Times Tables Puzzles - 1x

Resources

Number & Place Value

View Curriculum Codes

Description

This puzzle features the 1x multiplication facts and related division facts.

Suitable for

Fast Finishers
Parents

Lesson Structure

Individual Activity
Rotations / Group Work

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Curriculum Codes

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

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 

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

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

ACMNA031 8.4

Recognise and represent multiplication as repeated addition, groups and arrays

ACMNA056 8.4

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

MA1-1WM old

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

MA1-6NA old

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

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

MA1-5NA old

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

MA2-6NA old

Uses mental and informal written strategies for multiplication and division

MA2-3WM old

Checks the accuracy of a statement and explains the reasoning used

MA1-4NA old

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

MA2-2WM old

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

MA2-1WM old

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

MA2-MR-02 new

Completes number sentences involving multiplication and division by finding missing values

MA1-FG-01 new

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

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

MA1-CSQ-01 new

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

MA2-RN-01 new

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

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

VCMNA107

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

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

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