Return to flip book view

Ages 9 to 11 Follows Level 3 of the New Zealand Mathematics Curriculum Created by Lucy Patston

Table of Contents Introducing Reaching Competence 5 Overview of Multiplication Books 7 Apple and Android Apps List 8 Learning Intention Sticker Chart 9 Learning Intention 16 Able to multiply a 2 digit number by a single digit number using a mental method 10 Learning Intention 17 Able to multiply a 2 digit number by a single digit number using a written method 20 Learning Intention 18 Able to multiply a 3 digit number by a single digit number using a mental method 27 Learning Intention 19 Able to multiply a 3 digit number by a single digit number using a written method 32 Learning Intention 20 Knows and understands square numbers up to 20x20 38 Learning Intention 21 Able to use multiplication facts to solve division problems 46 Learning Intention 22 Able to identify factors and multiples 62 Reach Explains Prime Numbers 73 Answers to Level 3 Multiplication 75 About the Author 83 Print Cut Resources 85 Board Games 88 Certificates of Competence 89 2020 Adept Education Limited t a Reach Education

Level 1 Able to skip count in twos and tens Able to skip count in fives Able to solve multiplication problems by skip counting Understands the x symbol Knows multiplication is commutative Knows the multiplication facts x2 x5 and x10 Level 2 Knows multiplication facts x9 Knows multiplication facts x4 Knows multiplication facts x6 Knows multiplication facts x8 Knows multiplication facts x7 Has knowledge of the doubling and halving strategy Has knowledge of the distributive property of multiplication Knows multiplication facts x11 and x12 Level 3 Overview of Multiplication Books Able to multiply a 2 digit number by a single digit number using a mental method Able to multiply a 2 digit number by a single digit number using a written method Able to multiply a 3 digit number by a single digit number using a mental method Able to multiply a 3 digit number by a single digit number using a written method Knows and understands square numbers up to 20 x 20 Able to use multiplication facts to solve division problems Able to identify factors and multiples 3 2020 Adept Education Limited t a Reach Education

Learning Intention Sticker Chart Learning Intention 16 Able to multiply a 2 digit number by a singledigit number using a mental method 17 Able to multiply a 2 digit number by a singledigit number using a written method 18 Able to multiply a 3 digit number by a singledigit number using a mental method 19 Able to multiply a 3 digit number by a singledigit number using a written method 20 Knows and understands square numbers up to 20 x 20 21 Able to use multiplication facts to solve division problems 22 Able to identify factors and multiples 4 2020 Adept Education Limited t a Reach Education Date Sticker

practice practice practice Learning Intention 16 Able to multiply a 2 digit number by a single digit number using a mental method Your child should be confident at instantly recalling multiplication facts or be confident in using strategies for when they can t instantly recall an answer Activities 1 Sheet Mult3 01 Multiplication Time Trials 2 Sheet Mult3 02 Multiplication is associative Students don t need to know the word associative but here it refers to the fact that ordering when multiplying doesn t matter For example 2 x 4 x 5 8 x 5 40 is the same as 4 x 5 x 2 20 x 2 40 or any other way you can arrange these three numbers and multiply them together This shouldn t be too difficult for students to grasp as they are well aware by now that multiplication is commutative 2 x 4 is the same as 4 x 2 see Level 2 if you missed that part 3 Sheet Mult3 03 Finding tens and hundreds patterns 4 Sheet Mult3 04 Using the distributive property of multiplication The distributive property of multiplication was introduced in Level 2 It refers to the fact that numbers can be broken down multiplied and then added together e g 8 x 2 4 x 2 4 x 2 Here students become experienced breaking or distributing numbers into tens and ones to multiply these larger numbers by a single digit number This is called place value partitioning and becomes very important as we move through the next four learning intentions 5 Sheet Mult3 05 Rounding up to take away We first introduced this concept in Level 2 when we covered the 9x tables and looked at the strategy of taking one group away from the 10x tables e g 9 x 3 can be thought of as 10 x 3 30 1 x 3 3 30 3 27 Here we think of numbers such as 29 x 2 as 30 x 2 1 x 2 60 2 58 5 2020 Adept Education Limited t a Reach Education

