Skip to main content
Tāhūrangi - New Zealand Curriculum
Support
Tāhūrangi - New Zealand Curriculum
Support
Switch Curriculum:

High flyers

This is a level 2 number activity from the Figure It Out series. It relates to stage 5 of the number framework. A PDF of the student activity is included.

<img src="/images/decorative.jpg" alt="" />

Tags

  • AudienceKaiako
  • Learning AreaMathematics and Statistics
  • Resource LanguageEnglish
  • Resource typeActivity
  • SeriesFigure It Out

About this resource

Figure It Out is a series of 80 books published between 1999 and 2009 to support teaching and learning in New Zealand classrooms.

This resource provides the teachers’ notes and answers for one activity from the Figure It Out series. A printable PDF of the student activity can be downloaded from the materials that come with this resource.

Specific learning outcomes:

  • Solve multiplication facts using arrays.
Add to kete
Add to Collection

Add to collection

Download resources
Ngā rawa kei tēnei rauemi:
    Reviews
    0

    High flyers

    Achievement objectives

    NA2-1: Use simple additive strategies with whole numbers and fractions.

    Required materials

    • Figure It Out, Levels 2–3, Number, "High flyers", page 14
    • square tiles or mulitlink cubes (optional)
    • calculator (optional)

    See Materials that come with this resource to download:

    • High flyers activity (.pdf)

    Activity

     | 

    Students may see the array in question 1 in several ways:

    • 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 or 10 x 2
    • 10 + 10 or 2 x 10.

    This shows that multiplication and repeated addition are related and that the order of the numbers being multiplied (factors) does not affect the answer (product). This is called the commutative property, and it also applies to addition.

    For example,

    • 4 + 5 = 5 + 4.

    For question 2, teachers may need to point out that the arrays of seats are rectangular. Students may not see this problem as an application of multiplication and division and instead may arrange 60 tiles or multilink cubes. They should be encouraged to record their results. Square grid paper is useful for organising this recording.

    A systematic strategy involving multiplication might look like this:

    Using a table:

    A table showing six squares going up and 10 squares going across the top.
    A table for an aeroplane design showing the width, length, and total.

    No other numbers between 6 and 10 will work.

    To check whether students have generalised the process, you can change the conditions in the problem.

    For example:

    • The aeroplane has 48 seats.
    • The aeroplane makers want a seat pattern that is twice as long as it is wide. They want 32 seats. How wide is the pattern?

    1.

    20 seats

    2.

    Answers will vary.

    3.

    Answers will vary.

    The quality of the images on this page may vary depending on the device you are using.