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National Curriculum: Multiplication and Division Year 1 - Making Connections


Created on 14 October 2013 by ncetm_administrator
Updated on 03 February 2014 by ncetm_administrator
 

Making Connections

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.

 

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Comments

 


09 February 2014 17:12
Second part of message listed again

Money – the suggestions here seem to be beyond the end of Y1 expectation of :recognise and know the value of different denominations of coins and notes; other suggestions don't seem to link with multiplication & division e.g. ‘ordering items by price';

measurement – again, area (Y4) & perimeter (Y3 and not sure how perimeter links with multiplication until later in KS2) etc. beyond the expectation of Y1

data – no statutory requirements for Y1
By CathrynHardy
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09 February 2014 17:03
I'm delighted to see the exemplification and suggestions for links across the maths curriculum etc. for various aspects of the new curriculum: I'm sure that teachers will find this resource invaluable.

Looking in more detail, there appear to be some anomalies and it would be useful to have clarification. For example, the cross curricular links here (multiplication and division Y1) seem to refer to another year group i.e.:

Money – the suggestions here seem to be beyond the end of Y1 expectation of 'recognise and know the value of different denominations of coins and notes'; other suggestions don't seem to link with multiplication & division e.g. ‘ordering items by price';
measurement – again, area (Y4) & perimeter (Y3 and not sure how perimeter links with multiplication until later in KS2) etc. beyond the expectation of Y1
data – no statutory requirements for Y1

Also the statements in Y6 for addition & subtraction are actually the Y5 statements.
By CathrynHardy
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