Year 2: Comments: Looking at the above arrays, Explore children’s I can see two lots of five. understanding of What other calculations can I commutativity see? 3 X 2 = 6 4 X 2 = 8 Multiplication: 5 X 2 = 10 Assess whether children can continue a sequence and How would this pattern be recall facts. continued? 16 ÷ 2 = 8 Division: 14 ÷ 2 = 7 Assess whether children can 12 ÷ 2 = 6 continue a sequence and recall facts. How would this pattern be continued? What is double 5? What is double 4? What is double 8? Recognising doubles Assess whether children can What is the connection make connections using between double 4 and known number facts, and double 8? also spot patterns with larger doubles. What is double 40? What is double 13? What is double 17? What is half of 8? What is half of 14? Recognising halves What is half of 22? What is half of 36? ÷ 2 =11 Strategies being used successfully: Strategies to be further developed: Developing Mental Strategies for Multiplication and Division Year 3: Comments:
Year 2: Comments: Explore children’s understanding of commutativity Looking at the above arrays, I can see two lots of five. What other calculations can I see? Multiplication: Assess whether children can continue a sequence and recall facts. 3 X 2 = 6 4 X 2 = 8 5 X 2 = 10 How would this pattern be continued? Division: Assess whether children can continue a sequence and recall facts. 16 ÷ 2 = 8 14 ÷ 2 = 7 12 ÷ 2 = 6 How would this pattern be continued? Recognising doubles Assess whether children can make connections using known number facts, and also spot patterns with larger doubles. What is double 5? What is double 4? What is double 8? What is the connection between double 4 and double 8? What is double 40? What is double 13? What is double 17? Recognising halves What is half of 8? What is half of 14? What is half of 22? What is half of 36? ÷ 2 =11 Strategies being used successfully: Strategies to be further developed: Developing Mental Strategies for Multiplication and Division Year 3: Comments:
attainment_sampling_pack_multiplication_and_division.docx