NA2-1: Use simple additive strategies with whole numbers and fractions.
This means students will learn to treat whole numbers as units of ones that can be split and recombined to make calculations easier. Additive strategies are about a type of thinking not the operation of addition. So additive strategies can be applied to addition (for example, 47 + 38 is 50 + 40 – 5), subtraction (for example, 74 – 8 = as 74 – 4 – 4 = ), multiplication (for example, 4 x 4 = as 4 + 4 + 4 + 4 = , which is 8 + 8 = ), division (for example, 18 ÷ 3 = , as 5 + 5 + 5 = 15 so 6 + 6 + 6 = 18). Additive strategies may also be applied to finding fractions of sets particularly halves, thirds, quarters, fifths, eighths and tenths. Level Two corresponds to students being proficient at the Early Additive stage of the number framework.
use mental strategies to solve subtraction problems
give change using money
find fractions of a circle
link repeated addition to multiplication
- Represent a sum of money by using a combinations of coins.
- Use a list to work systematically.
- Devise and use problem solving strategies to explore situations mathematically (systematic list, use equipment).
The purpose of this activity is to support students in understanding and applying the commutative property of multiplication.
use additive strategies to add numbers
Solve addition problems by using compatible numbers.
explore multiplication and division basic facts
solve problems involving fractions and money
use tens frames to explore different mental strategies for addition
The purpose of this activity is to support students deriving from simple multiplication facts related to simple skip counting patterns: twos, fives, and tens.
The purpose of this activity is to support students deriving new multiplication facts from known facts, using doubling, the multiplier, or the multiplicand. For example, if 2 x 7 = 14 is known then 4 x 7 = ? can be solved by doubling 14.
The purpose of this activity is to support students deriving new multiplication facts by subtracting from known multiplication facts that involve multiples of five and ten. For example, subtracting 6 from 6 x 10 = 60 can be used to find 6 x 9 = 54.
The purpose of this activity is to support students deriving new division facts from given multiplication or division facts. Deriving applies the distributive property of multiplication which connects to division by inverse operation. For example, if 6 x 5 = 30 is known then 35 ÷ 5 is worked out as...