Examples of what pupils should know and be able to do
Use the commutative, associative and distributive laws in flexible approaches to calculations, e.g. (6 × 2) × 5 = 6 × (2 × 5) = 6 × 10 = 60 (example of associative law).
Probing questions
How could you use counters to show me that 3 × 8 has the same answer as 8 × 3? etc.
How could you use counters to show me that 4 × (5 + 2) has the same answer as 4 × 5 + 4 × 2? etc.
What if pupils find this a barrier?
Lay out three rows of five counters and explain that this is the same as 3 × 5 and 5 × 3.
Show by grouping of counters that (3 × 4) × 5 is the same as 3 × (4 × 5).
Use a grid method to illustrate that 3 × 24 is the same as 3 × 20 + 3 × 4.
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