Learning Intention 16 Able to multiply a 2 digit number by a single digit number using a mental method Time yourself as you say aloud these times tables See if you can beat your personal best Time Trial 1 Time Trial 2 Time Trial 3 7x9 8x8 9x7 4x4 6x7 4x5 8x7 11 x 12 5x9 6x8 5x5 9x9 4x6 7x8 6x9 12 x 12 4x7 9x8 5x7 5x6 12 x 11 7x7 9 x 12 6x6 8x9 8x6 4x8 4x9 5x8 11 x 11 7x6 9x6 8 x 12 Time Time Time Try again Try again Try again 6 2020 Adept Education Limited t a Reach Education Mult3 01

Learning Intention 16 Able to multiply a 2 digit number by a single digit number using a mental method When we re multiplying we already know that we can swap the order of our numbers 6 x 8 48 4 x 5 20 9 x 7 63 8 x 6 48 5 x 4 20 7 x 9 63 The same applies with however many digits we are multiplying 3x2x6 3 x 2 x 6 6 x 6 36 3 x 2 x 6 3 x 12 36 3 x 6 x 2 18 x 2 36 Write down at least two ways to solve the multiplication equation First way 1 7x3x4 2 5x2x7 3 4x3x8 4 7x3x5 5 2x5x9 6 3x7x3 7 8x2x4 8 9x6x2 Second way 7 Mult3 02

Learning Intention 16 Able to multiply a 2 digit number by a single digit number using a mental method We can use our place value knowledge to help us with larger tidy numbers like tens and hundreds Look closely at the pattern the numbers make When we multiply by a ten e g 50 our answer moves one place to the left and a zero fills the empty space When we multiply by a hundred e g 500 our answer moves two places to the left and two zeros fill the empty spaces 3x7 21 5x5 25 4x9 36 3 x 70 210 5 x 50 250 4 x 90 360 3 x 700 2 100 5 x 500 2 500 4 x 900 3 600 Solve the equations 1 8 x 4 4 7 x 8 8 x 40 7 x 800 2 5 x 9 5 3 x 6 5 x 90 3 x 600 3 6 x 6 6 12 x 8 6 x 60 Q What happens when we multiply by a ten thousand e g 50 000 Our answer moves __ places to the left and __ zeros fill the empty spaces Q What happens when we multiply by a thousand e g 5 000 Our answer moves __ places to the left and __ zeros fill the empty spaces 12 x 800 7 11 x 100 11 10 x 100 8 4 x 50 12 30 x 5 9 9 x 300 13 80 x 6 10 5 x 5 000 14 900 x 4 TRICK OF THE TRADE 15 2 x 4 x 10 x 10 EACH x10 moves the answer one place to the left so if there were two x10s the answer would move 2 spaces to the left 10 x 10 100 so this is the same as multiplying by 100 16 5 x 10 x 2 x 10 17 2 x 100 x 100 18 7 x 3 x 10 x 100 8 Mult3 03

Learning Intention 16 Able to multiply a 2 digit number by a single digit number using a mental method A good way to check bigger multiplications is to divide one number up multiply both numbers and then add them together again Let s look at 6 x 4 We can divide 6 into 3 and 3 3 x 4 3 x 4 6x4 12 12 24 We can use this idea to help us solve even larger multiplications place value partitioning Let s look at 3 x 26 Expanded notation 3 x 20 3 x 6 78 3 x 20 6 0 3x6 1 8 3 x 26 7 8 Expand these multiplication equations and then solve them 1 2 x 42 2 x 40 2 x 2 8 2 x 72 2 5 x 63 9 6 x 43 3 8 x 26 10 3 x 34 4 4 x 38 11 7 x 58 5 5 x 28 12 4 x 36 6 6 x 31 13 8 x 81 7 9 x 65 14 9 x 56 9 Mult3 04

