AC9M4N06

Elaborations

• AC9M4N06_E1using and choosing efficient calculation strategies for addition and subtraction problems involving larger numbers; for example, place value partitioning, inverse relationship, compatible numbers, jump strategies, bridging tens, splitting one or more numbers, extensions to basic facts, algorithms and digital tools where appropriate
• AC9M4N06_E2using physical or virtual materials to demonstrate doubling and halving strategies for solving multiplication problems; for example, for 5 ×18, using the fact that double 5 is 10 and half of 18 is 9; or using 10 ×18 = 180 and halve 180 is 90; applying the associative property of multiplication, where 5 ×18 becomes 5 ×2 ×9, then 5 ×2 ×9 = 10 ×9 = 90 so that 5 ×18 = 90
• AC9M4N06_E3using an array to represent a multiplication problem, connecting the idea of how many groups and how many in each group with the rows and columns of the array, and writing an associated number sentence
• AC9M4N06_E4using materials or a diagram to solve a multiplication or division problem, by writing a number sentence, and explaining what each of the numbers within the number sentence refers to
• AC9M4N06_E5representing a multiplicative situation using materials, array diagrams and/or a bar model, and writing multiplication and/or division number sentences, based on whether the number of groups, the number per group or the total is missing, and explaining how each number in their number sentence is connected to the situation
• AC9M4N06_E6using place value partitioning, basic facts and an area or region to represent and solve multiplication problems, such as 16 ×4, thinking 10 ×4 and 6 ×4, 40 + 24 = 64 or a double, double strategy where double 16 is 32, double this is 64, so 16 ×4 is 64
• AC9M4N06_E7using materials or diagrams to develop and explain division strategies; for example, finding thirds, using the inverse relationship to turn division into a multiplication