MA2-6NA
Uses mental and informal written strategies for multiplication and division
Outcomes
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Multiplication and Division 1
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Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)
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Count by twos, threes, fives or tens using skip counting
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Use mental strategies to recall multiplication facts for multiples of two, three, five and ten
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Link multiplication and division facts using groups or arrays
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Model and apply the commutative property of multiplication, eg 5 x 8 = 8 x 5
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Count by twos, threes, fives or tens using skip counting
- Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)
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Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)
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Multiplication and Division 2
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Recall multiplication facts up to 10 x 10 and related division facts (ACMNA075)
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Count by fours, sixes, sevens, eights and nines using skip counting
Examples
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Use the term 'product' to describe the result of multiplying two or more numbers, eg 'The product of 5 and 6 is 30'
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Use mental strategies to build multiplication facts to at least 10 x 10, including:using the commutative property of multiplication, using known facts to work out unknown facts, using doubling and repeated doubling as a strategy to multiply by 2, 4 and 8,
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Recall multiplication facts up to 10 x 10, including zero facts, with automaticity
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Find 'multiples' for a given whole number, eg the multiples of 4 are 4, 8, 12, 16, ...
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Relate multiplication facts to their inverse division facts, eg 6 x 4 = 24, so 24 / 6 = 4 and 24 / 4 = 6
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Determine 'factors' for a given whole number, eg the factors of 12 are 1, 2, 3, 4, 6, 12
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Use the equals sign to record equivalent number relationships involving multiplication, and to mean 'is the same as', rather than to mean to perform an operation, eg 4 x 3 = 6 x 2
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Count by fours, sixes, sevens, eights and nines using skip counting
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Develop efficient mental and written strategies, and use appropriate digital technologies, for multiplication and for division where there is no remainder (ACMNA076)
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Model and apply the associative property of multiplication to aid mental computation, eg 2 x 3 x 5 = 2 x 5 x 3 = 10 x 3 = 30
Examples
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Use mental and informal written strategies to multiply a two-digit number by a one-digit number, including: using known facts, multiplying the tens and the units, using an area model, using doubling and repeating, using the relationship between multiplica
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Use mental strategies to divide a two-digit number by a one-digit number where there is no remainder, including: using the inverse relationship of multiplication and division eg 63 / 9 = 7 because 7 x 9 = 63, recalling known division facts, using halving
Play Activities 123Examples
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Select and use a variety of mental and informal written strategies to solve multiplication and division problems
Examples
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Model and apply the associative property of multiplication to aid mental computation, eg 2 x 3 x 5 = 2 x 5 x 3 = 10 x 3 = 30
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Use mental strategies and informal recording methods for division with remainders
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Model division, including where the answer involves a remainder, using concrete materials
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Use mental strategies to divide a two-digit number by a one-digit number in problems for which answers include a remainder, eg 27 / 6: if 4 x 6 = 24 and 5 x 6 = 30, the answer is 4 remainder 3
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Interpret the remainder in the context of a word problem, eg 'If a car can safely hold 5 people, how many cars are needed to carry 41 people?'; the answer of 8 remainder 1 means that 9 cars will be needed
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Model division, including where the answer involves a remainder, using concrete materials
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Recall multiplication facts up to 10 x 10 and related division facts (ACMNA075)