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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
ACMNA003 – Subitise small collections of objects
Samples: Ordering groups of objects to 10. Subitising - dots. Rows of 5. How many altogether.
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.
2.NA.4 – Continue number patterns based on ones, twos, fives, and tens.
Samples: Write numbers - to 30. Comparing numbers – to 30. Number line. Counting to 10 on the Number Line.
3.NA.3 – Continue spatial patterns and number patterns based on simple addition or subtraction.
Samples: Add single digit numbers. Addition to 20. Single digit addition: Activity 1. Counting Forwards By 10. Make 10. Make 10.
4.NA.2 – Create, continue, and give the rule for sequential patterns with two variables
Samples: Groups of 2. Counting in Two's. Learn the 2 times multiplication table. 2x problem solving: activity 1.
Mathematics
2.OA.4 – Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Samples: Groups of 2. Counting in Two's. Rows of 5. Counting by fives - Faster. Counting by Tens. Arrays up to 5 by 5.
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 in Two's. Counting by fives - Faster. Counting by Tens.
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.