VC2M5A01

recognise and explain the connection between multiplication and division as inverse operations and use this to develop families of number facts

• using materials or diagrams to develop and explain division strategies, such as halving, using the inverse relationship to turn division into a multiplication
• using arrays, multiplication tables, and physical and virtual materials to develop families of facts, for example, 3 × 4 = 12, 4 × 3 = 12, 12 ÷ 3 = 4 and 12 ÷ 4 = 3
• demonstrating multiplicative partitioning using materials, diagrams or arrays and recording 2 multiplication and 2 division facts for each grouping (for example, 4 × 6 = 24, 6 × 4 = 24, 24 ÷ 4 = 6 and 24 ÷ 6 = 4), explaining how each grouping is different from and connected to other groupings in the materials, diagrams or arrays
• using materials, diagrams or arrays to recognise and explain the inverse relationship between multiplication and division (for example, solving 240 ÷ 20 = □ by thinking 20 × □ = 240) and using the inverse to make calculations easier (for example, solving 17 × □ = 221 using division, □ = 221 ÷ 17)