Multiplication and patterns

  • Multiplication and patterns
  • Course: Mathematics
  • Grade: Year 6
  • Section: Mixed Topic - Printables
  • Outcome: Multiplication and patterns
  • Activity Type: Printable
  • Activity ID: 4358

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United Kingdom – National Curriculum

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

        • 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

Australia – Australian Curriculum

  • Year 5
    • Number and Algebra
      • Patterns and algebra

        • ACMNA107 – Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction

New Zealand – National Standards

  • 6 – Year 6
    • 6.NA – Number and algebra
      • 6.NA.3 – Describe spatial and number patterns, using:

        • 6.NA.3.b – Rules that involve spatial features, repeated addition or subtraction, and simple multiplication.

United States – Common Core State Standards

  • 5 – Grade 5
    • 5.OA – Operations & Algebraic Thinking
      • Mathematics

        • 5.OA.3 – Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.