Reading ×, ÷, and = Symbols

LANGUAGE

Mathematics›Multiplication & Division|Ages 6—7|ID: mt_zOWwLxa77y

Read, write, and interpret the symbols ×, ÷, and = in multiplication and division number sentences

Mastery Evidence

Read 3 × 4 = 12 aloud as 'three times four equals twelve'
Write a multiplication sentence to match an array
Read 12 ÷ 3 = 4 aloud correctly

Assessment Prompt

“If you write '6 × 4 = 24' or '15 ÷ 3 = 5' on paper, can [child] tell you what the times sign, division sign, and equals sign each mean?”

Curriculum Standards1 alignment

Maths/Y2/MD/2The national curriculum in England

Calculate mathematical statements

Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs.

Mathematics · Key Stage 1

Prerequisites3

Reading +, −, and = symbols
softAges 5—6
Division as equal sharing
hardAges 4—6
Multiplication as repeated addition
hardAges 5—6

Show full prerequisite tree

Reading +, −, and = symbols soft
Reading × and ÷ symbols parallels reading + and − symbols
- Reading and writing numbers to 20 hard
  Writing number sentences requires reading and writing numerals
  - How Many in Total? hard
    Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
    - One-to-one counting hard
      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
  - Writing digits 0-9 hard
    Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
    - Sitting and holding a pencil soft
      Same motor skills for digit formation
- Addition as combining or putting together two hard
  Reading/writing the + symbol requires understanding what addition means
  - How Many in Total? hard
    Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
    - One-to-one counting hard
      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
  Reading/writing the − symbol requires understanding what subtraction means
  - How Many in Total? hard
    Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
    - One-to-one counting hard
      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
Division as equal sharing hard
Writing ÷ sentences requires understanding division
- Subtraction as taking away or separating hard
  Division as equal sharing/grouping requires understanding subtraction as taking away/separating
  - How Many in Total? hard
    Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
    - One-to-one counting hard
      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
Multiplication as repeated addition hard
Writing × sentences requires understanding multiplication
- Counting in 2s soft
  Skip counting supports understanding equal groups (2s, 5s, 10s)
  - Rote counting to 100 hard
    Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
    - One-to-one counting hard
      One-to-one correspondence requires knowing the number name sequence
- Addition as combining or putting together two hard
  Multiplication as repeated addition requires understanding addition as combining groups
  - How Many in Total? hard
    Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
    - One-to-one counting hard
      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

Unlocks1

Written Multiplication & Division
hardAges 7—8