1X - 10X - all tables

  • 1X - 10X - all tables
  • Course: Mathematics
  • Grade: Year 5
  • Section: Multiplication
  • Outcome: 2x-10x Multiplication facts (times tables)
  • Activity Type: Printable
  • Activity ID: 3758

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United Kingdom – National Curriculum expand/collapse

  • KS2 – Key Stage 2
    • KS2.Ma2 – Number and algebra
      • Knowledge, skills and understanding

        • Solving numerical problems

          • KS2.Ma2.4 – Pupils should be taught to:

            • KS2.Ma2.4.a – Choose, use and combine any of the four number operations to solve word problems involving numbers in 'real life', money or measures of length, mass, capacity or time, then perimeter and area

        • Using and applying number

          • KS2.Ma2.1 – Pupils should be taught to:

            • Problem solving

              • KS2.Ma2.1.a – Make connections in mathematics and appreciate the need to use numerical skills and knowledge when solving problems in other parts of the mathematics curriculum

        • Numbers and the number system

          • KS2.Ma2.2 – Pupils should be taught to:

            • Number patterns and sequences

              • KS2.Ma2.2.b – Recognise and describe number patterns, including two- and three-digit multiples of 2, 5 or 10, recognising their patterns and using these to make predictions; make general statements, using words to describe a functional relationship, and test these; recognise prime numbers to 20 and square numbers up to 10 x 10; find factor pairs and all the prime factors of any two-digit integer

        • Calculations

          • KS2.Ma2.3 – Pupils should be taught to:

            • Mental methods

              • KS2.Ma2.3.f – Recall multiplication facts to 10 x 10 and use them to derive quickly the corresponding division facts

Australia – Australian Curriculum expand/collapse

  • Year 3
    • Number and Algebra
      • Number and place value

        • ACMNA056 – Recall multiplication facts of two, three, five and ten and related division facts

  • Year 4
    • Number and Algebra
      • Number and place value

        • ACMNA075 – Recall multiplication facts up to 10 * 10 and related division facts

  • Year 5
    • Number and Algebra
      • Number and place value

        • ACMNA100 – Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies

New Zealand – National Standards expand/collapse

  • 4 – Year 4
    • 4.NA – Number and algebra
      • 4.NA.1 – Apply basic addition and subtraction facts, simple multiplication facts, and knowledge of place value and symmetry to:

        • 4.NA.1.a – Combine or partition whole numbers

  • 5 – Year 5
    • 5.NA – Number and algebra
      • 5.NA.1 – Apply additive and simple multiplicative strategies and knowledge of symmetry to:

        • 5.NA.1.a – Combine or partition whole numbers

  • 6 – Year 6
    • 6.NA – Number and algebra
      • 6.NA.1 – Apply additive and simple multiplicative strategies flexibly to:

        • 6.NA.1.a – Combine or partition whole numbers, including performing mixed operations and using addition and subtraction as inverse operations

United States – Common Core State Standards expand/collapse

  • 3 – Grade 3
    • 3.OA – Operations & Algebraic Thinking
      • Mathematics

        • 3.OA.3 – Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Glossary, Table 2. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ )

        • 3.OA.4 – Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

      • Mathematics

        • 3.OA.5 – Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

      • Mathematics

        • 3.OA.7 – Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

  • 4 – Grade 4
    • 4.OA – Operations & Algebraic Thinking
      • Mathematics

        • 4.OA.2 – Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (See Glossary, Table 2. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ )

      • Mathematics

        • 4.OA.4 – Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.

    • 4.NBT – Number & Operations in Base Ten (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.)
      • Mathematics

        • 4.NBT.2 – Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

      • Mathematics

        • 4.NBT.5 – Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

  • 5 – Grade 5
    • 5.NF – Number & Operations—Fractions
      • Mathematics

        • 5.NF.5 – Interpret multiplication as scaling (resizing), by:

          • 5.NF.5.a – Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.