D.

Strategies for multiplication and division

D0. Not apparent
Not yet able to find the answer in a situation involving multiple groups.
Activity: Flower Facts Activity: Groups in our class
Materials: Flower cut out, Petal leaf Materials: None
Group size: Individual, partner Group size: Whole class
Description: Students create flowers by gluing 5 petals onto Description: Use the students themselves to model groups.
a flower. 1 flower = 5 petals. Then students add petals to a Ask six students to organise themselves into “three groups of
second flower. 2 flowers= 10 petals. Continue to do this for 2”, and record this in words on the board. Have the class
5 flowers, then students create an artwork and write about determine whether they have been successful in their
the maths they have done. attempt. Repeat with various combinations using the whole
Reference: Own activity class such as 10 groups of 2, 4 groups of 5 and record this on
the whiteboard.
Reference: Catholic Education Office, 2013
https://cpb-ap-se2.wpmucdn.com/global2.vic.edu.au/
dist/0/14331/files/2012/12/Final_Growth_Point_
Activities_Volume_2-1ytyjjs.pdf
Activity: Bead Strings Activity: Photo sort
Materials: String, different coloured beads Materials: Range of photos that display items in equal groups
Group size: Individual and items that are not in equal groups
Description: Students are instructed to bead 3 x 6 onto their Group size: small group
bead strings. Students collect 3 lots of 6 beads (3 different Description: Discuss the definition of the words “equal” and
colours) and bead them onto the bead string. Students can “groups”. Give students a selection of photo cards that
then count how many beads they have altogether on the represent objects organised into equal groups and those that
bead string. Repeat with different numbers. are not. Ask the students to categorise the photos into those
Reference:https://notsowimpyteacher.com/2016/09/5- that show equal groups and those that do not show equal
hands-on-ways-to-teach-multiplication.html? groups
Example: Reference:
http://www.resourcesformathematics.com.au/dens1/stage2-
activities-to-support-multiplication-and-division
D1. Counting group items as ones (all objects perceived)
Counting one by one to find the solution in situations involving multiple groups when all objects are
modelled or perceived.
Activity: Train carriages Activity: Ice-cream Toppings
Materials: Train carriage (milk carton), Lego characters Materials: Dice, red cotton wool balls, ice-cream sheets
Group size: 1-on-1 with teacher Group size: Individual
Description: Construct train carriages from milk cartons or Description: Have student roll the dice and place that
similar materials. Instruct the students to place equal numbers of number of cherries into the jar. Students then share out
Lego people, or similar items, into each of the carriages. Increase/ the cherries equally onto the ice-creams.
decrease number of carriages/ Lego people to vary the task. Reference:
Reference: Example:
http://www.resourcesformathematics.com.au/dens1/stage2-
activities-to-support-multiplication-and-division

Activity: Children’s Literature- Divide and Ride Activity: Teddy stories

Materials: Text- Divide and Ride (Stuart Murphy) Materials: Mats, toy teddies
Group size: Whole Class, broken into desk groups) Group size: small group ran by teacher
Description: Using the text, the teacher is to read the adventures Description: Using mats and mini toy teddies, explore
of the groups of friends that attent a carnival fair. In each desk equal sharing of the teddies one by one as the teacher
group students have a corresponding amount of counters to the verbalises a story and the students follow along. For
activities in the text. For example, 12 friends divide up to fit on example:
the 2-to-a-seat roller coaster and the 4-to-a-cup teacups ride. As - 12 teddies at 4 tables
a group, students model making groups with counters - 12 teddies at 5 tables
corresponding to the actions in the story. - 12 teddies at 3 tables
Reference: Reference: Growth Point Learning Experiences Part 2
https://www.amazon.com/Divide-Ride-MathStart-Stuart- pg.101
Murphy/dp/0064467104?&linkCode=ll1&tag=trxwat42-
20&linkId=6f9e54c871b5cfac8a4134070be41372&language=en_
US&ref_=as_li_ss_tl
Example:
D2. Modelling multiplication and division (all objects perceived)
Uses the multiplicative structure of the situation to find the answer when all objects are modelled
or perceived.
Activity: How many ways? Activity: Guess My Square
Materials: Butcher paper, counters Materials: Multi-link cubes, cardboard
Group size: Partner, small groups Group size: Partner
Description: Students are given a number (e.g. 12) and Description: Students pair up and sit opposite each other. One
collect 12 counters. In 2 minutes, students are to arrange student creates an array using the multi-link cubes behind the
the counters into as many different equal group cardboard screen. Student shows partner the array for a max
combinations as possible and record it onto butcher paper. time of 2 seconds before covering again. The second student is
After the time is up, the class does a gallery walk and constructing the same array pattern from memory. Uncover the
discovers the different ways that 12 was shared into equal original array and compare array patterns- calculate the total
groups. number of items in each array.
Reference: Own activity Reference: Part 2 Growth Point learning Activities Workbook

