Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.

Teachers should develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics.

*– National Curriculum in England Framework Document, September 2013, p10*

### Connections within Mathematics

#### Making connections to this topic in adjacent year groups

**Statutory Framework for the Early Years Foundation Stage**

From ‘Number’ Early Learning Goal;

- They solve problems, including doubling, halving and sharing

**Year 2**

- Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers.
- Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) signs
- Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot
- Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

**Non statutory guidance**

Pupils use a variety of language to describe multiplication and division.

Pupils are introduced to the multiplication tables. They practise to become fluent in the 2, 5 and 10 multiplication tables and connect them to each other. They connect the 10 multiplication table to place value, and the 5 multiplication table to the divisions on the clock face. They begin to use other multiplication facts, including using related division facts to perform written and mental calculations.

Pupils work with a range of materials and contexts in which multiplication and division to relate to grouping and sharing discrete and continuous quantities, and relating these to fractions and measures (e.g. 40 ÷ 2 = 20, 20 is a half of 40). They use commutativity and inverse relations to develop multiplicative reasoning (e.g. 4 x 5 = 20 and 20 ÷ 5= 4).

### Cross-curricular and real life connections

Learners will encounter multiplication and division in:

**Money** - when shopping and recognising prices of items, ordering items by price, finding quantities in multiple purchases, sales prices, sharing costs.

**Measurement** - calculating area and perimeter, finding journey distances, reading and calculating scales, adjusting recipe quantities.

**Data** - interpreting and evaluating data, calculating amounts from pie charts and pictograms.