Learning Intention 16 Able to multiply a 2 digit number by a single digit number using a mental method When we learned the 9x tables we realised we could think of these as one set less than the 10x tables 1 x 9 9 and 10 1 9 2 x 9 18 and 20 2 18 3 x 9 27 and 30 3 27 and so on 1 11 21 31 41 51 61 71 81 The 9x tables are just the 10x tables less the number we are multiplying by 3 x 9 3 x 10 3 2 12 22 32 42 52 62 72 82 3 13 23 33 43 53 63 73 83 4 14 24 34 44 54 64 74 84 5 15 25 35 45 55 65 75 85 6 16 26 36 46 56 66 76 86 7 17 27 37 47 57 67 77 87 8 18 28 38 48 58 68 78 88 9 19 29 39 49 59 69 79 89 10 20 30 40 50 60 70 80 90 1 2 3 4 5 6 7 8 9 We can use the same concept when working out larger equations 29 x 3 30 x 3 1 x 3 90 3 87 Use rounding to find an easy way to work out these multiplication equations 114 5 49 x 6 1 39 x 4 6 59 x 5 2 19 x 5 7 19 x 8 3 49 x 3 8 29 x 7 4 89 x 2 9 69 x 4 e g 19 x 6 20 x 6 1 x 6 10 Mult3 05

apply Learning Intention 16 Able to multiply a 2 digit number by a single digit number using a mental method Activities 1 Sheet Mult3 06 Brain Busters Multiplication Manipulation Students should be able to recognise at least two different ways of coming to a correct answer with these sorts of multiplications After each question you could discuss other ways that you think may have been quick efficient strategies for that equation 2 Sheet Mult3 07 Using multiplicative thinking to solve real world problems These equations aren t simple to calculate mentally Questions 1 2 and 4 require two separate calculations Be sure to provide positive reinforcement if your child attempts these earnestly whether or not they arrive at the correct answer For Question 4 they will need to grasp the concept we ve introduced elsewhere where numbers decrease when multiplied by a decimal 3 Sheet Mult3 08 Matching strategies This sheet helps students compare multiplication strategies and devise reasoning for why each strategy may be more or less useful in different situations Spend some time questioning your child as to why they ve chosen a particular strategy and help them consider other perhaps more efficient strategies Doubling and halving This strategy is useful if one number can be changed into a known fact like the 10x tables Sometimes the strategy can work by halving one number and doubling the other like in the 5 x 48 example or by halving a number and then doubling the product Using tidy numbers and then compensation This strategy works when the larger number is within 1 or 2 of a tidy number like a ten or hundred and works whether rounding occurs up or down Afterwards however the product must be adjusted compensation For example 5 x 48 5 x 50 5 x 2 Place value partitioning This strategy is suitable for all other computations The larger number is broken down into its place value components partitioning and the products are added together 11 2020 Adept Education Limited t a Reach Education

Learning Intention 16 Able to multiply a 2 digit number by a single digit number using a mental method Jack is challenging some different friends Candice Ken and Judy to see how many strategies they can come up with to solve a problem I ll use doubling and halving 2 x 24 48 48 48 96 What s 4 x 24 I ll use tidy numbers 25 x 4 100 100 4 96 Candice I ll use place value partitioning 4 x 20 80 4 x 4 16 80 16 96 Ken Judy See if you can think of two different strategies to solve the problems below Strategy 1 Strategy 2 1 5 x 33 2 3 x 51 3 26 x 6 4 45 x 4 12 2020 Adept Education Limited t a Reach Education Mult3 06

