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Learning
Focus/Learning Objectives
Counting
Strategies.
(See
Mathematics Developmental Continuum Multiplication Progression Points)
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Vocabulary:
Adding, Addition, Counting on,
counting up, 100’s chart, open number line, more, less, same, total, sum,
Subtraction, minus, counting
back, counting backwards, difference.
Multiplication, repeated
addition, skip counting, array, columns, rows.
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Warm Up
Game
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Whole
Class Introduction
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Student
Activity
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Share/Reflection
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5 mins
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10 mins
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25 - 35
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Monday
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Skip
Counting.
Around
the World. Discuss counting by 4’s. (4,8,2,6,0)
Play counting by 4’s until you get around the
whole class twice.
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I
opened my box of chocolates and there were 3 rows with 4 in each row.
How
many chocolates were there?
Show
picture.
4+4+4=12 3x4=12
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What
did your chocolate array look like and how many chocolates did you have?
P/N/W
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Discuss
strategies.
Compare
Addition and Multiplication # sentences.
Use
skip counting.
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Tuesday
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Skip
Counting.
Around
the World. Discuss counting by 3’s. (3,6,9,2,5,8,1,4,7,0)
Play counting by 3’s until you get around the
whole class twice.
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On the
way to school there were 4 power lines. Each power line had 3 birds. They
formed an array.
How
many birds were there?
What
are the # sentences?
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The
birds on the power lines were in an array. How many birds were there? P/N/W
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Discuss
strategies.
Compare
Addition and Multiplication # sentences.
Use
skip counting.
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Wednesday
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Skip
Counting.
Around
the World. Discuss counting by 4’s. (4,8,2,6,0)
Play counting by 4’s until you get around the
whole class twice.
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I had
$5, my wife had $5 and my Mum had $5. How much money did we have?
What
are the # sentences?
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My
friends all had the same amount of money to go shopping. How much did each
person have and how much did we have altogether? P/N/W
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Discuss
strategies.
Compare
Addition and Multiplication # sentences.
Use
skip counting.
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Thursday
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Skip
Counting.
Around
the World. Discuss counting by 3’s. (3,6,9,2,5,8,1,4,7,0)
Play counting by 3’s until you get around the
whole class twice.
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On the
weekend I spent 10 minutes at my mums and 10 minutes at my brothers and 10
minutes up the street. How long was I away for?
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On the
weekend I spent the same amount of time at each friends house. How long was I
playing with my friends? P/N/W
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Discuss
strategies.
Compare
Addition and Multiplication # sentences.
Use
skip counting.
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Friday
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Greedy
Pig
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My
house has 3 rows of windows with 2 windows in each row. How many windows did
I have?
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The
building in the city had all the windows in an array. How many windows were
there? P/N/W
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Discuss
strategies.
Compare
Addition and Multiplication # sentences.
Use
skip counting...
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Multiplication - Progression Points
Dimension
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Level
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Progression Point
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Number
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1.25
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- Drawing
of diagrams to show sharing of up to 20 items
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1.5
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- Counting
by 2s, 5s and 10s from 0 to a given target …
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2.0 Standard
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... Students skip count by 2s, 4s and 5s from 0 to 100 starting from any
natural number.
Students describe and calculate simple multiplication as repeated
addition, such as 3 × 5 = 5 + 5 + 5; and division as sharing, such as 8
shared between 4.
They use commutative and associative properties of addition and
multiplication in mental computation (for example, 3 + 4 = 4 + 3 and 3 + 4 +
5 can be done as 7 + 5 or 3 + 9).
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2.25
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- Use
of money as a model for grouping and unpacking lots of 10s
- Use
of written number sentences such as 20 ÷ 4 = 5 to summarise sharing
(partition) and ‘how many?’ (quotition) processes
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2.5
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- Automatic
recall of number facts from 2, 5 and 10 multiplication tables
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2.75
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- Representation
of multiplication as a rectangular array and as the area of a rectangle
- Use
of fact families to solve division problems, for example 5 × 7 = 35, 35
÷ 7 = 5
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3.0 Standard
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... Students compute with numbers up to 30 using all four operations.
They provide automatic recall of multiplication facts up to 10 × 10.
They devise and use written methods for: whole number problems of addition
and subtraction involving numbers up to 999; multiplication by single digits
(using recall of multiplication tables) and multiples and powers of ten (for
example, 5 × 100, 5 × 70 ); division by a single-digit divisor (based on
inverse relations in multiplication tables).
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3.25
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- Appropriate
selection and use of mental and written algorithms to add, subtract,
multiply and divide (by single digits) natural numbers
- Multiplication
of fractions by fractions through use of the rectangle area model (grid)
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3.75
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- Multiplication
by increasing and decreasing by a factor of two; for example, 24 × 16 =
48 × 8 = 96 × 4 = 192 × 2 = 384 × 1 = 384
- Recognition
that multiplication can either enlarge or reduce the magnitude of a
number (multiplication by fractions or decimals)
- Use
of inverse relationship between multiplication and division to validate
calculations
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4.0 Standard
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... Students explain and use mental and written algorithms for the
addition, subtraction, multiplication and division of natural numbers
(positive whole numbers).
They add, subtract and multiply fractions and decimals (to two decimal
places) …
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4.25
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- Use
of index notation to represent repeated multiplication
- Division
of fractions using multiplication by the inverse
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4.75
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- Addition,
multiplication and division of integers
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5.75
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- Division
and multiplication of numbers in index form, including application to
scientific notation
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