They didn't object to doing a lesson on long multiplication or division even if they could do the initial example, because by now they understood the validity and power of having multiple methods and of revisiting structural methods. But, of course, in general I found they needed far less teaching on basic operations, because we were covering it very effectively through these starters.
One structural lesson I would never miss would be counting the squares in rectancles which leads to grouping them in hundreds tens and unit in a visual representation of the grid method for multiplication, because this so beautifully scaffolds the expansion of quadratic brackets and more.
How do the Chinese do it? Links to my other blogs in this series.