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Rainbow Multiplication Grid
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Rainbow Multiplication Grid

This multiplication grid is great reference when practising timetables. Print individual copies for students or display in the classroom as a reference.

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Learning goals

  • We are learning to count collections of items (e.g. coins) and skip count by 5s or 10s to record how many in the collection.
  • We are learning to count in ones, twos, fives and tens, to and from 100.
  • We are learning to recall addition facts to 20 and apply to related subtraction facts using a range of strategies.
  • We are learning to recall multiplication facts for twos and apply to related division facts using doubling and halving.
  • We are learning to explore number sequences by twos, threes, fives and tens from any starting point.
  • 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 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 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.
  • We are learning to solve practical problems involving natural and rational numbers and percentages in financial contexts.
  • We are learning to select and apply efficient mental and written strategies and digital technologies to solve problems involving addition, subtraction, multiplication and division with whole numbers.
  • We are learning to recognise and explain the connection between multiplication and division as inverse operations and use this to develop families of number facts.

Curriculum alignment

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 AC9M5A01 9 Recognise and explain the connection between multiplication and division as inverse operations and use this to develop families of number facts AC9M1N03 9 Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting AC9M2A02 9 Recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts 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  AC9M6N09 9 Use mathematical modelling to solve practical problems, involving rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and efficient calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation, justifying the choices made AC9M2N05 9 Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies 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 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 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 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 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 ACMNA075 8.4 Recall multiplication facts up to 10 × 10 and related division facts ACMNA026 8.4 Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences ACMNA123 8.4 Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers ACMNA012 8.4 Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero 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
MA2-2WM old Selects and uses appropriate mental or written strategies, or technology, to solve problems MA3-5NA old Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size 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 MA3-3WM old Gives a valid reason for supporting one possible solution over another MA1-5NA old Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers MA3-2WM old Selects and applies appropriate problem- solving strategies, including the use of digital technologies, in undertaking investigations MA3-1WM old Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions 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 MA2-1WM old Uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA1-6NA old Uses a range of mental strategies and concrete materials for multiplication and division MA1-4NA old Applies place value, informally, to count, order, read and represent two- and three-digit numbers 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 MA1-1WM old Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols MA2-AR-02 new Completes number sentences involving addition and subtraction by finding missing values 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 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 MA3-RN-01 new Applies an understanding of place value and the role of zero to represent the properties of numbers MA3-RN-02 new Compares and orders decimals up to 3 decimal places MA3-RN-03 new Determines percentages of quantities, and finds equivalent fractions and decimals for benchmark percentage values MA3-AR-01 new Selects and applies appropriate strategies to solve addition and subtraction problems MA3-MR-01 new Selects and applies appropriate strategies to solve multiplication and division problems MA3-MR-02 new Constructs and completes number sentences involving multiplicative relations, applying the order of operations to calculations MA1-CSQ-01 new Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning
VCMNA108 Recognise and represent multiplication as repeated addition, groups and arrays VCMNA134 Recall multiplication facts of two, three, five and ten and related division facts VCMNA088 Count collections to 100 by partitioning numbers using place value VCMNA086 Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero VCMNA107 Solve simple addition and subtraction problems using a range of efficient mental and written strategies VCMNA103 Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences VCMNA155 Recall multiplication facts up to 10 × 10 and related division facts VCMNA114 Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction VCMNA109 Recognise and represent division as grouping into equal sets and solve simple problems using these representations VCMNA209 Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers and make estimates for these computations VCMNA183 Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies VCMNA111 Count and order small collections of Australian coins and notes according to their value

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

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