Knowledge, skills and understanding
Calculations
KS1.Ma2.3 – Pupils should be taught to:
Number operations and the relationships between them
KS1.Ma2.3.b – Understand multiplication as repeated addition; understand that halving is the inverse of doubling and find one half and one quarter of shapes and small numbers of objects; begin to understand division as grouping (repeated subtraction); use vocabulary associated with multiplication and division
Samples: Groups of 2. Rows of 5. Groups of 10. Share 12 equally. Identifying fractions tutorial.
Mental methods
KS1.Ma2.3.c – Develop rapid recall of number facts: know addition and subtraction facts to 10 and use these to derive facts with totals to 20, know multiplication facts for the x2 and x10 multiplication tables and derive corresponding division facts, know doubles of numbers to 10 and halves of even numbers to 20
Samples: Add on to 5. Add on to 10. Addition to 20. Make 10. Counting forwards and backwards by 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. 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. 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
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. 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. Counting by Tens.