Same, Same but Different
This resource comprises two informative worksheets designed to enhance students' understanding of arrays and multiplication facts. The first sheet introduces the concept of turnarounds, offering practice in reversing multiplication facts to reveal their interrelated nature. The second sheet encourages students to explore diverse array representations for products. Ideal for reinforcing key mathematical concepts.
Place in a plastic sleeve or laminate for multiple uses.
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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 recognise and represent multiplication as repeated addition, groups and arrays.
- We are learning to divide a set of objects into equal sized groups to solve simple problems.
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
ACMNA031
8.4
Recognise and represent multiplication as repeated addition, groups and arrays
ACMNA032
8.4
Recognise and represent division as grouping into equal sets and solve simple problems using these representations
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-FG-01
new
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
VCMNA108
Recognise and represent multiplication as repeated addition, groups and arrays
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
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.