Nth-Term Rules

Problems require formal written multiplication skills

Harder problems extend Y3 scaling/correspondence problems

Distributive law is explicitly used in problem-solving

Understanding division as unknown-factor supports short division strategy

Fluent ×÷ within 100 is prerequisite to short division of larger numbers

2/3-digit × 1-digit written method is prerequisite to 4-digit × 1-digit and 2-digit × 2-digit

Area models for distributive property support understanding long multiplication layout

2/3-digit × 1-digit written method is prerequisite to 4-digit × 1-digit and 2-digit × 2-digit

Area models for distributive property support understanding long multiplication layout

Problems require formal written multiplication skills

Harder problems extend Y3 scaling/correspondence problems

Distributive law is explicitly used in problem-solving

Understanding division as unknown-factor supports short division strategy

Fluent ×÷ within 100 is prerequisite to short division of larger numbers

2/3-digit × 1-digit written method is prerequisite to 4-digit × 1-digit and 2-digit × 2-digit

Area models for distributive property support understanding long multiplication layout

2/3-digit × 1-digit written method is prerequisite to 4-digit × 1-digit and 2-digit × 2-digit

Area models for distributive property support understanding long multiplication layout

Problems require formal written multiplication skills

Harder problems extend Y3 scaling/correspondence problems

Distributive law is explicitly used in problem-solving

Understanding division as unknown-factor supports short division strategy

Fluent ×÷ within 100 is prerequisite to short division of larger numbers

2/3-digit × 1-digit written method is prerequisite to 4-digit × 1-digit and 2-digit × 2-digit

Area models for distributive property support understanding long multiplication layout

2/3-digit × 1-digit written method is prerequisite to 4-digit × 1-digit and 2-digit × 2-digit

Area models for distributive property support understanding long multiplication layout

Problems require formal written multiplication skills

Harder problems extend Y3 scaling/correspondence problems

Distributive law is explicitly used in problem-solving

Understanding division as unknown-factor supports short division strategy

Fluent ×÷ within 100 is prerequisite to short division of larger numbers

2/3-digit × 1-digit written method is prerequisite to 4-digit × 1-digit and 2-digit × 2-digit

Area models for distributive property support understanding long multiplication layout

2/3-digit × 1-digit written method is prerequisite to 4-digit × 1-digit and 2-digit × 2-digit

Area models for distributive property support understanding long multiplication layout

100 as ten tens extends understanding of 10 as ten ones

Must understand two-digit place value before extending to hundreds

Understanding tens and ones place value requires the concept of 10 as a bundle

General two-digit place value extends from understanding teen number composition

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Writing number sentences requires reading and writing numerals

Reading/writing the + symbol requires understanding what addition means

Reading/writing the − symbol requires understanding what subtraction means

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

100 as ten tens extends understanding of 10 as ten ones

Must understand two-digit place value before extending to hundreds

Understanding tens and ones place value requires the concept of 10 as a bundle

General two-digit place value extends from understanding teen number composition

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Writing number sentences requires reading and writing numerals

Reading/writing the + symbol requires understanding what addition means

Reading/writing the − symbol requires understanding what subtraction means

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)

Using arrays for division requires understanding division as grouping

Using arrays requires understanding what multiplication means

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)

Using arrays for division requires understanding division as grouping

Using arrays requires understanding what multiplication means

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)

Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

Rectangular arrays with repeated addition extends array representation from Y2

Expressing array totals as sums of equal addends requires understanding multiplication as repeated addition

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

One-to-one correspondence requires knowing the number name sequence

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

100 as ten tens extends understanding of 10 as ten ones

Must understand two-digit place value before extending to hundreds

Understanding tens and ones place value requires the concept of 10 as a bundle

General two-digit place value extends from understanding teen number composition

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Writing number sentences requires reading and writing numerals

Reading/writing the + symbol requires understanding what addition means

Reading/writing the − symbol requires understanding what subtraction means

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Must understand unit squares and area concept before measuring by counting

100 as ten tens extends understanding of 10 as ten ones

Must understand two-digit place value before extending to hundreds

Understanding tens and ones place value requires the concept of 10 as a bundle

General two-digit place value extends from understanding teen number composition

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Writing number sentences requires reading and writing numerals

Reading/writing the + symbol requires understanding what addition means

Reading/writing the − symbol requires understanding what subtraction means

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Must understand unit squares and area concept before measuring by counting

100 as ten tens extends understanding of 10 as ten ones

Must understand two-digit place value before extending to hundreds

Understanding tens and ones place value requires the concept of 10 as a bundle

General two-digit place value extends from understanding teen number composition

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Writing number sentences requires reading and writing numerals

