Input


6 5 4 3 2 1


7


10 9 8


Rule


Output x7


42 35 28 21 14 7


49


70 63 56


Usually the numbers at the top of the multiplication table represent input values and those on the left represent the rules.


• Number lines: If skip counting in 1s, 2s, 3s, 4s, 5s, 6s, 7s, 8s, 9s and 10s is started at 0 on the number line, the end of each skip will show which multiples of the skip appear in the 10 × 10 multiplication table.


+7 0 10 +7 +7 +7 +7 +7 +7 +7 +7 20 30 40 50 60 70 80 90 100


As for addition and subtraction, four-fact families of number bonds also exist for multiplication and division: 7 × 3 = 21 ; 3 × 7 = 21 ; 21 ÷ 3 = 7 ; 21 ÷ 7 = 3 .


If learners know one of the facts in a family, they know them all. Once again, any one of the facts can be used to check the others.


Calculation strategies This aspect covers a variety of strategies.


Doubling and halving


Learners should be able to apply the following strategies mentally: • If one factor of a multiplication sum is doubled, the answer will be twice as large: 4 × 5 = 20 means 4 × 10 = 40 (if 5 is doubled 20 must be doubled) 3 × 5 = 15 means 6 × 5 = 30 (if 3 is doubled 15 must be doubled)


• If one factor of a multiplication sum is halved, the answer will be half as large: 4 × 6 = 24 means 4 × 3 = 12 (if 6 is halved 24 must be halved) 8 × 2 = 16 means 4 × 2 = 8 (if 8 is halved 16 must be halved)


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Section 3: Teaching and learning Mathematics


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