Activity: Party Time Activity: Multiplication match up

Materials: Selection of objects that represent party foods Materials: Pack of multiplication matching cards (array,
grouped together, paper plate product, sum)
Group size: small group with teacher Group size: Partner, small group
Description: Description: Students sort through the pack of multiplication
Teacher leads discussion about a birthday party, where match up cards to match the correct sum, array and product
you are going to have six friends to join. As a group work together
through the party foods list allocating the correct amount Reference: Diagnostic Mathematics Clinic, PowerPoint 9
of goods to each person’s plate. activity
• 12 cup cakes (unifix blocks), how many would each Example:
person get?
• 24 jelly babies, how many would each person get?
• 6 dim sims, how many would each person get?
• 18 snakes, how many would each person get? • 30 sour
worms, how many would each person get?
Reference: Catholic Education Office, 2013
https://cpb-ap-se2.wpmucdn.com/global2.vic.edu.au/
dist/0/14331/files/2012/12/Final_Growth_Point_
Activities_Volume_2-1ytyjjs.pdf
D3. Partial Modelling multiplication and division (some objects perceived)  
Uses multiplicative structure of the situation to find the answer when objects are partially modelled
or perceived.
Activity: Mini Multi Activity: Turn The Tables
Materials: 2 x six-sided dice, multiplication grid, 2 x- Materials: 1 x 6 sided dice, 1 x 10 sided dice, playing board, 2
coloured counters different sets of coloured counters
Group size: Partner Group size: Partner
Description: Description: Students roll 2 x dice and decide which order they
would like to arrange the multiplication sum in. Students cover
the answer on the game board. If the cell is already occupied,
the player may remove the other counter. Aim of the game Is to
be the first student to cover four cells in any direction.
Reference: Paul Swan
Example:

Reference: Paul Swan:

Activity: Partial arrays Activity: Skip counting ladders

Materials: Partial array task cards Materials: Various large ladders with some numbers present
Group size: small group Group size: small group
Description: Students receive a pack of partial array task Description: Students who can skip count by rote can use skip
cards. Have students look at the arrays and calculate the counting sequences to work out their answers to unknown
number of tiles they think would be used to make the facts. Students pick a ladder of choice and identify which
complete array and what It will look like complete. number (timetable) the ladder is showcasing. Student complete
Reference: https://topdrawer.aamt.edu.au/Mental- the skip counting ladder- students can also create their own
computation/Good-teaching/Multiplication-and- ladders to test their friends.
division/Visualising-arrays/Partial-arrays Reference: https://www.teacherspayteachers.com/Product/
Example: Skip-Counting-for-Multiplication
Example:
D4. Abstracting multiplication and division (no objects perceived)
Mentally solves multiplication and division problems (no objects perceived) using the multiplicative
structure of the situation.
Activity: The halving game Activity: Array Game
Materials: Gameboard, spinner, counters Materials: Grid, 2 x dice, coloured pencil
Group size: Partner Group size: Partner
Description: Players take turns to flick the spinner and Description: Player rolls 2 dice and creates a multiplication sum
place a counter on the board that represents half of the (eg. 2x6). Student colours in the corresponding array on the
number shown on the spinner. For example, if the spinner grid and writes the sum. Take turns playing until all the area on
shows 14, the player would place a counter on 7. The the game square is filled up. The winner is the student who has
winner is the student with 3 counters next to each other, in covered the most space on the grid.
a row, column or diagonal. Reference:https://jillianstarrteaching.com/10-multiplication-
Reference: Paul Swan- Free Resource packs Years 3/4 center-ideas/
Example: Example:

Activity: Coin toss Activity: Arrays Game

Materials: Playing cards 1-12, coin, recording sheet, Materials: Arrays game board, spinner (pin & paperclip,
calculator pencils)
Group size: Partner Group size: Partner
Description: One student draws two cards e.g. 6 and 8. Description: Each player flicks the spinners and draws a
They then toss the coin if it lands tails – division question rectangle (array) according to what is indicated on the
heads – multiplication question. The students must use the spinners. The player should lightly shade the inside of the
numbers drawn to make an appropriate algorithm. e.g. rectangle and write the calculation. The winner is the student
draw 6 and 8, toss heads algorithm could be either 6 × 8 = who covers most of the gameboard at the end of the allocated
48 or 8 × 6 = 48 draw 6 and 8, toss tails algorithm could be time.
either 48 ÷ 6 = 8 or 48 ÷ 8 = 6. Reference: Arrays Games – Paul Swan
Partner checks with the calculator and student scores one Example:
point. Play then passes to the other student. The first
student to score ten points is the winner.
Reference:
Catholic Education Office, 2013
https://cpb-ap-se2.wpmucdn.com/global2.vic.edu.au/
dist/0/14331/files/2012/12/Final_Growth_Point_
Activities_Volume_2-1ytyjjs.pdf
D5. Basic derived and intuitive strategies for multiplication
Mentally solves a range of multiplication problems using strategies that reflect attention to the
multiplicative structure such as commutativity and building up from known facts.
Activity: Children’s Literature- How do you count a dozen Activity: Double, double up
ducklings? Seon Chai Materials: Game board, dice, counters
Materials: Text Group size: Partner
Group size: Whole class Description: Roll the dice and move along the track. Double the
Description: This text shows all the different ways to make number, and then double the number again that the students
12 and demonstrates the commutative property. land on and place a counter on that number in the centre
Reference: https://www.amazon.com/How-You-Count- square. The first player with four in a row is the winner.
Dozen-Ducklings/ Reference: Paul Swan- Free Resource packs Years 3/4
Example: Example:

Activity: Sechser-Spiel Activity: Double Bingo

Materials: dice, game board, recording tool Materials: Bingo boards, 10-sided dice
Group size: Groups of 3-6 Group size: Whole class
Description: Player one throws the die. Player multiplies Description: Students Arrange the following numbers onto a
the number on the die by one of the numbers on the 4x4 bingo grid (0.5, 1, 1.5, 2, 2.5, 3, 3.5, 4, 4.5, 6, 8, 10, 12, 14,
score card (1-6) and records. For each turn, the player 16, 18). Teacher throws a 10-sided dice. If a zero is thrown,
multiplies the number on the die by a number from 1- throw again. Students need to decide about whether to halve or
6. Each number from 1-6 can only be used once. For double the number to cover a number on their grid. The aim is
example, if a player rolls a 6, they will probably want to to make 4 in a row.
multiply it by 6 (36) and enter it in the appropriate Reference: Diagnostic Maths Clinic Week 9 PowerPoint pg. 3
box. The winner at the end of the game is the person
with the highest score.
Reference:
https://www.whatdowedoallday.com/multiplication-dice-
game/
Example:
D6. Basic, derived and intuitive strategies for division
Mentally solves a range of division problems attending to the multiplicative structure using
strategies such as fact families and building up from known facts.
Activity: Fidget Spinner Fact Families Activity: Ten Strip Division Challenge
Materials: Assortment of fidget spinners with 1 missing Materials: Ten strips, dice
fact family, recording sheet, timer. Group size: Partners working in a group of 4
Group size: Partner Description: Partners begin with a collection of 10 strips.
Description: Students are investigating the missing number Teacher to select a nominated number and students represent
on a fidget spinner. 2 of the numbers have been modelled this number using 10 strips- e.g., 50. Each pair rolls the dice
and students need to work out the missing number, write and determines how many equal groups to form. Students
it on a sticker and complete the fidget spinner. Students model their findings and methods in a way of their choice-
are then to record all the fact family combinations for that second group checks and does a peer assessment on peers
fidget spinner on a recording sheet. division groupings
Reference: Reference: Part 2 Growth Point learning Activities Workbook
https://www.teacherspayteachers.com/Product/Fidget-
Spinner-Math-Facts-Multiplication-Division-FREEBIE-
Fact-Family-5s-3768457?
st=a7e62b4206c1d285c5b14cf464605897
Example:

Activity: Half Bingo Activity: Even Stevens

Materials: Bingo boards, 10-sided dice Materials: two dice and one set of cards numbered 1 - 5
Group size: Whole class Group size: Partner
Description: Students Arrange the following numbers onto Description: Students take turns to roll the dice and make a
a 4x4 bingo grid (0.5, 1, 1.5, 2, 2.5, 3, 3.5, 4, 4.5, 6, 8, 10, 12, two-digit number. They then turn over a card and determine
14, 16, 18). Teacher throws a 10-sided dice. If a zero is whether or not the number on the card will divide evenly into
thrown, throw again. Students need to decide about their two-digit number. If not, they are permitted to alter the
whether to halve or double the number to cover a number order of their digits eg. if they rolled 3 and 5 and made 53, they
on their grid. The aim is to make 4 in a row. can change this to be 35 if this will assist them in. If their
Reference: Diagnostic Maths Clinic Week 9 PowerPoint pg. number will divide evenly, they score one point, if not, play
3 passes to the next person with no score. The first student to
score five points is the winner
Reference: Catholic Education Office, 2013
https://cpb-ap-se2.wpmucdn.com/global2.vic.edu.au/
dist/0/14331/files/2012/12/Final_Growth_Point_
Activities_Volume_2-1ytyjjs.pdf
D7. Extending and applying multiplication and division
Solves a range of multiplication and division problems (including multi-digit numbers) in practical
contexts using multiplicative thinking.
Activity: Shopping time! Activity: Make 24
Materials: shopping catalogue Materials: Deck of cards, working out paper
Group size: Individual, partner, share in groups Group size: Small group (4 students)
Description: Students choose five items from a recent Description: The dealer deals out four cards face-down to each
supermarket catalogue and round these to the nearest player. When all the cards are dealt to each player, all the
dollar. They are then assigned $100 for shopping with the players will turn their cards over face-up in front of them and
task of having the least amount of money left over as try to arrange their cards in any order and use three of the four
possible. Students use the amount of people in their home math operations to reach the total of 24.  One set of
to calculate the combination of quantities of these items parentheses may be used. The first player that comes up with a
that will give them a total closest to $100. total of 24 first is awarded a point.
Variation: Increase/ decrease total from $100; include Reference:
more than five items; make limitations such as students Example: https://www.learn-with-math-games.com/24-math-
must choose at least two of each item etc. game.html
Reference: Catholic Education Office, 2013
https://cpb-ap-se2.wpmucdn.com/global2.vic.edu.au/
dist/0/14331/files/2012/12/Final_Growth_Point_
Activities_Volume_2-1ytyjjs.pdf

Activity: Mabble Activity: The Tiler- Resolve Maths

Materials: Mabble board, paper for working put Materials: Resolve maths problem, butcher paper
Group size: Partner, small group Group size: Individual, partner, small group
Description: Mabble is a simple, easy to learn game that Description: Students receive different task cards that require
accesses the Number and Algebra strand by requiring them to apply their multiplication and division skills to work
players to come up with mathematical equations in a out the cost of tiling certain areas of a courtyard. This is a
similar manner to a crossword puzzle. The objective of the practical task which also require students to multiply multi
game is to gain the highest points from completing digit numbers and represent in the form of dollars and cents.
numbers sentences on the game board- including Reference: https://www.resolve.edu.au/multiplication-tiler
multiplication and division. Example:
Reference:
https://www.teaching.com.au/product/CAT101
Example: