What students learn in AC9M2N05
This unit helps students build a clear, usable understanding of Multiply and divide by one-digit numbers using repeated addition, equal.... The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- making and naming arrays and using bar models to solve simple multiplication or sharing problems; for example, make different arrays to represent 12 and name them as “3 fours”, “2 sixes”, “4 threes”, “6 twos”; using physical or virtual materials to make arrays or using bar models to demonstrate that “3 fours” is equal to “4 threes” finding the total number represented in an array by partitioning the array using subitising and number facts; for example, describing how they determined the total number of dots arranged in a “3 fives” array by saying “I saw 2 fives which is 10 and then 5 more which makes 15”
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies
- E1: making and naming arrays and using bar models to solve simple multiplication or sharing problems; for example, make different arrays to represent 12 and name them as “3 fours”, “2 sixes”, “4 threes”, “6 twos”; using physical or virtual materials to make arrays or using bar models to demonstrate that “3 fours” is equal to “4 threes”
- E2: finding the total number represented in an array by partitioning the array using subitising and number facts; for example, describing how they determined the total number of dots arranged in a “3 fives” array by saying “I saw 2 fives which is 10 and then 5 more which makes 15”
- E3: recognising problems that can be solved using division and identifying the difference between dividing a set of objects into 3 equal groups and dividing the same set of objects into groups of 3
- E4: using a Think Board to solve partition and quotition division problems; for example, sharing a prize of \$36 between 4 people, using materials, a diagram and skip counting to find the answer; explaining whether the answer 9 refers to people or dollars
- E5: using materials or diagrams, and skip counting to solve repeated equal quantity multiplication problems; for example, “Four trays of biscuits with 6 on each tray, how many biscuits are there?”; writing a repeated addition number sentence and using skip counting to solve
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9M2N05 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Rushing to a rule before checking the concrete model, drawing or number sentence.
- Using the correct answer once but not being able to explain why it works.
- Mixing up similar vocabulary such as more/less, before/after, longer/shorter or equal groups/sharing.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9M2N05 — multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies |
| Victoria | Victorian Curriculum F-10 | Year 2 Maths: closest match in Number. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 1 Maths: closest content focus for Multiply and divide by one-digit numbers using repeated addition, equal... and related outcomes. |
| United States | Common Core / NGSS | Grade 2 Common Core Mathematics/ELA closest topic match for Multiply and divide by one-digit numbers using repeated addition, equal.... |
| England / UK | National Curriculum | Key Stage 1 / Year 2: closest programme-of-study match for Multiply and divide by one-digit numbers using repeated addition, equal.... |
| Canada | Provincial and territory curricula | Grade 2 closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 1 Maths: closest achievement-objective topic for Multiply and divide by one-digit numbers using repeated addition, equal.... |
| India | NCERT / CBSE | Class 2 closest NCERT/CBSE topic match for Multiply and divide by one-digit numbers using repeated addition, equal.... |