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

How Bloomi helps with this

This is a readiness-year topic that builds towards the next NAPLAN year. Bloomi practises it as curriculum mastery, never test drilling.

What this looks like in the classroom

• using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in the \(10 \times 10\) multiplication facts; using the arrays to explain the related division facts
• using 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 \(\times3\) and \(\times6\) multiplication facts: \(3, 6, 9,\) … doubled is \(6, 12, 18,\) …
• using 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”; \(9 \times 4 = 10 \times 4\space – \space4\), so \(9 \times 4\) is \(40 \space– \space4 = 36\); using multiple of \(3\) as “to multiply a number by \(9\) you multiply by \(3\), and then multiply the result by \(3\) again”