Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018 – Scootle ).Count collections to 100 by partitioning numbers using place value (ACMNA014 – Scootle ).Skip count by twos, fives and tens starting from zero (ACMNA012 – Scootle ) Develop confidence with number sequences to and from 100 by ones from any starting point.Copy, continue and create patterns with objects and drawings (ACMNA005 – Scootle ) Sort and classify familiar objects and explain the basis for these classifications.Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002 – Scootle ).Australian Curriculum Links: Mathematics (Number and Algebra): In this Times Tables Unit I explain ways to help your student or child learn each of the times tables in an ordered approach. Using strategies such as arrays, word problems, skip counting, repeated addition, number lines and drawing diagrams help students have a good understanding of their times tables and use this knowledge to solve more difficult multiplication equations. The Australian Curriculum helps teachers understand the progression which students need to learn their times tables. Students need a good understanding of number patterns and place value to help them use the times tables to mentally solve 2 and 3 digit multiplication problems in later years. Learning times tables by rote may mean they can accurately recall times tables but it also may mean they don’t understand how they came to the answer or are able to apply this knowledge to other math problems. Research has shown that rote learning is not the best approach to learn the times tables. Times Tables! Who remembers standing in front of the class having times tables races or rote learning (repeatedly saying) 1 x 4 is 4, 2 x 4 is 8, 3 x 4 is 12?
Help your students/child have a good understanding of times tables without rote learning.
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