recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts
Elaborations
using concrete or virtual materials, groups and repeated addition to recognise patterns and establish the 3, 4, 5 and 10 multiplication facts; for example, using the language of ‘3 groups of 2 equals 6’ to develop into ‘3 twos are 6’ and extend to establish the 3 × 10 multiplication facts and related division facts
recognising that when they multiply a number by 5, the resulting number will either end in a 5 or a zero; and using a calculator or spreadsheet to generate a list of the multiples of 5 to develop the multiplication and related division facts for fives
practising calculating and deriving multiplication facts for 3, 4, 5 and 10, explaining and recalling the patterns in them and using them to derive related division facts
systematically exploring algorithms used for repeated addition, comparing and describing what is happening, and using them to establish the multiplication facts for 3, 4, 5 and 10; for example, following the sequence of steps, the decisions being made and the resulting solution, recognising and generalising any emerging patterns
Code
VC2M3A03
Curriculum resources and support
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