Learning Intention 16 Able to multiply a 2 digit number by a single digit number using a mental method Use a mental method to solve the problems below Reach School is having a fundraiser Here are what some of the children are doing to help FUNDRAISER 1 William is making wax sandwich wraps He has 8 different fabrics that he can cut into 16 wraps each He sells his wraps for 5 each How much can William earn for the school if he sell all his wraps Answer 3 Tommy wants to sell his Beyblade collection at the fundraiser event He has 42 Beyblades and will sell each one for 6 How much can Tommy earn for the school if he sells all his Beyblades Answer 2 James is selling toothbrushes He receives 3 boxes from his supplier each containing 36 toothbrushes James sells his toothbrushes for 4 each How much can James earn for the school if he sells all his toothbrushes 4 Answer Sid is going to make gingerbread cookies The recipe he uses makes 24 cookies and he plans to make 4 batches He will sell each gingerbread man for 50c How much can Sid earn for the school if he sells all his gingerbread men Answer 13 2020 Adept Education Limited t a Reach Education Mult3 07

Learning Intention 16 Able to multiply a 2 digit number by a single digit number using a mental method The Patston Pirates all have their own very strong opinions on how things should be done especially when it comes to loot calculations Match up the pirate with the strategies they used by drawing a line to the coins above and below them A 5 x 48 x2 B 5 x 48 2 5 x 48 C 10 x 24 240 5 x 50 5 x 2 250 10 240 5 x 40 200 5 x 8 40 200 40 240 Finding a tidy number is by faarrr the best way Using place value partitioning is always the right way to go I think using doubling and halving works best D 4 x 72 4 x 75 4 x 3 300 12 288 4 x 72 E 2 x 72 144 144 144 288 F 4 x 72 4 x 70 280 4 x 2 8 280 8 288 Which pirate s strategy would you use for the following equations 1 5 x 36 5 9 x 46 2 7 x 74 6 20 x 32 3 6 x 81 7 3 x 99 4 8 x 56 8 7 x 49 14 2020 Adept Education Limited t a Reach Education Mult3 08

Here s some other pages you ll see in this book www reacheducation co nz

Learning Intention 17 Able to multiply a 2 digit number by a single digit number using a written method Written Method 1 for multiplication The place value partitioning one It s pretty tricky to keep information in your mind while you do a math problem so sometimes it s good to write things down Here s one way to record the place value partitioning method of solving a multiplication equation 3 4 We think of x 4 as 5 We can write this in a simpler way x 5 1 5 0 170 3 4 x 5 2 0 As always be sure to line up your numbers in their correct place values As with written addition and subtraction start with the ones and work your way backwards 3 0 x 5 2 0 TRICK OF THE TRADE Multiply the ones 4 x 5 is 20 1 5 0 Multiply the tens 30 x 5 is 150 1 7 0 Add them together 20 150 170 Write out these equations in the simpler way and solve them using Method 1 1 6 8 x 2 3 8 6 x 3 4 5 5 4 x 4 6 x 6 3 2 x 7 9 5 16 9 9 7 x 7 7 4 5 x 8 2 2 3 x 8 Mult3 09

Learning Intention 17 Able to multiply a 2 digit number by a single digit number using a written method Written Method 2 for multiplication The old fashioned one For this method we multiply the single digit number by the ones and then the tens of the 2 digit number as we did in Method 1 but this time we do the addition as we go Let s consider 83 x 4 If we estimate this first we could think 1 8 3 x 4 3 3 2 80 x 2 would be 160 This doubled would be 320 so the answer will be a bit more than 320 Multiply the ones 4 x 3 12 Write the 2 and carry the 1 10 OR 100 x 4 would be 400 and the answer would be at least 40 4 x 10 less than this The answer would be a bit less than 360 Multiply the tens 4 x 8 32 32 tens Add the 1 we carried 33 33 tens Write 33 Follow the 5 step process to solve these multiplication equations using Method 2 1 3 5 6 5 x 7 4 8 2 x 8 3 4 x 4 6 x 4 7 2 x 17 5 8 3 8 x 9 2 9 6 2 9 x 7 7 5 6 x 3 Mult3 10

