## Identifying the amounts in a group

Activity type: Printable

## Identifying the amounts in a group

Course
Mathematics
Year 3
Section
Multiplication
Outcome
Groups and Rows of 5
Activity Type
Printable
Activity ID
3227

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## United Kingdom – National Curriculum

• ##### 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

• ##### Number and Algebra
• Number and place value

• ACMNA026 – Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences.

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

• ##### Number and Algebra
• Number and place value

• ACMNA075 – Recall multiplication facts up to 10 * 10 and related division facts

• ACMNA076 – Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder

## New Zealand – National Standards

• ##### 2.NA – Number and algebra
• 2.NA.4 – Continue number patterns based on ones, twos, fives, and tens.

• ##### 3.NA – Number and algebra
• 3.NA.3 – Continue spatial patterns and number patterns based on simple addition or subtraction.

• ##### 4.NA – Number and algebra
• 4.NA.2 – Create, continue, and give the rule for sequential patterns with two variables

## United States – Common Core State Standards

• ##### 2.OA – Operations & Algebraic Thinking
• 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.

• ##### 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/ )