strategy where double 16 is 32, double this is 64, so 16 × 4 is 64</li> </ul>
VC2M4A02

Recall and demonstrate proficiency with multiplication facts up to 10 × 10 and related division facts, and explain the patterns in these; extend and apply facts to develop efficient mental and written strategies for computation with larger numbers without a calculator <ul> <li>using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in multiplication facts up to 10 × 10; and using the arrays to explain the related division facts</li> <li>using materials or diagrams to develop and record multiplication strategies such as doubling, halving, commutativity and adding one more or subtracting from a group to reach a known fact; for example, creating multiples of 3 on grid paper and doubling to find multiples of 6, and recording and explaining the connections to the × 3 and × 6 multiplication facts: 3, 6, 9, … doubled is 6, 12, 18, …</li> <li>using known multiplication facts for 2, 3, 5 and 10 to establish multiplication facts for 4, 6, 7, 8 and 9 in different ways; for example, using multiples of 10 to establish the multiples of 9 as ‘to multiply a number by 9 you multiply by 10 then take the number away’: 9 × 4 = 10 × 4 − 4, so 9 × 4 is 40 − 4 = 36; or using multiples of 3 as ‘to multiply a number by 9 you multiply by 3, and then multiply the result by 3 again’</li> <li>using arrays and known multiplication facts for twos and fives to develop the multiplication facts for sevens, applying the distributive property of multiplication; for example, when finding 6 × 7, knowing that 7 is made up of 2 and 5, and using an array to show that 6 × 7 is the same as 6 × 2 + 6 × 5 = 12 + 30, which is 42</li> </ul>

teaching resource

Multiplication and Division Fact Families Teaching Slides

Updated: 06 May 2024

Introduce multiplication and division fact families to your students with this teaching slide deck.

Editable: Google Slides, PowerPoint
Pages: 1 Page
Years: 2 - 4

Introduce multiplication and division fact families to your students with this teaching slide deck.

🌱 Multiplication and Division Fact Families ✖️➗

Learning about multiplication and division fact families can be a fun and exciting time for learners! Discovering the relationships between parts of a fact family is fundamental to learning about numbers and operations.

This instructional slide deck will make a great addition to your Maths lessons when learning about fact families. The presentation includes opportunities for your students to demonstrate their understanding of the content with built-in checks for understanding questions.

With this slide deck, your students will learn:

a definition of fact families
examples of fact families
factors and products
dividends, divisors, and quotients.

Through this activity, students will learn to identify the parts of a multiplication and division operation and how they relate to one another.

Tips for Differentiation + Scaffolding

A team of dedicated, experienced educators created this resource to support your maths lessons.

In addition to individual student work time, use this instructional slide deck on fact families to enhance learning through guided math groups, whole-class lessons, or remote learning assignments.

If you have a mixture of above and below-level learners, check out these suggestions for keeping students on track with the concepts:

🆘 Support Struggling Students

Help students who need support by breaking the teaching presentation into smaller portions. For example, use the material to teach multiplication fact families first and allow students to talk, process, and record their learning. When your students are ready, use the material to cover division fact families while comparing the two types of operations.

➕ Challenge Fast Finishers

For students who may need a bit of a challenge, encourage them to practice their knowledge of fact families by creating some visual representations of two-digit number multiplication and division fact families in their books!

Easily Prepare This Resource for Your Students

Use the Download button to access the editable Google Slides or PowerPoint version of this resource.

Don’t stop there! We’ve got more activities and resources that cut down on lesson planning time:

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Fact Family Safari (Multiplication and Division) Interactive Resource

Go on a colourful safari adventure with your students and help them solve interactive challenges whilst learning about multiplication and division fact families!

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Fact Family Matching Game (Multiplication and Division)

Use this engaging and fun game to practise fact families and the relationship between multiplication and division.

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Fact Family Mazes Differentiated Worksheet Set

Use this differentiated worksheet set to provide independent practise of fact family knowledge to solve multiplication expressions.

