Development draft · local review needed

Day 17 · Check with the inverse, then a second routeYear 5 Maths · T1 W3–4 · Day 17 lesson

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Year 5 / Mathematics / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Worked swaps · Aids and text routes.

Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Fresh learner checks

Success: use multiplication/division as inverse facts and a bound to inspect a product. Prepare: 468×7 model. Codes: AC9M5A01, AC9M5N06, AC9M5N08.

Recall · 2 min. From 6×7=42, ask for a related division fact. Key: 42÷7=6 or 42÷6=7.
Model · 5 min. Compute 468×7=400×7+60×7+8×7=2,800+420+56=3,276. Divide back 3,276÷7=468; compare with 470×7=3,290. Distinguish inverse and estimation checks.
Guide · 6 min. Let class audit 324×8=2,592. Ask what division statement would undo it and what rough product 300×8=2,400 predicts. If a child says 259.2, use place-value scale.
Choose · 7 min. Day 17 A/B/C product plus inverse fact, using a fact family, manipulatives or selected equation cards. No child must perform long division as the only evidence; a valid inverse multiplication check is accepted.
Exit · 3 min. “Why is 32,760 implausible for 468×7?” Key: near 3,290, about one zero too many.
Record · 2 min. Note whether the child understands which number is group size/count; copied reverse digits alone are not an inverse explanation.

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