AC9M4A02

Elaborations

• AC9M4A02_E1using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in the 10 ×10 multiplication facts; using the arrays to explain the related division facts
• AC9M4A02_E2using materials or diagrams to develop and record multiplication strategies such as doubling, halving, commutativity, and adding one more or subtracting from a group to reach a known fact; for example, creating multiples of 3 on grid paper and doubling to find multiples of 6; recording and explaining the connections to the ×3 and ×6 multiplication facts: 3, 6, 9, … doubled is 6, 12, 18, …
• AC9M4A02_E3using known multiplication facts for 2, 3, 5 and 10 to establish multiplication facts for 4, 6, 7, 8 and 9 in different ways; for example, using multiples of 10 to establish the multiples of 9 as “to multiply a number by 9 you multiply by 10 then take the number away”; 9 ×4 = 10 ×4– 4, so 9 ×4 is 40 – 4 = 36; using multiple of 3 as “to multiply a number by 9 you multiply by 3, and then multiply the result by 3 again”
• AC9M4A02_E4using arrays and known multiplication facts for twos and fives to develop the multiplication facts for sevens, applying the distributive property of multiplication; for example, when finding 6 ×7, knowing that 7 is made up of 2 and 5, and using an array to show that 6 ×7 is the same as 6 ×2 + 6 ×5 = 12 + 30 which is 42
• AC9M4A02_E5using known multiplication facts up to 10 ×10 and the inverse relationship of multiplication and division to establish corresponding division facts
• AC9M4A02_E6designing, creating and playing instructive card games that involve the recall, recognition and explanation of the 10 ×10 multiplication facts and related division facts