Unit Topic/Focus: Multiplication and Division Revision Standards

Key Ideas: VELS Dimension: Number

Key Understandings: Grade / Year Level: 1/2
Foundation - Level 1
We understand that: No mention of multiplication in Foundation or Level 1
Level 2
We can count things faster when they are in equal groups. Recognise and represent multiplication as repeated addition, groups
and arrays
We can use repeated addition to count equal groups. Level 3
Recall multiplication facts of two, three, five and ten and related
We understand that addition and division are the opposite to each other. division facts

It is easier to count equal groups when they are arranged in arrays Represent and solve problems involving multiplication using efficient
mental and written strategies and appropriate digital technologies
We can solve multiplication problems in a variety of ways.
AusVELS Dimension: Number
Unit Topic/Focus: Division
Key Ideas: Foundation
equal groups Represent practical situations to model addition and sharing Level 1
partition and quotation (2 forms of division) Recognise and describe one-half as one of two equal parts of a
inverse of multiplication whole (Link to fractions)
Level 2
making sense of the remainder
Recognise and represent division as grouping into equal sets and solve simple
meaning of the numbers relationship between divisor and quotient problems using these representations
Vocabulary:
Vocabulary
Groups of, equals, lots of, altogether, number stories, skip-count, times,
arrays, rows, columns, times, multiplication equal, each, same amount, share equally, equal groups, left over, remainders,
divided by, how many, shared between,

Revision unit: Multiplication and Division YEAR: 2016 TERM: 4 WEEK: 9 & 10 CLASS: JUNIOR

Understanding Fluency Problem Solving Reasoning

Level 1 includes connecting names, numerals and
quantities, and partitioning numbers in various ways
Level 2 includes connecting number calculations
with counting sequences, partitioning and
combining numbers flexibly, identifying and
describing the relationship between addition and
subtraction and between multiplication and division
Day: Key
understanding:
Level 1 includes counting number in
sequences readily forward and
backwards, locating numbers on a line,
and naming the days of the week
Level 2 includes counting numbers in
sequences readily, using informal units
iteratively to compare measurements,
using the language of chance to
describe outcomes of familiar chance
events and describing and comparing
time durations
Tool session: Whole class
focus
Level 1 includes using materials to
model authentic problems, giving and
receiving directions to unfamiliar places,
and using familiar counting sequences
to solve unfamiliar problems and
discussing the reasonableness of the
answer.
Level 2 includes formulating problems
from authentic situations, making
models and using number sentences
that represent problem situations, and
matching transformations with their
original shape
Activity
Level 1 includes explaining direct and indirect
comparisons of length using uniform informal
units, justifying representations of data, and
explaining patterns that have been created
Level 2 includes using known facts to derive
strategies for unfamiliar calculations, comparing
and contrasting related models of operations, and
creating and interpreting simple representations
of data
Share Resources/
time/summary Assessment
Session 1 We understand Fastest finger Dice Arrays Make An Array: Students record Dice
(WILT) I am learning to that equal groups Students are given Students work in Students choose an explanation of Counters
create an array can be arranged as a calculator each pairs. Using the from numbers their arrays. (5
an array. and are instructed IWB or own dice displayed on the rows of 2)
(WILT) I am learning to to type, 0+2= make arrays. E.g. a board:
count objects in an array Children press student rolls 5 and Students explain
equals as many 2. He/she makes 5 12, 30, 8, 45 etc their working out.
I am learning to solve times as they can rows of 2 and or choose their
multiplication problems in until the teacher records the own. Make an
a variety of ways. says STOP. answer. The array using this
Children come up quickest person to number. Write a
the front and make the number multiplication
order the numbers and call out the equation to match
on their total wins. the arrays.
calculators from
smallest to Extending: use 10 Enabling- use
largest. sided dice smaller numbers.
Discussion: what
will the numbers Enabling: students Extension: Record
end with if we work with the as many equations
count by 2s or 5s teacher in a focus that equal that
or 10s? etc. group number. Explain
the strategy they
used to work out
the problem.
Students may not
need to make the
array.

Day Key Tool session: Whole class Activity: Share Recourses/

Understanding focus time/summary assessment
Session 2 We understand Quick As You Can Model an example Children complete Students are to
that it is easier to (CTLM Act pg. 3) from the their own version reflect on what
(WILT)I am learning to count equal groups Chn work in pairs. Multiplication of this sheet. they have learnt
solve multiplication when they are Their task is to Sheet including mathematically
problems in a variety of arranged in arrays. collect as many Array, repeated during the lesson.
ways. counters as they addition, grouping Enabling - Use What is their
can in one minute and multiplication concrete favorite method
I am revising the terms, and make groups sentence. Use materials. Have a to use? Do they
array of a given number concrete materials mini group of find one method
repeated addition with the counters. to show how these students on the easier? Which way
multiplication sentence Before they begin, work. floor, complete is the fastest?
groups tell the chn how work sheet with
many counters will students.
be in each group
(e.g. 5). Chn roll
the dice and
collect that many
counters. Each
time they get to 5
they make a new
group. When time
is up, chn count
their groups and
record. How many
counters did they
have altogether?
They might like to
check with a
calculator.

Day Key Tool session: Whole class Activity: Share Recourses/

 Understanding focus time/summary assessment
Session 3 We understand that Im thinking of Disappearing Number Students are to worksheet containing
you can represent a number: Think Numbers detective: share the work multiplication equations with
(WILT) I learning to solve and solve of a number in Explain to children Provide children with they have
your head then completed with
missing numbers
multiplication problems using multiplication that you completed a a range of
write it down on multiplication the class. This
a variety of strategies problems in a variety page of multiplication
a piece of paper. equations on cards could be their Counters
of ways. problems only to find
Students are to own problem
that some of the where one number is
guess what your that they have
numbers have missing (either the
number is by created or that
asking yes or no disappeared. multiplier, they have
questions. Work through some multiplicand or the solved.
sample problems, eg, answer).
2x6=?, Children become
4 x ? = 20 Number Detectives
and work with a
Model different ways partner or individually
to find the missing to find the missing n
number numbers. Children
record their findings.

Enabling: All missing

numbers are answers
and children are
encouraged to make
groups/arrays
Extension: Provide
an equation such as:
? x ? = ?0
How many solutions
can you find?

Day Key Tool session: Whole class Activity: Share Recourses/


Session 4
(WILT) I am learning to
solve worded multiplication
problems using a variety of
strategies
Understanding focus time/summary assessment
We understand that We introduce the Multiplication Students are to Nelson Maths 2 Student Book
session by asking Stories share their own Pg 76
you can represent the students to
Complete worksheet number stories
and solve work through with the class
multiplication several equivalent from Nelson Maths
group [set] Book 2 p. 76. Some
problems in a variety problems first and students may need to
of ways. then ask them to use concrete
pose their own
problems. For materials to complete
example: worksheet.
There are 3 cars.
Each one has 2 Extension: make up
people in it. How
many people are their own number
there altogether? story using a number
Or card from the
There are 6 fish previous session.
bowls. Each bowl Share the strategy
contains 4
goldfish. How used to solve the
many goldfish are problem.
there altogether?
Or
There are 7 tables.
Each table has 4
legs. How many
legs altogether?
Ask the students
to record their
their problens on a
plain piece of
white paper. They
are encouraged to
record in water
ever way they
please.
Day Key Understanding Tool session: Whole class Activity: Share Recourses/
focus time/summary assessment
Session 5 Partition We Fastest finger Put 12 counters Division Students are to Counters
understand that when Students are given and a number of Problems share their
we are given a set of a calculator each containers on the Give students a learning. They
W.I.L.T: I am
objects and place them and are instructed floor. Explain you might like to
learning Quotation selection of
into equal groups we can to type, 0+2= want the same include one of the
Division when we are numbers to
find how many groups Children press number of division problems
given a set of choose from
there are. equals as many counters in each they have solved..
objects and place (record on the
times as they can container. Ask: or something new
them into equal
until the teacher How many board). E.g. 20, that have learnt
groups and count
says STOP. counters do we 36, 12, etc.
these groups.
Children come up need in each
the front and container? How Students are
order the numbers could we make this then asked to
on their a fair share. Close use concrete
calculators from your eyes and
materials to
smallest to picture what you
solve these
largest. might do. Invite
problems.
students to
Discussion: what explain and record
will the numbers what they did. Enabling:
end with if we How else can we students are
count by 2s or 5s share the able to use
or 10s? etc. counters? smaller numbers.
Continue with
different numbers Have a group on
of counters.
the floor who
Model recording
can work with
using a formal
you if they need
division equation
and picture. extra help
Day Key Understanding Tool session: Whole class Activity: Share Recourses/
focus time/summary assessment
Session 6 Partition - We Skip Counting Revisit the Left over Game Children share Left overs game CTLM-
understand that we can Recording on paper leftovers game (CTLM day 5, solutions to the Counters. 10 sided dice.
W.I.L.T: I am
share a set of objects with a time limit e.g. eft over Game p.14) problem. Discuss
learning Partition
into equal groups and 2 mins (CTLM day 5, ways of recording.
find the number in each p.14) Play the Left
Division is when we
group. Overs game.
share a set of
Chn in pairs take a Enabling Small
objects into equal
collection of numbers, lots of
groups and find the
counters and discussion, focus
number in each
record the qty. group and
group.
modelling how to
Take turns to roll record the sharing
10 sided die, process.
sharing the
collection (amount
on the die) and
Day Key Understanding Tool session: Whole class focus Activity: Share Recourses/
time/summary assessment
Session 7 We understand that Disappearing Number Detective Children share Cards containing division
you can represent Play music Numbers Provide children some of their equations with missing
(WILT) I learning to solve and solve division maths with Explain to children with a range of solutions and numbers
division problems using a problems in a that you completed division equations explain how they
variety of strategies. variety of ways. students. a page of division on cards where one found the missing Counters
problems only to number is missing number
find that some of (either the divider,
the numbers have or the answer is
(Students disappeared. missing).
listen to music Work through some Children become
sample problems, Number Detectives
and dance.
eg, 12 4 = _, and work with a
When the 20 _ = 10 partner or
music stops individually to find
student have to Model different the missing
complete the ways to find the numbers. Children
missing number record their
sum with their
findings.
body parts)
Enabling: Find the
missing answer
using concrete
materials.

Extension: Work
through the more
difficult problems.
Write their own for
a partner to
complete.
 How many
solutions can you
find?

Day Key Tool session: Whole class Activity: Share Recourses/

Understanding focus time/summary assessment
Session 8 We understand that Complete a brain Multiplication and Children use Share fact family Fact family work sheets.
WILT: I am learning to make a addition and break Division Discuss counters to posters
division are the
connection between opposite to each Students are to
Fact Families / manipulate and
multiplication and division. other. work in groups of Model an example make a fact family
4. Play music and on the board. poster.
then once the Discuss the
music stops relationship Extending -
students have to
between Worksheet on
make the
number the multiplication and server
equation equals division. Enabling - Use 12
with their body. counters. Make fact
families using the
counters.