Syllabus links: Patterns & Algebra, Multiplication & Division
PAES1.1
NES1.3
Recognises, describes, creates and continues repeating
patterns and number patterns that increase or decrease
Groups, shares and counts collections of objects,
describes using everyday language and records using
informal methods
 recognising, copying and continuing simple number
patterns that increase or decrease
eg 1, 2, 3, 4, …
20, 19, 18, 17, …
 grouping and sharing using concrete materials
2, 4, 6, 8, ...
PAS1.1
NS1.3
Creates, represents and continues a variety of number
patterns, supplies missing elements in a pattern and
builds number relationships
Uses a range of mental strategies and concrete materials
for multiplication and division
 identifying and describing patterns when counting
forwards or backwards by ones, twos, fives, or tens
 modelling multiplication as equal groups or as an array of
equal rows eg two groups of three
or
 finding the total number of objects using
- rhythmic or skip counting
- repeated addition
eg ‘5 groups of 4 is the same as 4 + 4 + 4 + 4 + 4’
PAS2.1
NS2.3
Generates, describes and records number patterns using
a variety of strategies and completes simple number
sentences by calculating missing values
Uses mental and informal written strategies for
multiplication and division
 linking multiplication and division facts using groups or
arrays
 building the multiplication facts to at least 10  10 by
recognising and describing patterns and applying the
commutative property eg 6  4 = 4  6
 forming arrays using materials to demonstrate
multiplication patterns and relationships
eg 3  5 = 15



 using mental strategies to recall multiplication facts up to
10  10, including
 using mental strategies to divide by a one-digit number,
including
- the inverse relationship of multiplication and division eg
63 ÷ 9 = 7 because 7  9 = 63
relating multiplication and division facts
eg 6  4 = 24; so 24 ÷ 4 = 6 and 24 ÷ 6 = 4
PAS3.1a
NS3.3
Records, analyses and describes geometric and number
patterns that involve one operation using tables and
words
Selects and applies appropriate strategies for
multiplication and division
 applying appropriate mental, written or calculator
strategies to solve multiplication and division problems
 multiplying three-digit numbers by two-digit numbers
using the extended form (long multiplication)
521
eg
 working through a process of building a simple geometric
pattern involving multiples, completing a table of values,
and describing the pattern in words. This process includes
the following steps:
- building a simple geometric pattern using materials
eg , , , , …
- completing a table of values for the geometric pattern
eg
Number of
Triangles
1
2
3
4
5
6
Number of Sides
3
6
9
12
–
–

22
1042
10 420
11 462