• Groups of 10
  • Course: Mathematics
  • Grade: Year 3
  • Section: Multiplication
  • Outcome: Groups and rows of 10.
  • Activity Type: Printable
  • Activity ID: 3357

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United Kingdom – National Curriculum expand/collapse

  • KS1.Y1 – KS1 Year 1
    • Year 1 programme of study
      • 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

Australia – Australian Curriculum expand/collapse

  • Year 1
    • Number and Algebra
      • 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

      • Patterns and algebra

        • ACMNA018 – Investigate and describe number patterns formed by skip counting and patterns with objects

  • Year 2
    • Number and Algebra
      • Number and place value

        • ACMNA031 – Recognise and represent multiplication as repeated addition, groups and arrays

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

United States – Common Core State Standards expand/collapse

  • K – Kindergarten
    • K.CC – Counting & Cardinality
  • 3 – Grade 3
    • 3.OA – Operations & Algebraic Thinking
      • 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.

        • 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/ )