AC9M2N05 Year 2 Mathematics

This Content Descriptor from Year 2 Mathematics provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

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

Elaborations

• 1 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”
• 2 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 \(15\)”
• 3 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 \(3\)
• 4 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
• 5 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

Related Achievement Standards