GCSE Maths

2. Four Rules
This is Kevin
Kevin has printed his
multiplication chart ready
for his maths lesson.

Be like Kevin!
For this class you will need:
Paper
Pen or pencil
Times tables square

No calculators!
During the lesson
You will be muted during the lesson
If you want to say something use the hand up button and I’ll unmute
you

You can also use the chat to ask a question but I might not see it
straight away.
Starter – No calculators
1. Write these numbers in order, starting with the smallest
86 68 806 8 680
8 68 86 680 806
2. Work out 8 × 6
48
3. Write down a number that is in both the 6 and 9 times tables
18, 36, 54 or 72
4. Amy is 12 years old. Bilal is 5 years older than Amy. Chris is 2 years
younger than Bilal. How old is Chris
15
5. Put signs in the gaps to make this true: 2 _ 5 _ 3 = 7
×, -
Recap: Place value
Whole numbers are made up of units, tens, hundreds, thousands and so
on.
Thousands Hundreds Tens Units

4 5 8 2

In the number 4582:

The digit 4 means four thousands
The digit 5 means five hundreds
The digit 8 means eight tens
The digit 2 means two units

In words, we write this as four thousand, five hundred and eighty-two.

 Recap:
1. Write 1860 in words One thousand, eight hundred and sixty.

2. What is the value of the 2 in 1926? Two tens (or twenty)

3. Work out 34 × 100 = 3400

4. Write eight thousand and six in figures 8006

5. Work out 25000 ÷ 10 = 2500

Learning Objectives
Some words for addition:

Add Sum

Plus
Total And
Can you think of any more?
 Addition by the column method
e.g. 147 + 184 = 331 We need to make sure our numbers are
lined up correctly
Start by adding numbers on the right-
147 hand side
If the two numbers added go above 9
+11 8 14 we must 'carry over' the tens to the left
1+1+1
=3
_____
331 7 + 4 = 11 so we
write 1 and carry 1
4+8+1= to the next column
13 so we
write 3 and
carry 1
Practice:
Work out
1. 325 + 148 = 473
2. 623 + 59 = 682
3. 2352 + 564 = 2916
4. 987 + 738 = 1725
5. 127 + 83 = 210
Some words for subtraction:

Take away Difference

Less Minus

Can you think of any more?

 Subtraction by the column method
e.g. 543 – 179 = 364 Again we line up the numbers and
start from the right-hand side.
If we cannot do the subtraction, we
5x44x33
1 1
must 'borrow' from the next number
along.
-1 7 9 To do this, we reduce the next number
4–1=3
_____
364 We borrow 1 from
the 4 so we have 13
by 1 and add this as a tens to the first
number.
We borrow 1 –9=4
from the 5 so Now we can perform the subtraction,
we have 13 – putting the answer below our column.
7=6
 You can’t borrow from 0
e.g. 203 – 58 = 145 Again we line up the numbers and
start from the right-hand side.
If we cannot do the subtraction, we
2x10x93
1 1
must 'borrow' from the next number
along.
-58 But we can’t borrow from 0 so we
1–0=1 _____
145 WeNowneedwe
borrow
to can
borrow
from the
but the next number
look at the next column to the left and
borrow from there.
We borrow 1 is 010 so we have
from9 –the
5 =2 4so 13 – 8 = 5 Now we borrow from the 10 as usual
we have 10
in the 10s
column
Practice:
Work out
1. 237 – 83 = 154
2. 98 – 29 = 69
3. 827 – 634 = 193
4. 506 – 347 = 159
5. 1287 – 658 = 629
Some words for multiplication:

Of
By Product
Lots of
Times
Can you think of any more?
Do you know your times tables?

It’s OK, you can use your multiplication

square to help you.
Multiplication Methods
There are different methods for multiplication.
I’m going to show you two, but you only need to learn one!
Find a method that works for you. (It doesn’t have to be one of the
ones I’m showing you).

You have to know your times tables for all of them!

The traditional or column method The lattice or Chinese method looks
looks like this: like this:

The grid method looks like this: There are others, like this Japanese
method.
 Grid Method We can split each number into 100s,
e.g. 46 × 24 = 1104 10s, 1s and place each next to a
separate square.
46 becomes

40 6 40 and 6

Multiply the numbers above and to the

40 × 20 6 × 20
left of the square and put the answer
20 800 120
= 800 = 120
800 inside it.
120
40 × 4 6×4
4 160 = 160 24
= 24 160 Once all squares are full, add up the
+24 numbers inside the squares
24 becomes
1104
20 and 4
 Lattice Method Set up the numbers similarly to the
e.g. 24 × 52 = 1248 first example but without 0s

2 4 When you have the answer for each

square, place the tens digit in the top
2×5= 4×5=
1 2 half, and units in the bottom half
10 20
5
0 0
1 2×2=
0 Once finished, starting from the right
40 4×2
=8 2 add up along the diagonals, making
4 8 sure to carry any tens over to the next
=2
2
2+0+0
diagonal
4
0+0+4
=4
8
Practice: Use your multiplication square to help you
Work out
1. 25 × 48 = 1200
2. 63 × 19 = 1197
3. 52 × 64 = 3328
4. 127 × 73 = 9271
5. 677 × 853 = 577 481
Some words for division:

Out of
Shared by Quotient
Split into
Divide
Can you think of any more?
Bus Stop division
Make sure the number you are dividing goes
inside, the number are dividing by is outside.
e.g. 236 ÷ 4 = 59
Begin by seeing if 4 divides the first digit of the
059 number.

2 3
4 236 It does not, so we must put 0 above the first digit,
and carry it to the next digit.
23 ÷ 4 = 536 ÷ 4 = 9
remainder 3 Now we must see how many 4s go into 23

Keep working until you get to the end of the

number
Practice: Your multiplication square can help you with
Work out
division too.
1. 225 ÷ 5 = 45
2. 261 ÷ 3 = 87
3. 5624 ÷ 4 = 1406
4. 3934 ÷ 7 = 562
5. 6273 ÷ 9 = 697
HOMEWORK
Four rules quiz
VIDEOS
Video 6 Addition
Video 304 Subtraction
Video 199 Multiplication (grid)Video 200 Multiplication (column)
Video 201 Multiplication (end number)Video 98 Division
Video 98a Long division
Learning Objectives
1. Identify different words that indicate what operation is being
used.
2. Recall methods for completing each of the four operations.
3. Apply a chosen method to find the answer to a given operation.

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