Multiplication & Division

Learning Experiences

Multiplication & Division

OUTCOME

A student:

MA1-6NA: uses a range of mental strategies and concrete materials for multiplication and division

Teaching Point | It is preferable that students use ‘groups of’, before progressing to ‘rows of’ and ‘columns of’. The term ‘lots of’ can be confusing to students because of its everyday use and should be avoided, eg ‘lots of fish in the sea’. |

Language | Students should be able to communicate using the following language: group, number of groups, number in each group, sharing, shared between, left over, total, equal. Sharing – relates to distributing items one at a time into a set number of groups, eg the student has a number of pop sticks and three cups and shares out the pop sticks into the cups one at a time. Grouping – relates to distributing the same number of items into an unknown number of groups, eg the student has 12 pop sticks and wants to make groups of four, so places four pop sticks down, then another four, and so on. |

Skip count by twos, fives and tens starting from zero | count by twos, fives and tens using rhythmic counting and skip counting from zero |

use patterns on a number chart to assist in counting by twos, fives or tens (Communicating) |

Model and use equal groups of objects as a strategy for multiplication | model and describe collections of objects as ‘groups of’, eg |

– recognise the importance of having groups of equal size (Reasoning) | |

– determine and distinguish between the ‘number of groups’ and the ‘number in each group’ when describing collections of objects (Communicating) | |

find the total number of objects using skip counting |

Recognise and represent division as grouping into equal sets | recognise when there are equal numbers of items in groups, eg ‘There are three pencils in each group’ |

model division by sharing a collection of objects equally into a given number of groups to determine how many in each group, eg determine the number in each group when 10 objects are shared between two people | |

– describe the part left over when a collection cannot be shared equally into a given number of groups (Communicating, Problem Solving, Reasoning) | |

model division by sharing a collection of objects into groups of a given size to determine the number of groups, eg determine the number of groups when 20 objects are shared into groups of four | |

– describe the part left over when a collection cannot be distributed equally using the given group size, eg when 22 objects are shared into groups of four, there are five groups of four and two objects left over (Communicating, Problem Solving, Reasoning) |

Learning Experiences

To be added

WE ARE CLOSED FOR THE HOLIDAYS – DECEMBER 21 – JANUARY 4 2021

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Australia