Scottish Survey of Literacy &
Numeracy
Support Material
Produced by Education Scotland
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Multiplication / Division by 4 & 8
First Level
• Survey questions that involve multiplying and
dividing by 4 and 8 can cause problems for more
than 60% of P4 pupils.
• Why should this be?
• How can we increase pupil understanding?
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This block of work considers doubling and halving.
• If the 2, 3 and 5 times tables are secure, doubling
opens up the 4, 6, 8 and 10 times tables.
• Should we start with the 10 times table, then half to
get the 5 times table?
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• Continually reinforcing division as the inverse of
multiplication is very important.
• Doubling and halving should be investigated as a
pair.
• This means that multiplying and dividing by 4 and 8
are linked together.
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• Visual representations can be very helpful.
• Using number lines from early stages should lead on
to the empty number line.
• Using the empty number line for doubling and
halving to visualise multiplication and division by 4
and 8 is very effective.
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• Reversing processes and making links is key to
understanding division.
• If double, double and double again promotes
multiplication, then halving, halving and halving
again must link to dividing by 2, 4 and 8
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• Taking time to ensure table facts are well
embedded is effective learning and teaching.
• Being prepared to go beyond normal table facts
should also be encouraged, when appropriate.
• 4 x 23 can be daunting unless we discuss double,
double on the number line.
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• This section of work has been designed to be as
flexible as possible.
• The animations should stimulate teacher reflection
but can also be used in the classroom to promote
discussion and aid understanding.
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• The survey type questions identified at the start are
specifically relate to multiplication and division by 4
and 8.
• There is also a generic aspect to doubling and
halving that aids understanding in fractions, decimal
fractions and many other aspects of numeracy.
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