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Vocabulary is first introduced |\n| --- | --- | --- | --- |\n| EYFS | Grouping and sharing (Spring)\u003Cbr>Doubling and halving (Spring) | • solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups\u003Cbr>• solve practical problems that involve grouping and sharing\u003Cbr>• explore counting on in steps of 2 from zero\u003Cbr>• solve problems, including doubling, halving and sharing • Explore the relationship between doubling and halving | Double\u003Cbr>Equals\u003Cbr>Share |\n| Year 1 | Multiplication and division (Summer) | • solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representationsand arrays with the support of the teacher • recognise, find and name a half as one of two equal parts of a quantity • recognise, find and name a quarter as one of four equal parts of a quantity | Divide Facts\u003Cbr>Fraction Half Quarter Repeated Addition Repeated Subtraction\u003Cbr>Symbol |\n| Year 2 | Multiplication and division 2, 5 and 10 (Autumn) | • calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs\u003Cbr>• solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts\u003Cbr>• show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot\u003Cbr>• recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers | Calculate Commutative Denominator Division\u003Cbr>Inverse Operations Multiple\u003Cbr>Multiplication\u003Cbr>Multiply Numerator Operation Vinculum |\n\n\n|  | Multiplication and division (3x and 4x tables)(Summer) | • recall and use multiplication and division facts for the 3 and 4 multiplication tables (Y3)\u003Cbr>• calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs\u003Cbr>• solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts\u003Cbr>• show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot |  |\n| --- | --- | --- | --- |\n| Year 3 | Multiplication and division (Spring)\u003Cbr>Deriving multiplication and division facts (Summer)\u003Cbr>Securing multiplication | • recall and use multiplication and division facts for the 3 and 4 multiplication tables\u003Cbr>• count from zero in multiples of 4\u003Cbr>• solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects\u003Cbr>• recall and use multiplication and division facts for the 3 and 4 multiplication tables\u003Cbr>• write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for twodigit numbers times one-digit numbers, using mental and progressing to formal written methods\u003Cbr>• solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects\u003Cbr>•write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for | Factor |\n\n\n|  | & division\u003Cbr>(Summer) | twodigit numbers times one-digit numbers, using mental and progressing to formal written methods\u003Cbr>• recall and use multiplication and division facts for the 8 multiplication tables\u003Cbr>• count from zero in multiples of 8 |  |\n| --- | --- | --- | --- |\n| Ye","cbCaikhZtrWR28Qr","https://ap.wps.com/l/cbCaikhZtrWR28Qr","pdf",131501,"English","# EYFS\n## When Vocabulary is first introduced\n# Year 1\n## Multiplication and division (Summer)\n# Year 2\n## Multiplication and division 2, 5 and 10 (Autumn)\n# Year 3\n## Multiplication and division (Spring)\n## Deriving multiplication and division facts (Summer)\n## Securing multiplication\n# Year 4\n## Multiplication and division (Autumn)\n## Securing multiplication facts (Spring)\n# Year 5\n## Multiplication and division (Autumn)","[{\"question\":\"What learning methods are emphasized for multiplication and division throughout the progression?\",\"answer\":\"Learners use concrete objects, pictorial representations, arrays, and multiplication/division facts. They also progress through mental methods to formal written methods for more advanced number ranges.\"},{\"question\":\"How do the materials introduce vocabulary for division and fractions?\",\"answer\":\"They connect sharing and equal groups to fractions, naming half and quarter as equal parts. Later vocabulary includes numerator and denominator as well as multiplication/division symbols.\"},{\"question\":\"What conceptual relationship is highlighted between multiplication and division?\",\"answer\":\"The progression emphasizes inverse operations, where multiplication and division undo each other. It also states that multiplication can be done in any order (commutative), while division cannot.\"}]","Multiplication and Division Progression with Vocabulary | PDF",1790884094,13]