Count from zero in 2s, 5s and 10s Calculation, Calculate Pupils make the connection between arrays and commutativity of Use concrete objects to solve problems involving multiplication and multiplication. It may be helpful to encourage pupils to read × 2’ as ‘5 Multiplication table, Times table division multiplied by 2’ and make the connection with the array: ‘five Use pictorial representations to solve problems involving Odd, Even multiplication and division xxxxx Use arrays to solve problems involving multiplication and division Multiply, Multiplication, Times, Product xxxxx Repeated addition Useful resources: Counters, Hundred squares, table squares, Counting stick, Cuisenaire rods, Place value discs KM: and Mathematical statement NCETM: Commutative NCETM: , , Divide, Division NCETM: Inverse Operation Common approaches All classrooms display a Notation: Teachers say these calculations’ instead of these ‘complete ‘complete ×, ÷ and = signs sums’ for calculations involving multiplication and division. Number such as Numicon, are used to help pupils visualise odd and even numbers Reasoning opportunities and probing questions Suggested activities Possible misconceptions Show me an odd (even) number. And another. And other KM: Some pupils may not see and/or understand the connection between Convince me that the product of two even (odd) numbers is even the multiplication statements 2 × 5 and 5 × 2 NRICH: (odd) Some pupils may the see the times tables as a list of isolated, If 2 × 6 = 12 then unconnected statements …. NRICH: Convince me 0 is even Some pupils may write statements such as 2 ÷ 8 = 4 Some pupils may that 30 is odd because is odd ‘3’ NRICH: NCETM: , Learning review NCETM:
Count from zero in 2s, 5s and 10s Use concrete objects to solve problems involving multiplication and division Use pictorial representations to solve problems involving multiplication and division Use arrays to solve problems involving multiplication and division Calculation, Calculate Multiplication table, Times table Odd, Even Multiply, Multiplication, Times, Product Repeated addition Mathematical statement Commutative Divide, Division Inverse Operation Notation: ×, ÷ and = signs Pupils make the connection between arrays and commutativity of multiplication. It may be helpful to encourage pupils to read ‘5 × 2’ as ‘five multiplied by 2’ and make the connection with the array: xxxxx xxxxx Useful resources: Counters, Hundred squares, table squares, Counting stick, Cuisenaire rods, Place value discs KM: and NCETM: NCETM: , , NCETM: Common approaches All classrooms display a Teachers say ‘complete these calculations’ instead of ‘complete these sums’ for calculations involving multiplication and division. Number such as Numicon, are used to help pupils visualise odd and even numbers Reasoning opportunities and probing questions Suggested activities Possible misconceptions Show me an odd (even) number. And another. And other Convince me that the product of two even (odd) numbers is even (odd) If 2 × 6 = 12 then …. Convince me 0 is even NCETM: KM: NRICH: NRICH: NRICH: , Learning review NCETM: Some pupils may not see and/or understand the connection between the multiplication statements 2 × 5 and 5 × 2 Some pupils may the see the times tables as a list of isolated, unconnected statements Some pupils may write statements such as 2 ÷ 8 = 4 Some pupils may that 30 is odd because ‘3’ is odd