Learning Intention 18 Able to multiply a 3 digit number by a single digit number using a mental method Solve the story problems using a mental method Mr Tomokino orders apples for the school sports day There are 128 children in each class and 6 classes 1 2 At the concert there are 133 rows of 9 seats 5 How many seats are there altogether 6 How many seats would there be if there were 10 rows of seats How many apples does he need to order How many would he order for 9 classes A jar holds 261 tea bags There are 4 jars The bus travels 256 km each day 3 How many kms does the bus travel over 5 days 7 How many tea bags are there altogether 4 How many kms does the bus travel over 7 days 8 How many tea bags would there be in 6 jars 18 2020 Adept Education Limited t a Reach Education Mult3 15

Learning Intention 20 Knows and understands square numbers up to 20 x 20 You have probably heard of square numbers but you might not realise what they are Square numbers are the products of numbers that are multiplied by themselves For example 3 x 3 7 x 7 and 11 x 11 They also make a very tidy line straight through the middle of our multiplication table We notate square numbers by using a superscript 2 2 This means multiplied by itself x 1 2 3 4 5 6 7 8 9 10 11 12 1 1 2 3 4 5 6 7 8 9 10 11 12 2 2 4 6 8 10 12 14 16 18 20 22 24 3 3 6 9 12 15 18 21 24 27 30 33 36 4 4 8 12 16 20 24 28 32 36 40 44 48 Long form 5 5 10 15 20 25 30 35 40 45 50 55 60 1x1 12 1 7x7 6 6 12 18 24 30 36 42 48 54 60 66 72 2x2 22 4 8x8 7 7 14 21 28 35 42 49 56 63 70 77 84 8 8 16 24 32 40 48 56 64 72 80 88 96 9 9 18 27 36 45 54 63 72 81 90 99 108 10 10 20 30 40 50 60 70 80 90 100 110 120 Fill in the table of the different notations for the square numbers 1 to 144 Squared Product notation 3x3 Long form 9 Squared Product notation 92 42 102 5x5 11 x 11 11 11 22 33 44 55 66 77 88 99 110 121 132 36 12 12 24 36 48 60 72 84 96 108 120 132 144 144 You already know the square numbers above so let s work out what the rest are up to 20 x 20 Use your calculator to find the answers 1 13 x 13 5 17 x 17 2 14 x 14 6 18 x 18 3 15 x 15 7 19 x 19 4 16 x 16 8 20 x 20 9 We will come back to look at this page later For now simply put a circle around the answers to the following multiplications the first one has been done 1 x 3 2 x 4 3 x 5 4 x 6 5 x 7 6 x 8 7 x 9 8 x 10 9 x 11 and 10 x 12 19 Mult3 20

Learning Intention 21 Able to use multiplication facts to solve division problems If I have 8 jellybeans and I want to share them equally into 2 piles there will be 4 in each pile 8 2 4 If I have 2 friends and I want to give them both 4 jellybeans I will need 8 jellybeans altogether 2x4 8 8 2 4 because 2 x 4 8 They are inverse operations of each other Write the inverse operations for each of the following 1 70 10 because 10 x 70 2 24 4 because 4x 24 3 48 8 because 8x 48 4 72 6 because 6x 72 5 35 5 because 5x 35 6 60 6 because 6x 60 7 21 7 because 7x 21 8 63 9 because 9x 63 20 Mult3 29

Learning Intention 21 Able to use multiplication facts to solve division problems The Patston Pirates have plundered some loot Help them share their wealth between them equally How many gold coins rubies silver bars and diamonds will they get each Pirate 1 Pirate 2 Pirate 3 Pirate 4 Pirate 5 Pirate 6 1 48 Gold coins 2 36 Rubies 3 72 Silver bars 4 60 Diamonds Two of the pirates have decided to live on an idyllic tropical island They won t be needing treasure and have left their share on the ship Help the four remaining pirates share out the new stash of loot Pirate 1 Pirate 2 Pirate 3 Pirate 4 5 48 Gold coins 6 36 Rubies 7 72 Silver bars 8 60 Diamonds 21 2020 Adept Education Limited t a Reach Education Mult3 34