Curriculum

VC2M3A03

Recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts <ul> <li>using concrete or virtual materials, groups and repeated addition to recognise patterns and establish the 3, 4, 5 and 10 multiplication facts; for example, using the language of ‘3 groups of 2 equals 6’ to develop into ‘3 twos are 6’ and extend to establish the 3 × 10 multiplication facts and related division facts</li> <li>recognising that when they multiply a number by 5, the resulting number will either end in a 5 or a zero; and using a calculator or spreadsheet to generate a list of the multiples of 5 to develop the multiplication and related division facts for fives</li> <li>practising calculating and deriving multiplication facts for 3, 4, 5 and 10, explaining and recalling the patterns in them and using them to derive related division facts</li> <li>systematically exploring algorithms used for repeated addition, comparing and describing what is happening, and using them to establish the multiplication facts for 3, 4, 5 and 10; for example, following the sequence of steps, the decisions being made and the resulting solution, recognising and generalising any emerging patterns</li> </ul>
VC2M4N06

Develop efficient mental and written strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder <ul> <li>using and choosing efficient calculation strategies for addition and subtraction problems involving larger numbers, for example, place value partitioning, inverse relationship, compatible numbers, jump strategies, bridging tens, splitting one or more numbers, extensions to basic facts, algorithms and digital tools where appropriate</li> <li>using physical or virtual materials to demonstrate doubling and halving strategies for solving multiplication problems; for example, for 5 × 18, using the fact that double 5 is 10 and half of 18 is 9; or using 10 × 18 = 180, then halving 180 to get 90; or applying the associative property of multiplication, where 5 × 18 becomes 5 × 2 × 9, then 5 × 2 × 9 = 10 × 9 = 90 so that 5 × 18 = 90</li> <li>using an array to represent a multiplication problem, connecting the idea of how many groups and how many in each group with the rows and columns of the array, and writing an associated number sentence</li> <li>using materials or a diagram to solve a multiplication or division problem, by writing a number sentence and explaining what each of the numbers within the number sentence refers to</li> <li>representing a multiplicative situation using materials, array diagrams and/or a bar model, and writing multiplication and/or division number sentences, based on whether the number of groups, the number per group or the total is missing, and explaining how each number in their number sentence is connected to the situation</li> <li>using place value partitioning, basic facts and an area or region model to represent and solve multiplication problems; for example, for 16 × 4, thinking 10× 4 and 6 × 4, then 40 + 24 = 64, or a double double strategy where double 16 is 32, double this is 64, so 16 × 4 is 64</li> </ul>
VC2M4A02

Recall and demonstrate proficiency with multiplication facts up to 10 × 10 and related division facts, and explain the patterns in these; extend and apply facts to develop efficient mental and written strategies for computation with larger numbers without a calculator <ul> <li>using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in multiplication facts up to 10 × 10; and using the arrays to explain the related division facts</li> <li>using materials or diagrams to develop and record multiplication strategies such as doubling, halving, commutativity and adding one more or subtracting from a group to reach a known fact; for example, creating multiples of 3 on grid paper and doubling to find multiples of 6, and recording and explaining the connections to the × 3 and × 6 multiplication facts: 3, 6, 9, … doubled is 6, 12, 18, …</li> <li>using known multiplication facts for 2, 3, 5 and 10 to establish multiplication facts for 4, 6, 7, 8 and 9 in different ways; for example, using multiples of 10 to establish the multiples of 9 as ‘to multiply a number by 9 you multiply by 10 then take the number away’: 9 × 4 = 10 × 4 − 4, so 9 × 4 is 40 − 4 = 36; or using multiples of 3 as ‘to multiply a number by 9 you multiply by 3, and then multiply the result by 3 again’</li> <li>using arrays and known multiplication facts for twos and fives to develop the multiplication facts for sevens, applying the distributive property of multiplication; for example, when finding 6 × 7, knowing that 7 is made up of 2 and 5, and using an array to show that 6 × 7 is the same as 6 × 2 + 6 × 5 = 12 + 30, which is 42</li> </ul>

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