Side 1 of this mat gives a list of strategies that can be used to find an unknown multiplication fact. It features:

• Two ways of saying the strategy in words and symbols. When using this section, encourage the students to say “four times four equals sixteen” when reading 4 × 4 = 16.
• Diagrams that show how number splitting can be used to make a multiplication manageable.
• A reminder of the link between multiplication and division.

On Side 2, The Thinking Space can be used as a place where cards are dealt, dice are thrown or multiplication strategies are shown. Answers can be checked on the Multiplication Table and copied across to the mini-chunking boxes. The mini-chunking boxes can also be used for dictation, as in:

“I have 6 bags of orange with 8 oranges in each bag. Will that be enough for the footy teams today?”

The Multiplication Table can be used to find a multiplication as well as for a final check on earlier working out.

This multiplication mat supports the teaching of Year 2: ACMNA031 and ACMNA032, Year 3: ACMNA056 and ACMNA057, Year 4: ACMNA075.

• Description

Side 1 of this mat gives a list of strategies that can be used to find an unknown multiplication fact. It features:

• Two ways of saying the strategy in words and symbols. When using this section, encourage the students to say “four times four equals sixteen” when reading 4 × 4 = 16.
• Diagrams that show how number splitting can be used to make a multiplication manageable.
• A reminder of the link between multiplication and division.

On Side 2, The Thinking Space can be used as a place where cards are dealt, dice are thrown or multiplication strategies are shown. Answers can be checked on the Multiplication Table and copied across to the mini-chunking boxes. The mini-chunking boxes can also be used for dictation, as in:

“I have 6 bags of orange with 8 oranges in each bag. Will that be enough for the footy teams today?”

The Multiplication Table can be used to find a multiplication as well as for a final check on earlier working out.