## Counting by threes - Faster

Activity type: Video

## Counting by threes - Faster

Course
Mathematics
Year 4
Section
Multiplication
Outcome
rows and groups of three
Activity Type
Video
Activity ID
28727

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## New Zealand – National Standards

• ##### 4.NA – Number and algebra
• 4.NA.2 – Create, continue, and give the rule for sequential patterns with two variables

• ##### 5.NA – Number and algebra
• 5.NA.2 – Create, continue, and predict further members of sequential patterns with two variables

• 5.NA.3 – Describe spatial and number patterns, using rules that involve spatial features, repeated addition or subtraction, and simple multiplication.

## Australia – Australian Curriculum

• ##### Number and Algebra
• Number and place value

• ACMNA026 – Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences.

• ##### Number and Algebra
• Number and place value

• ACMNA074 – Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9

• ACMNA075 – Recall multiplication facts up to 10 * 10 and related division facts

• ACMNA076 – Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder

## United Kingdom – National Curriculum

• ##### Year 2 programme of study
• KS1.Y2.N.NPV – Number - number and place value

• Pupils should be taught to:

• KS1.Y2.N.NPV.1 – Count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward

## United States – Common Core State Standards

• ##### 3.OA – Operations & Algebraic Thinking
• Mathematics

• 3.OA.1 – Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

• 3.OA.3 – Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Glossary, Table 2. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ )