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Related topic
Mathematics / Year 2 / Number
Curriculum content descriptions
multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies (AC9M2N05)
Elaborations
- making and naming arrays and using bar models to solve simple multiplication or sharing problems; for example, make different arrays to represent \(12\) and name them as “\(3\) fours”, “\(2\) sixes”, “\(4\) threes”, “\(6\) twos”; using physical or virtual materials to make arrays or using bar models to demonstrate that “\(3\) fours” is equal to “\(4\) threes”
- finding the total number represented in an array by partitioning the array using subitising and number facts; for example, describing how they determined the total number of dots arranged in a “\(3\) fives” array by saying “I saw \(2\) fives which is \(10\) and then \(5\) more which makes \(15\)”
- recognising problems that can be solved using division and identifying the difference between dividing a set of objects into \(3\) equal groups and dividing the same set of objects into groups of \(3\)
- using a Think Board to solve partition and quotition division problems; for example, sharing a prize of \(\$36\) between \(4\) people, using materials, a diagram and skip counting to find the answer; explaining whether the answer \(9\) refers to people or dollars
- using materials or diagrams, and skip counting to solve repeated equal quantity multiplication problems; for example, “Four trays of biscuits with \(6\) on each tray, how many biscuits are there?”; writing a repeated addition number sentence and using skip counting to solve
General capabilities
ScOT terms
Repeated addition, Multiplication