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Multiplication, Multiples and Factors Chapter Notes | Year 4 Mathematics IGCSE (Cambridge) - Class 4 PDF Download

Tables, multiples and factors

  • Focuses on understanding multiplication tables, recognizing and finding multiples, and identifying factors of whole numbers.
  • Extends knowledge of multiplication facts to include the 7 times table.
  • Arrays are used to visualize multiplication facts, representing numbers as rows and columns (e.g., a 3 × 5 array represents 15, showing 3 and 5 as factors).
  • Arrays are observable in real-life contexts, such as chocolate bars divided into pieces.
  • Factors are numbers that divide another number exactly without a remainder (e.g., 3 and 5 are factors of 15 because 3 × 5 = 15).
  • Multiples are the results of multiplying a number by whole numbers (e.g., multiples of 7 include 7, 14, 21, 28, …).
  • Example: For a chocolate bar with 24 pieces:
    • Factors of 24 are found by identifying all pairs of numbers whose product is 24:
      • 1 × 24 = 24
      • 2 × 12 = 24
      • 3 × 8 = 24
      • 4 × 6 = 24
    • Factors of 24: 1, 2, 3, 4, 6, 8, 12, 24.
  • Methods to find factors include:
    • Rectangular arrangements: Draw arrays to show factor pairs (e.g., 4 × 6 or 2 × 12 for 24).
    • Factor bug: List factor pairs in order starting from 1, ensuring the product is the target number.
    • Multiplication facts: Record all pairs of numbers that multiply to the target (e.g., 1 × 24, 2 × 12, etc.).
  • Multiplication and division are inverse operations:
    • Example: 21 ÷ 7 = 3 because 3 × 7 = 21.
    • 21 is a multiple of 7, and 7 is a factor of 21.
  • Key terminology:
    • Array: A rectangular arrangement of objects representing multiplication.
    • Factor: A number that divides another number exactly.
    • Inverse operations: Operations that undo each other (e.g., multiplication and division).
    • Multiple: The product of a number and a whole number.
    • Product: The result of multiplication.

5.2 Multiplication

  • Focuses on multiplying whole numbers by a 1-digit number, using the associative law, estimating answers, and applying various methods.
  • Associative law: Multiplication can be performed in any order (e.g., (a × b) × c = a × (b × c)), allowing numbers to be grouped flexibly.
  • Students are encouraged to estimate the answer first to check if the result is reasonable.
  • Example: Calculate 18 × 5using factors:
    • 18 = 9 × 2
    • 18 × 5 = 9 × 2 × 5
    • 2 × 5 = 10, so 9 × 10 = 90
    • Answer: 90
  • Example: Calculate 27 × 4:
    • Estimate: 30 × 3 = 90, 30 × 4 = 120, so the answer is between 90 and 120.
    • Mental method:
      • Decompose 27: 27 = 20 + 7
      • 20 × 4 = 80
      • 7 × 4 = 28
      • 80 + 28 = 108
    • Grid method:
      • Decompose 27 into 20 and 7, multiply by 4:
      • 20 × 4 = 80, 7 × 4 = 28
      • 80 + 28 = 108
    • Expanded method:
      • 7 × 4 = 28
      • 20 × 4 = 80
      • 80 + 28 = 108
    • Compact method(standard written method with carrying):
      • 7 × 4 = 28 (write 8, carry 2 tens)
      • 20 × 4 = 80, 80 + 20 = 100 (write 0, carry 1 hundred)
      • 100 + 8 = 108
    • Answer: 108
  • Key terminology:
    • Associative law: The property that allows multiplication to be performed in any order.
    • Carry: Transferring a value to the next place value during multiplication.
  • Methods can be extended to multiply larger numbers or by 2-digit numbers, with the grid method being particularly scalable.

The document Multiplication, Multiples and Factors Chapter Notes | Year 4 Mathematics IGCSE (Cambridge) - Class 4 is a part of the Class 4 Course Year 4 Mathematics IGCSE (Cambridge).
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FAQs on Multiplication, Multiples and Factors Chapter Notes - Year 4 Mathematics IGCSE (Cambridge) - Class 4

1. What are the differences between factors and multiples?
Ans. Factors are numbers that can be divided into another number without leaving a remainder. For example, the factors of 12 are 1, 2, 3, 4, 6, and 12. Multiples, on the other hand, are the result of multiplying a number by an integer. For instance, the multiples of 3 are 3, 6, 9, 12, 15, etc. Essentially, factors are what you multiply to get a number, while multiples are what you get when you multiply a number.
2. How can I find the least common multiple (LCM) of two numbers?
Ans. To find the least common multiple (LCM) of two numbers, you can use several methods. One common method is to list the multiples of each number until you find the smallest multiple they have in common. Alternatively, you can use the prime factorization method. Factor both numbers into their prime factors, then take the highest power of each prime that appears in either factorization and multiply them together to find the LCM.
3. What is the greatest common factor (GCF) and how do I calculate it?
Ans. The greatest common factor (GCF) is the largest number that can divide two or more numbers without leaving a remainder. To calculate it, you can list the factors of each number and identify the largest one they have in common. Another method is to use prime factorization: factor each number into primes, then multiply the lowest powers of all prime factors common to both numbers.
4. How do I create a multiplication table and why is it useful?
Ans. To create a multiplication table, start by writing numbers 1 through 10 (or more) along the top and left side of a grid. Then, fill in the table by multiplying the number from the top row by the number from the left column. Multiplication tables are useful for quick reference and help reinforce multiplication skills, making it easier to solve problems involving larger numbers.
5. Why are multiples important in everyday life?
Ans. Multiples are important in everyday life because they help in various practical situations, such as calculating time, money, and measurements. For example, knowing multiples can assist in determining how many items can fit in a certain space, understanding schedules (like bus or train times), and budgeting (like calculating total costs based on unit prices). Understanding multiples also lays the groundwork for more advanced math concepts.
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