Transition: Early Additive to Advanced Additive Domain: Multiplication and Division

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Achievement Mathematical Processes: Level 3 Number and Algebra: Level 2­3 CA
Objectives Problem Solving: Devise and use problem solving  Explore number patterns showing multiples.
strategies to explore situations mathematically. Make sensible estimates and check the reasonableness of answers. AC
Use equipment appropriately when exploring  Recall the basic multiplication facts.
mathematical ideas. Write and solve problems that involve whole numbers, using  EA
Logic and Reasoning: Classify objects. addition, subtraction, multiplication, or division.
Communicating Mathematical Ideas: Devise and follow  Write and solve problems that involve whole numbers and decimals  AA
a set of instructions to carry out a mathematical activity.   and that require a choice of one or more of the four arithmetic 
Record and talk about the results of mathematical  operations. AM
exploration.
AP

Strategies being Problem progression References Knowledge being Resources

developed developed

© 2006 Crown Copyright Numeracy Development Projects 1

Use times five facts to work
out times six, seven, and
four facts (using the
distributive property)
2 × 5 =  so 2 × 6 = , Teaching Multiplication and   Recall groupings of twos,  Teaching Number
2×7= Division (Book6) threes, fives, and tens that  Knowledge (Book 4)
4 × 5 =  so 4 × 6 = , Introduction (12)  are in numbers to 100 and  Skip counting on a number
4×7= Fun with fives (12)  the resulting remainders line (11)
6 × 5 =  so 6 × 6 = , Beep (12)
A Little Bit More/A Little Bit 
6×7= Using calculators (24)
Less (15)
9 × 5 =  so 9 × 6 = , Estimation (25)
Figure It Out
9×7= Dividing? Think about
20 × 5 =  so N7/8.1  Fives and tens (4­5) multiplying first (37)
20 × 6 = , 20 × 7 =  Figure It Out
NS 7/8 L.1 Flying Feet (9)
N 7/8 L.1 That’s odd (2)
N 7/8 L.1 Fives and tens (4)
N 7/8 L.1  Firewood Fever 
(16)

Transition: Early Additive to Advanced Additive Domain: Multiplication and Division

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Strategies being Problem progression References Knowledge being Resources CA

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© 2006 Crown Copyright Numeracy Development Projects 2

Use times ten facts to
work out times nine facts
(using the distributive
property)
Change the order of the
factors to make a
multiplication problem
easier, e.g. 26 x 3 = 3 x 26
Transition: Early Additive to Advanced Additive
Strategies being
developed
© 2006 Crown Copyright
2 × 10 =  so 2 × 9 =  Teaching Multiplication and   Recall all the  Teaching Number Knowledge
9 × 10 =  so 9 × 9 =  Division (Book6) multiplication and  (Book4)
6 × 10 =  so 6 × 9 =  A Little Bit More/A Little Bit  division facts for 2, 3, 5,  Number mats and number fans
3 × 9 = 30 -  =  Less (15) 10 x tables (34)
8 × 9 = 80 -  =  In and out (36)
Figure It Out
5 × 9 = 50 -  =  Multiplication madness (36)
N 7/8 Link 2 Planting with the 
2 × 20 =  so 2 × 19 =  Loopy (37)
Whanau (6)
4 × 100 =  so 4 × 99 = Multiplication flash cards (38)
Figure It Out
BF 2-3 (11) Heading for home
BF 2-3 (24) Six shooters
BF 3 (20) Dicey Dabble
BF 3-4 (12) A matter of factor
BF 3-4 (15) How many factors?
BF 3-4 To and fro (16)
N 7/8 L.1 Sums and products (12)
N 7/8 L.1 Container contents (13)
N 7/8 L.2 Table tricks (2)
Teaching Multiplication and   Recall groupings of 10 Teaching Number knowledge
Division (Book6) and 100 that can be (Book 4)
Turnabouts (17) made from a four-digit Tens in hundreds and more (27)
Figure It Out number Figure It Out
N 7/8 l.1 Fundraising (6)
N 2­3 High Flyers (14)
BF 2­3 Times Up (8)
NS&AT2­3.1 (6­7) Keeping Score
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Domain: Multiplication and Division
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Problem progression References Knowledge being Resources
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Numeracy Development Projects 3
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AP
Use two times facts to 2 × 5 =  so 4 × 5 = 
work out three, four, six, so 5 × 4 = 
and eight times facts 2 × 6 = , 3 × 6 = ,
(using doubling and the 6 × 6 = , 4 × 6 = ,
distributive property) 8×6=
2 × 8 = , 3 × 8 = ,
6 × 8 = , 4 × 8 = ,
8×8=
2 × 25 = , 3 × 25 = ,
4 × 25 = ,
8 × 25 = 
Multiply by tens, 5 × 10 = , 5 × 20 = , 5 × 40 = 
hundreds, thousands, and 8 × 10 = , 8 × 20 = , 8 × 30 =
other multiples of ten 6 × 10 = , 6 × 30 = , 6 × 60 = 
4 × 100 = ,
4 × 200 = ,4 × 400= 
←3 × 100 = , 3 × 400 = ,
←3 × 900 = 
Solve sharing problems 4 × 9 =  so 36 shared among 4?,
by reversing among 2?
multiplication facts 6 × 10 =  so 60 shared among 10,
among 5, among 20
3 × 8 =  so 24 shared among 3,
among 6
8 × 8 =  so 64 shared among 8,
among 4, among 16
9 × 8 =  so 72 shared among 3,
among 18
© 2006 Crown Copyright Numeracy Development Projects
Figure It Out Recall multiplication 
BF 3 Factor Puzzles (11) facts for squares to 100
BF 3 Stars and Students (12)
BF 3 Digital Delights (13)
BF 3 Multiple Mirrors (21)
N 7/8 Link Table Tricks (2)
N 7/8 Link factor Fun (5)
Teaching Multiplication and   Record the results of  N 7/8 L.2 Divisive tactics (14)
Division (Book6) mental calculation 
Multiplying tens (14) using multiplication 
Figure It Out and division equations 
and diagrams
N 3.1 Standing Room Only (4)
N 3.1 Tens Time (8)
NS 7/8 Link It Pays to Win (18)
Teaching Multiplication and  
Division (Book6)
Goesintas (20)
Figure It Out
N 2­3 Wheel and Deal (15)
N 2­3 Stepping Out  (16)
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Transition: Early Additive to Advanced Additive
Strategies being developed
Solve “How many equal sets of ?” problems
by reversing multiplication facts
Solve problems using a combination of
addition, subtraction, multiplication and
division mental strategies
© 2006 Crown Copyright Numeracy Development Projects
Domain: Multiplication and Division
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Problem progression References CA
5 × 8 =  so 40 can be made into  sets of 4, of 2, of Teaching Multiplication and Division (Book6) AC
8 Long jumps (19)
6 × 7 =  so 42 can be made into  sets of 6, of 7, of Figure It Out EA
3, of 14 BF 2­3 Heading for Home (11)
←9 × 4 =  so 36 can be made into  sets of 8, of 3, N 7/8 Link Container Contents (13) AA
of 12
Mani buys 3 pairs of socks at $6 each and 4 Figure It Out AM
pairs of shorts at $12 each. How much does
BF 2.1 Dazzler Digs On (19)
she pay altogether?
Leon has a $50 for his birthday. He buys a BF 2.1 Pocket Money (15) AP
DVD for $18 and 3 posters for $7 each. How BF 2­3 Thirty One or More (4)
much change does he get? NS&AT 7/8.1 Choice Calculations
Kim, Tania, and Perez earn $62 dollars from NS&AT 7/8.1 Splitting Numbers (2)
washing cars. They have to pay $14 of the
money to cover the cost of the sponges, NS&AT 7/8.1 Hit the Target  (7)
buckets and washing liquid. If they share the NS&AT 7/8.1 Pathways (8)
profit equally, how much does each person
get?
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