Learning Intention 21 Able to use multiplication facts to solve division problems Write in the equation and solve the story problem 1 Marinda walks her dog on an 8km round track 6 days a week How many kms per week is that 4 There were 30 children going on a school trip Five 5 children could fit in each car How many cars were needed 7 Gran has 54 chocolates and 6 grandchildren How many should she give each grandchild 2 Nikki scored 7 goals in each of her 7 football games How many goals did she score altogether 5 Claudia counted 144 cherries in her bucket The cherries were 12 for 1 How much money did Claudia need to pay 8 Eight 8 children bring an egg carton 12 eggs to class How many seedlings can they grow with one seed per egg cup 6 Ella s book has 110 pages She wants to finish it in 11 days How many pages should she read each day 9 Eight 8 friends are at a sweet factory Their parents pool together 56 for them to buy sweets How much money will each friend get 3 Judy s grandfather planted 5 rows with 11 tomato plants in each row How many tomato plants does he have altogether 22 2020 Adept Education Limited t a Reach Education Mult3 35

Prime numbers are numbers that can only be divided by themselves and 1 They are the numbers that only have 2 factors To work out all the prime numbers to 100 we can systematically go through our times tables to see which numbers are left over at the end We re going to start with our 9x table and skip up in nines until we reach 100 We will then do the same all the way back to our 2x table If we land on a number that is already coloured we ll ignore it and keep going We re not going to include any 1x tables because those include some of our prime numbers 1 11 21 31 41 51 61 71 81 91 2 12 22 32 42 52 62 72 82 92 3 13 23 33 43 53 63 73 83 93 4 14 24 34 44 54 64 74 84 94 1 11 21 31 41 51 61 71 81 91 2 12 22 32 42 52 62 72 82 92 3 13 23 33 43 53 63 73 83 93 4 14 24 34 44 54 64 74 84 94 5 15 25 35 45 55 65 75 85 95 6 16 26 36 46 56 66 76 86 96 5 15 25 35 45 55 65 75 85 95 6 16 26 36 46 56 66 76 86 96 7 17 27 37 47 57 67 77 87 97 8 18 28 38 48 58 68 78 88 98 9 19 29 39 49 59 69 79 89 99 10 20 30 40 50 60 70 80 90 100 7 17 27 37 47 57 67 77 87 97 8 18 28 38 48 58 68 78 88 98 9 19 29 39 49 59 69 79 89 99 2 x 9 18 3 x 9 27 4 x 9 36 5 x 9 45 6 x 9 54 7 x 9 63 8 x 9 72 9 x 9 81 10 x 9 90 11 x 9 90 10 20 30 40 50 60 70 80 90 100 7x table 8x table You could follow this exercise with your hundred board and about 90 counters 9x table 1 11 21 31 41 51 61 71 81 91 2 12 22 32 42 52 62 72 82 92 3 13 23 33 43 53 63 73 83 93 4 14 24 34 44 54 64 74 84 94 23 2020 Adept Education Limited t a Reach Education 5 15 25 35 45 55 65 75 85 95 6 16 26 36 46 56 66 76 86 96 7 17 27 37 47 57 67 77 87 97 8 18 28 38 48 58 68 78 88 98 9 19 29 39 49 59 69 79 89 99 10 20 30 40 50 60 70 80 90 100

