This short instructional video (hosted by Florence with a panel of educators) shows how to teach "related multiplication facts" by connecting times-tables knowledge to place-value reasoning. It demonstrates decomposing numbers (e.g., 60×40 → 6×4 then scale to 2400; 0.6×4 → (6/10)×4 → 2.4), highlights using visual models or column methods to build conceptual understanding, and frames the approach for Key Stage 2 pupils as a useful starting strategy rather than a compulsory step for every problem.
Chapters
Hi, I'm Florence, and today we're going.
To look at teaching children multiplication facts with related facts.
And a nice way to start off.
When you're teaching children about this is.
To present them with some different multiplications.
And ask them what's the same and what's different?
Why do we think we're calling them related facts?
What we want children to recognise is.
Is that although these multiplications are different.
They all have a 6 and a 4, the digit 6 and 4 in.
Them, but they have different place value, and so we can say that they're related for this reason. So let's have a look at how.
We could help pupils to work out.
60 times 40 using what they know.
The first thing you'd want to ask.
Pupils is, what is 60 made up of?
And hopefully they can tell you that.
60 can be broken down into 6/10. So I'm going to write underneath.
Six times ten.
If we decompose 40 in the same way, thinking about the place value, then.
40 is also.
Made of four times 10.
So looking at this multiplication, we want.
Children to be thinking about if there's.
Any way we can make that a.
Bit easier, because at the moment it's.
Still looking pretty difficult.
Well, knowing about the order of operations.
Whatever order we multiply the numbers in, the answer is still going to be the same.
And it's going to be much easier to work out six times four, because.
We know our times tables, so we.
Can rewrite our number.
Sentence. Six times four is 24, and then.
We want to multiply it by 10 and then multiply it by 10 again or multiply it by 100.
So that's going to give us. 2400. Let's have a quick look at another.
Example, and this one has the potential.
To be a little bit trickier for pupils.
We've got 0.6 times 4, so they.
Can use the same fact 6 times.
4 to help them if they know their times tables.
But 0.6 is actually smaller than 6. To be precise, it's 10 times smaller than 6.
So if we want to write out.
This multiplication, then we'd Write it as.
6 divided by 10 times 4.
And pupils are going to really have.
To think here, can we move around.
The order of the numbers in the same way? Are we still going to get the same answer? The answer is yes, we can.
So six times four. Divided by 10, and again, 6 times 4 we know is 24 divided by 10, we're going to get 2.4.
Now, with multiplications like this, you want children to really understand what's going on. So you could get them to actually use column method and add 0.64 times, or you could get them to draw out 6/10 four times and have a.
Look and see whether they get two.
Wholes and four tenths so they really.
Understand what's going on.
Obviously, we don't expect, as they move.
Through Key Stage 2 pupils to be.
Decomposing multiplications like this every time, but.
It'S a really nice starting point to.
Help children make those links and understand what's going on when they multiply with related facts.
