KS1.Y1.N.MD – Number - multiplication and division
Pupils should be taught to:
KS1.Y1.N.MD.1 – Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
Samples: Share 12 equally. Share between two - Problem Solving: Activity 1. Groups of 2. Rows of 5. How many tens. Groups of 10.
Number and place value
ACMNA012 – Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
Samples: Counting to 100 on a number line: Activity 1. Rows of 5. Groups of 10. One More Than. Count on 2 - numbers up to 10.
Patterns and algebra
ACMNA018 – Investigate and describe number patterns formed by skip counting and patterns with objects
Samples: Counting in Two's. Counting by fives - Faster. Counting by Tens. Groups of 2. Rows of 5. Groups of 10.
Number and place value
ACMNA031 – Recognise and represent multiplication as repeated addition, groups and arrays
Samples: Counting by Tens. Counting in Two's. Counting by fives - Faster. Groups of 2. Rows of 5. Groups of 10.
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
Samples: Counting to 100 on a number line: Activity 1. Make 10. Addition to 20. Add three numbers - each under 6.
Mathematics
K.CC.1 – Count to 100 by ones and by tens.
Samples: Number recognition to 10. Identifying numbers in pictures. Counting sheep - to 10.
Mathematics
3.OA.1 – Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Samples: Groups of 2. Rows of 5. Groups of 10. Counting by fives - Faster. Counting by Tens. Arrays up to 5 by 5.
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/ )
Samples: Groups of 2. Groups of 3. Groups of 4. Rows of 5. Groups of 10. Counting in Two's. Counting by fives - Faster.