Number Operations (Addition, Subtraction, Multiplication and Division)

Curriculum details

Strand

Number (Strand 1)

Sub-strand

Number Operations (Addition, Subtraction, Multiplication and Division) (1.2)

Content standard

B3.1.2.5 - Demonstrate an understanding of multiplication up to 5 x 5

Indicator

B3.1.2.5.2 - Represent and explain multiplication using rectangular arrays;

Suggested placement

Term 2, Week 3 (Week 15 of the year)

Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.

Curriculum reference

Mathematics Curriculum for Primary Schools (Basic 1-3), 2019, p. 54

Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. To find 2 × 3 = ? Learners arrange 2 straws vertically (legs) and put across it with 3 horizontal ones (arms). Learners count the number of intersections.
E.g. 2. Learners model different multiplication sentences. Learners mention the number of dots (intersections) for other learners to model fence.
Note: Alternatively, learners may draw vertical lines to represent the legs and horizontal lines across them to represent the arms and then count the number of intersections as the product.
E.g. 3. Develop and build the multiplication chart (up to 9 x 9) and have learners practice reading the chart
E.g . 4. Learners should also be encouraged to model multiplication on the number line

E.g. 5. Draw a 6 by 6-multiplication chart and use it as a game board to play the 3-in-a-line game with a pair of dice or playing cards. Players take turns in throwing a pair of dice and mark (or cover) the product made in a throw with his/her marker (or counter).

E.g. 6. Learners find doubles of given numbers and skip count in 3, 4, and 5.