Sheet Mult3 02 1 2 3 4 5 6 7 8 21 x 4 84 OR 7 x 12 84 OR 3 x 28 84 10 x 7 70 OR 5 x 14 70 OR 2 x 35 70 12 x 8 96 OR 4 x 24 96 OR 3 x 32 96 21 x 5 105 OR 7 x 15 105 OR 3 x 35 105 10 x 9 90 OR 2 x 45 90 OR 5 x 18 90 21 x 3 63 OR 3 x 21 63 OR 7 x 9 63 16 x 4 64 OR 8 x 8 64 OR 2 x 32 64 54 x 2 108 OR 9 x 12 108 OR 6 x 18 108 Sheet Mult3 03 continued 12 13 14 15 16 17 18 30 x 5 150 80 x 6 480 900 x 4 3 600 2 x 4 x 10 x 10 800 5 x 10 x 2 x 10 1 000 2 x 100 x 100 20 000 7 x 3 x 10 x 100 21 000 Sheet Mult3 04 1 2 3 4 5 6 7 8 9 10 11 12 13 14 2 x 40 2 x 2 84 5 x 60 5 x 3 315 8 x 20 8 x 6 208 4 x 30 4 x 8 152 5 x 20 5 x 8 140 6 x 30 6 x 1 186 9 x 60 9 x 5 585 2 x 70 2 x 2 144 6 x 40 6 x 3 258 3 x 30 3 x 4 102 7 x 50 7 x 8 406 4 x 30 4 x 6 144 8 x 80 8 x 1 648 9 x 50 9 x 6 504 Sheet Mult3 06 1 2 3 4 Sheet Mult3 07 1 2 3 4 1 8 x 4 32 8 x 40 320 2 5 x 9 45 5 x 90 450 3 6 x 6 36 6 x 60 360 4 7 x 8 56 7 x 800 5 600 5 3 x 6 18 3 x 600 1 800 6 12 x 8 96 12 x 800 9 600 7 11 x 100 1 100 8 4 x 50 200 9 9 x 300 2 700 10 5 x 5 000 25 000 11 10 x 100 1 000 Sheet Mult3 05 1 2 3 4 5 6 7 8 9 40 x 4 1 x 4 156 20 x 5 1 x 5 95 50 x 3 1 x 3 147 90 x 2 1 x 2 178 50 x 6 1 x 6 294 60 x 5 1 x 5 295 20 x 8 1 x 8 152 30 x 7 1 x 7 203 70 x 4 1 x 4 276 8 x 16 128 x 5 640 3 x 36 108 x 4 432 42 x 6 252 24 x 4 96 x 0 5 48 Sheet Mult3 08 1 2 Sheet Mult3 03 Strategies will vary 5 x 33 165 3 x 51 153 26 x 6 156 45 x 4 180 3 4 5 6 7 8 24 2020 Adept Education Limited t a Reach Education Captain Scurvy Beard should be connected with Coins B and D Captain Scallywag should be connected with Coins C and F One Eyed Billy should be connected with Coins A and E One Eyed Billy Doubling and Halving Captain Scallywag Place Value Partitioning Captain Scurvy Beard Tidy numbers Captain Scallywag Place Value Partitioning Captain Scallywag Place Value Partitioning One Eyed Billy Doubling and Halving Captain Scurvy Beard Tidy numbers Captain Scurvy Beard Tidy numbers

For full content please purchase from the website www reacheducation co nz

Explore the mathematics curriculum with your child at your own pace with this guided interactive programme This booklet includes learning intentions 16 through to 22 of 22 for Multiplication Level3 Includes information about the curriculum for parents and caregivers learning intention checklist worksheets activities board games certificates and other printand cut resources The learning intentions covered in this book are Able to multiply a 2 digit number by a single digit number using a mental method Able to multiply a 2 digit number by a single digit number using a written method Able to multiply a 3 digit number by a single digit number using a mental method Able to multiply a 3 digit number by a single digit number using a written method Knows and understands square numbers up to 20x20 Able to use multiplication facts to solve division problems Able to identify factors and multiples Online and printed versions available at www reacheducation co nz ISBN 978 0 9951178 9 1