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Easter Egg Number Trios
2 3 4 5 Pre & Primary Essentials Calendar Events Easter Number & Place Value 1 Page

Easter Egg Number Trios

Fun Easter themed activity to find multiplication facts. 
 

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Learning goals

  • We are learning to recognise and represent multiplication as repeated addition, groups and arrays and to divide a set of objects into equal sized groups.
  • We are learning to solve problems involving modelling addition, subtraction, equal sharing and grouping, using different strategies.
  • We are learning to recall multiplication facts for twos and apply to related division facts using doubling and halving.
  • We are learning to recognise and represent multiplication as repeated addition, groups and arrays.
  • We are learning to multiply and divide one- and two-digit numbers in word problems using a variety of strategies.
  • We are learning to recall multiplication facts for 3, 4, 5 and 10 and apply this to related division facts.
  • We are learning to recall multiplication facts of two, three, five and ten and related division facts.
  • We are learning to recall multiplication facts up to 10 x 10 and related division facts, developing efficient mental strategies.
  • We are learning to recall multiplication facts up to 10 × 10 and related division facts.
  • We are learning to use a range of strategies to solve addition, subtraction, multiplication and division where there is no remainder.
  • We are learning to solve practical problems involving addition and multiplication including money problems, such as budgeting, using multiple strategies.
  • We are learning to use a range of strategies to solve multiplication and division where there is no remainder.
  • We are learning to solve problems involving multiplication of large numbers by 1- or 2-digit numbers using efficient mental or written strategies and appropriate digital technologies, e.g. arrays.
  • We are learning to solve problems involving multiplication of large numbers by one or two-digit numbers using efficient mental or written strategies and appropriate digital technologies, e.g. area model, arrays and Italian Lattice Method.

Curriculum alignment

AC9M2N05 9 Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies AC9M4N06 9 Develop efficient strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder AC9M4N08 9 Use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation AC9M2N06 9 Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation AC9M2A03  9 Recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving  AC9M5N06 9 Solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient calculation strategies and using digital tools where appropriate; check the reasonableness of answers AC9M3N04 9 Multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies AC9M4A02 9 Recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator AC9M3A03 9 Recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts ACMNA100 8.4 Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies ACMNA031 8.4 Recognise and represent multiplication as repeated addition, groups and arrays ACMNA056 8.4 Recall multiplication facts of two, three, five and ten and related division facts ACMNA076 8.4 Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder ACMNA075 8.4 Recall multiplication facts up to 10 × 10 and related division facts
MA1-4NA old Applies place value, informally, to count, order, read and represent two- and three-digit numbers MA2-8NA old Generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing values MA2-5NA old Uses mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit numbers MA3-1WM old Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-2WM old Selects and applies appropriate problem- solving strategies, including the use of digital technologies, in undertaking investigations MA3-3WM old Gives a valid reason for supporting one possible solution over another MA3-6NA old Selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation MA2-6NA old Uses mental and informal written strategies for multiplication and division MA2-3WM old Checks the accuracy of a statement and explains the reasoning used MA2-2WM old Selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-1WM old Uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA1-5NA old Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers MA1-1WM old Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols MA1-6NA old Uses a range of mental strategies and concrete materials for multiplication and division MA1-3WM old Supports conclusions by explaining or demonstrating how answers were obtained MA1-2WM old Uses objects, diagrams and technology to explore mathematical problems MA3-MR-02 new Constructs and completes number sentences involving multiplicative relations, applying the order of operations to calculations MA3-MR-01 new Selects and applies appropriate strategies to solve multiplication and division problems MA3-AR-01 new Selects and applies appropriate strategies to solve addition and subtraction problems MA3-RN-03 new Determines percentages of quantities, and finds equivalent fractions and decimals for benchmark percentage values MA3-RN-02 new Compares and orders decimals up to 3 decimal places MA3-RN-01 new Applies an understanding of place value and the role of zero to represent the properties of numbers MA2-RN-01 new Applies an understanding of place value and the role of zero to represent numbers to at least tens of thousands MA2-RN-02 new Represents and compares decimals up to 2 decimal places using place value MA2-AR-01 new Selects and uses mental and written strategies for addition and subtraction involving 2- and 3-digit numbers MA2-AR-02 new Completes number sentences involving addition and subtraction by finding missing values MA1-FG-01 new Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems MA2-MR-01 new Represents and uses the structure of multiplicative relations to 10 × 10 to solve problems MA2-MR-02 new Completes number sentences involving multiplication and division by finding missing values MA2-PF-01 new Represents and compares halves, quarters, thirds and fifths as lengths on a number line and their related fractions formed by halving (eighths, sixths and tenths) MA1-CSQ-01 new Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning
VCMNA156 Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder VCMNA134 Recall multiplication facts of two, three, five and ten and related division facts VCMNA155 Recall multiplication facts up to 10 × 10 and related division facts VCMNA183 Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies VCMNA103 Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences VCMNA111 Count and order small collections of Australian coins and notes according to their value VCMNA107 Solve simple addition and subtraction problems using a range of efficient mental and written strategies VCMNA160 Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies VCMNA109 Recognise and represent division as grouping into equal sets and solve simple problems using these representations VCMNA114 Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction VCMNA108 Recognise and represent multiplication as repeated addition, groups and arrays VCMNA162 Solve word problems by using number sentences involving multiplication or division where there is no remainder

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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