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Rainbow Multiplication Grid

Rainbow Multiplication Grid
View Curriculum Codes   
Description

This multiplication grid is great reference when practising timetables. Print individual copies for students or display in the classroom as a reference.

Suitable for
  • Relief Teachers
Lesson Structure
  • Individual Activity
  • Rotations / Group Work
  • Class Activity
Curriculum Codes

AC9M1N03 9

Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting

AC9M3A03 9

Recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts

AC9M4A02 9

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

AC9M5N06 9

Solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient calculation strategies and using digital tools where appropriate; check the reasonableness of answers

AC9M3N04 9

Multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies

AC9M6N09 9

Use mathematical modelling to solve practical problems, involving rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and efficient calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation, justifying the choices made

AC9M2N06 9

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation

AC9M2N05 9

Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies

AC9M2A03  9

Recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving 

AC9M2A02 9

Recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts

AC9M5A01 9

Recognise and explain the connection between multiplication and division as inverse operations and use this to develop families of number facts

ACMNA056 8.4

Recall multiplication facts of two, three, five and ten and related division facts

ACMNA075 8.4

Recall multiplication facts up to 10 × 10 and related division facts

ACMNA031 8.4

Recognise and represent multiplication as repeated addition, groups and arrays

ACMNA100 8.4

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies

ACMNA123 8.4

Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers

ACMNA026 8.4

Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences

ACMNA012 8.4

Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero

MA2-6NA old

Uses mental and informal written strategies for multiplication and division

MA1-1WM old

Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols

MA1-2WM old

Uses objects, diagrams and technology to explore mathematical problems

MA1-3WM old

Supports conclusions by explaining or demonstrating how answers were obtained

MA1-4NA old

Applies place value, informally, to count, order, read and represent two- and three-digit numbers

MA1-6NA old

Uses a range of mental strategies and concrete materials for multiplication and division

MA3-5NA old

Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size

MA1-5NA old

Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers

MA3-6NA old

Selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation

MA3-3WM old

Gives a valid reason for supporting one possible solution over another

MA3-2WM old

Selects and applies appropriate problem- solving strategies, including the use of digital technologies, in undertaking investigations

MA3-1WM old

Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions

MA2-1WM old

Uses appropriate terminology to describe, and symbols to represent, mathematical ideas

MA2-2WM old

Selects and uses appropriate mental or written strategies, or technology, to solve problems

MA2-3WM old

Checks the accuracy of a statement and explains the reasoning used

MA1-FG-01 new

Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems

MA3-MR-02 new

Constructs and completes number sentences involving multiplicative relations, applying the order of operations to calculations

MA3-MR-01 new

Selects and applies appropriate strategies to solve multiplication and division problems

MA3-AR-01 new

Selects and applies appropriate strategies to solve addition and subtraction problems

MA3-RN-03 new

Determines percentages of quantities, and finds equivalent fractions and decimals for benchmark percentage values

MA1-CSQ-01 new

Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning

MA3-RN-02 new

Compares and orders decimals up to 3 decimal places

MA3-RN-01 new

Applies an understanding of place value and the role of zero to represent the properties of numbers

MA2-MR-02 new

Completes number sentences involving multiplication and division by finding missing values

MA2-MR-01 new

Represents and uses the structure of multiplicative relations to 10 × 10 to solve problems

MA2-AR-02 new

Completes number sentences involving addition and subtraction by finding missing values

MA2-AR-01 new

Selects and uses mental and written strategies for addition and subtraction involving 2- and 3-digit numbers

MA2-RN-02 new

Represents and compares decimals up to 2 decimal places using place value

MA2-RN-01 new

Applies an understanding of place value and the role of zero to represent numbers to at least tens of thousands

VCMNA155

Recall multiplication facts up to 10 × 10 and related division facts

VCMNA183

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies

VCMNA134

Recall multiplication facts of two, three, five and ten and related division facts

VCMNA111

Count and order small collections of Australian coins and notes according to their value

VCMNA209

Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers and make estimates for these computations

VCMNA109

Recognise and represent division as grouping into equal sets and solve simple problems using these representations

VCMNA114

Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction

VCMNA108

Recognise and represent multiplication as repeated addition, groups and arrays

VCMNA103

Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences

VCMNA107

Solve simple addition and subtraction problems using a range of efficient mental and written strategies

VCMNA086

Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero

VCMNA088

Count collections to 100 by partitioning numbers using place value

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