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
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.