Reading/writing the + symbol requires understanding what addition means

Reading/writing the − symbol requires understanding what subtraction means

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

100 as ten tens extends understanding of 10 as ten ones

Must understand two-digit place value before extending to hundreds

Understanding tens and ones place value requires the concept of 10 as a bundle

General two-digit place value extends from understanding teen number composition

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Writing number sentences requires reading and writing numerals

Reading/writing the + symbol requires understanding what addition means

Reading/writing the − symbol requires understanding what subtraction means

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)

Using arrays for division requires understanding division as grouping

Using arrays requires understanding what multiplication means

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)

Using arrays for division requires understanding division as grouping

Using arrays requires understanding what multiplication means

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)

Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

Rectangular arrays with repeated addition extends array representation from Y2

Expressing array totals as sums of equal addends requires understanding multiplication as repeated addition

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

One-to-one correspondence requires knowing the number name sequence

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

100 as ten tens extends understanding of 10 as ten ones

Must understand two-digit place value before extending to hundreds

Understanding tens and ones place value requires the concept of 10 as a bundle

General two-digit place value extends from understanding teen number composition

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Writing number sentences requires reading and writing numerals

Reading/writing the + symbol requires understanding what addition means

Reading/writing the − symbol requires understanding what subtraction means

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Must understand unit squares and area concept before measuring by counting

100 as ten tens extends understanding of 10 as ten ones

Must understand two-digit place value before extending to hundreds

Understanding tens and ones place value requires the concept of 10 as a bundle

General two-digit place value extends from understanding teen number composition

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Writing number sentences requires reading and writing numerals

Reading/writing the + symbol requires understanding what addition means

Reading/writing the − symbol requires understanding what subtraction means

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Must understand unit squares and area concept before measuring by counting

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Counting in 6s/7s/9s supports learning those table facts

All tables to 12×12 extends knowledge of 3/4/8 tables

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Arrays are a key representation for solving multiplication/division problems

Solving multiplication/division problems requires knowing the table facts

Arrays help demonstrate commutativity (rotate the array)

Commutativity of multiplication requires understanding multiplication

Extends array-based repeated addition to formal multiplication interpretation

Interpreting products formalises repeated addition/equal groups from Y1

Extends array-based repeated addition to formal multiplication interpretation

Interpreting products formalises repeated addition/equal groups from Y1

Interpreting quotients formalises equal sharing/grouping from Y1

Connecting division to multiplication requires understanding products

Seeing division as unknown-factor requires understanding division first

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

3, 4, 8 times tables build on known 2, 5, 10 tables

Counting in 4s and 8s supports learning those table facts

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Counting in 6s/7s/9s supports learning those table facts

All tables to 12×12 extends knowledge of 3/4/8 tables

Must see tiling→multiplication connection before computing area via side lengths

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Counting in 6s/7s/9s supports learning those table facts

All tables to 12×12 extends knowledge of 3/4/8 tables

Must see tiling→multiplication connection before computing area via side lengths

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Counting in 6s/7s/9s supports learning those table facts

All tables to 12×12 extends knowledge of 3/4/8 tables

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Arrays are a key representation for solving multiplication/division problems

Solving multiplication/division problems requires knowing the table facts

Arrays help demonstrate commutativity (rotate the array)

Commutativity of multiplication requires understanding multiplication

Extends array-based repeated addition to formal multiplication interpretation

Interpreting products formalises repeated addition/equal groups from Y1

Extends array-based repeated addition to formal multiplication interpretation

Interpreting products formalises repeated addition/equal groups from Y1

Interpreting quotients formalises equal sharing/grouping from Y1

Connecting division to multiplication requires understanding products

Seeing division as unknown-factor requires understanding division first

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

3, 4, 8 times tables build on known 2, 5, 10 tables

Counting in 4s and 8s supports learning those table facts

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Counting in 6s/7s/9s supports learning those table facts

All tables to 12×12 extends knowledge of 3/4/8 tables

Must see tiling→multiplication connection before computing area via side lengths

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Counting in 6s/7s/9s supports learning those table facts

All tables to 12×12 extends knowledge of 3/4/8 tables

Must see tiling→multiplication connection before computing area via side lengths

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Counting in 6s/7s/9s supports learning those table facts

All tables to 12×12 extends knowledge of 3/4/8 tables

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Arrays are a key representation for solving multiplication/division problems

Solving multiplication/division problems requires knowing the table facts

Arrays help demonstrate commutativity (rotate the array)

Commutativity of multiplication requires understanding multiplication

Extends array-based repeated addition to formal multiplication interpretation

Interpreting products formalises repeated addition/equal groups from Y1

Extends array-based repeated addition to formal multiplication interpretation

Interpreting products formalises repeated addition/equal groups from Y1

Interpreting quotients formalises equal sharing/grouping from Y1

Connecting division to multiplication requires understanding products

Seeing division as unknown-factor requires understanding division first

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

3, 4, 8 times tables build on known 2, 5, 10 tables

Counting in 4s and 8s supports learning those table facts

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Counting in 6s/7s/9s supports learning those table facts

All tables to 12×12 extends knowledge of 3/4/8 tables

Must see tiling→multiplication connection before computing area via side lengths

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Counting in 6s/7s/9s supports learning those table facts

All tables to 12×12 extends knowledge of 3/4/8 tables

Must see tiling→multiplication connection before computing area via side lengths

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Counting in 6s/7s/9s supports learning those table facts

All tables to 12×12 extends knowledge of 3/4/8 tables

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Arrays are a key representation for solving multiplication/division problems

Solving multiplication/division problems requires knowing the table facts

Arrays help demonstrate commutativity (rotate the array)

Commutativity of multiplication requires understanding multiplication

Extends array-based repeated addition to formal multiplication interpretation

Interpreting products formalises repeated addition/equal groups from Y1

Extends array-based repeated addition to formal multiplication interpretation

Interpreting products formalises repeated addition/equal groups from Y1

Interpreting quotients formalises equal sharing/grouping from Y1

Connecting division to multiplication requires understanding products

Seeing division as unknown-factor requires understanding division first

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

3, 4, 8 times tables build on known 2, 5, 10 tables

Counting in 4s and 8s supports learning those table facts

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Counting in 6s/7s/9s supports learning those table facts

All tables to 12×12 extends knowledge of 3/4/8 tables

Must see tiling→multiplication connection before computing area via side lengths

Two-digit × one-digit uses place-value partitioning (e.g. 23 × 4 = 20 × 4 + 3 × 4)

Written multiplication/division requires known table facts

Writing multiplication/division statements requires fluency with symbols

Counting in 6s/7s/9s supports learning those table facts

All tables to 12×12 extends knowledge of 3/4/8 tables

Must see tiling→multiplication connection before computing area via side lengths

100 as ten tens extends understanding of 10 as ten ones

Must understand two-digit place value before extending to hundreds

Understanding tens and ones place value requires the concept of 10 as a bundle

General two-digit place value extends from understanding teen number composition

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Writing number sentences requires reading and writing numerals

Reading/writing the + symbol requires understanding what addition means

Reading/writing the − symbol requires understanding what subtraction means

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

100 as ten tens extends understanding of 10 as ten ones

Must understand two-digit place value before extending to hundreds

Understanding tens and ones place value requires the concept of 10 as a bundle

General two-digit place value extends from understanding teen number composition

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Writing number sentences requires reading and writing numerals

Reading/writing the + symbol requires understanding what addition means

Reading/writing the − symbol requires understanding what subtraction means

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)

Using arrays for division requires understanding division as grouping

Using arrays requires understanding what multiplication means

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)

Using arrays for division requires understanding division as grouping

Using arrays requires understanding what multiplication means

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)

Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

Rectangular arrays with repeated addition extends array representation from Y2

Expressing array totals as sums of equal addends requires understanding multiplication as repeated addition

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

One-to-one correspondence requires knowing the number name sequence

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first

100 as ten tens extends understanding of 10 as ten ones

Must understand two-digit place value before extending to hundreds

Understanding tens and ones place value requires the concept of 10 as a bundle

General two-digit place value extends from understanding teen number composition

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Writing number sentences requires reading and writing numerals

Reading/writing the + symbol requires understanding what addition means

Reading/writing the − symbol requires understanding what subtraction means

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Must understand unit squares and area concept before measuring by counting

100 as ten tens extends understanding of 10 as ten ones

Must understand two-digit place value before extending to hundreds

Understanding tens and ones place value requires the concept of 10 as a bundle

General two-digit place value extends from understanding teen number composition

Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s

Recalling times table facts requires understanding multiplication as repeated addition/grouping

Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s

Writing number sentences requires reading and writing numerals

Reading/writing the + symbol requires understanding what addition means

Reading/writing the − symbol requires understanding what subtraction means

Division as equal sharing/grouping requires understanding subtraction as taking away/separating

Skip counting supports understanding equal groups (2s, 5s, 10s)

Multiplication as repeated addition requires understanding addition as combining groups