What students learn in AC9M4A02
This unit helps students build a clear, usable understanding of Recall and demonstrate proficiency with multiplication facts up to 10.... 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: recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in the 10 \times 10 multiplication facts; using the arrays to explain the related division facts using materials or diagrams to develop and record multiplication strategies such as doubling, halving, commutativity, and adding one more or subtracting from a group to reach a known fact; for example, creating multiples of 3 on grid paper and doubling to find multiples of 6; recording and explaining the connections to the \times3 and \times6 multiplication facts: 3, 6, 9, … doubled is 6, 12, 18, …
- 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: recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator
- E1: using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in the 10 \times 10 multiplication facts; using the arrays to explain the related division facts
- E2: using materials or diagrams to develop and record multiplication strategies such as doubling, halving, commutativity, and adding one more or subtracting from a group to reach a known fact; for example, creating multiples of 3 on grid paper and doubling to find multiples of 6; recording and explaining the connections to the \times3 and \times6 multiplication facts: 3, 6, 9, … doubled is 6, 12, 18, …
- E3: using known multiplication facts for 2, 3, 5 and 10 to establish multiplication facts for 4, 6, 7, 8 and 9 in different ways; for example, using multiples of 10 to establish the multiples of 9 as “to multiply a number by 9 you multiply by 10 then take the number away”; 9 \times 4 = 10 \times 4\space - \space4, so 9 \times 4 is 40 \space- \space4 = 36; using multiple of 3 as “to multiply a number by 9 you multiply by 3, and then multiply the result by 3 again”
- E4: using arrays and known multiplication facts for twos and fives to develop the multiplication facts for sevens, applying the distributive property of multiplication; for example, when finding 6 \times 7, knowing that 7 is made up of 2 and 5, and using an array to show that 6 \times 7 is the same as 6 \times 2 + 6 \times 5 = 12 + 30 which is 42
- E5: using known multiplication facts up to 10 \times 10 and the inverse relationship of multiplication and division to establish corresponding division facts
- E6: designing, creating and playing instructive card games that involve the recall, recognition and explanation of the 10 \times 10 multiplication facts and related division facts
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
AC9M4A02 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 | AC9M4A02 — recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator |
| Victoria | Victorian Curriculum F-10 | Year 4 Maths: closest match in Algebra. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 2 Maths: closest content focus for Recall and demonstrate proficiency with multiplication facts up to 10... and related outcomes. |
| United States | Common Core / NGSS | Grade 4 Common Core Mathematics/ELA closest topic match for Recall and demonstrate proficiency with multiplication facts up to 10.... |
| England / UK | National Curriculum | Key Stage 2 / Year 4: closest programme-of-study match for Recall and demonstrate proficiency with multiplication facts up to 10.... |
| Canada | Provincial and territory curricula | Grade 4 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 2 Maths: closest achievement-objective topic for Recall and demonstrate proficiency with multiplication facts up to 10.... |
| India | NCERT / CBSE | Class 4 closest NCERT/CBSE topic match for Recall and demonstrate proficiency with multiplication facts up to 10.... |