Yr 7 Unit 13 Wk 1 Lesson 3

Properties of arithmetic
Year 7 Unit 2: Properties of arithmetic (week 1)
Year 8
Understanding of the four main operators is checked whilst building on language of arithmetic including sum, product, difference, • Understand what each of the basic operations means ( and )
• Be able to use the commutative property to simplify calculations
calculation, operator and operations. Fact families reveal connections between operators. Commutativity is illustrated with arrays and
used to simplify calculations. • Experience representing and interpreting families of and calculations with arrays and grouping models

Unit Overview
L1: Some mathematical terminology is introduced to give L2: Grouping models are used to deepen understanding of L3: Commutativity is introduced using arrays to demonstrate L4: The commutative property is put into practice to
students a framework for discussing and deepening multiplication and division. Students generate ‘fact families’ commutativity of multiplication. Students investigate the other simplify calculations. Students rearrange calculations to find
understanding of the four main arithmetic operations: and . to understand more about how the basic operations relate. operations to conclude which are commutative and which are the most efficient method and practise mental arithmetic.
not.

• Understand the four main operations are addition, subtraction, multiplication and
division
• Understand arithmetic involves performing operations on numbers
L1 Arithmetic operations • Understand what each operator does to a pair of numbers
• Be able to perform simple calculations using each operator
• Experience connecting operations to real-life problems

• Understand multiplication and division are related (in the same ‘family’) as are addition
and subtraction
• Be able to generate a multiplication/division fact family
L2 Fact families • Be able to use a grouping model to represent a fact family
• Understand ‘‘ means ‘the same as’ and not ‘the answer is’
• Experience working systematically

• Understand commutative means numbers can be swapped in a calculation without the

value changing e.g.
• Understand and are commutative and and are not
L3 Commutativity • Be able to represent commutativity of using an array
• Experience making and testing conjectures, generalising and justifying
• Experience connecting commutativity to real-life problems

• Understand the commutative property can be used to make calculations easier and
Using the commutative quicker to perform
L4 •
property Be able to rearrange and evaluate calculations using the commutative property
• Experience working systematically
Year 7 Unit 2: Properties of arithmetic
Mathematics Mastery is a spiral curriculum where ideas are revisited and built upon. This document outlines key ideas that children have already met and which will be reinforced during this unit

• Opportunities to revisit these ideas are built into the lesson

Ideas students will be seeing again: • Further practice is provided in the Do Now and Explore tasks

Language of arithmetic The four basic operations Models of multiplication and division Area of rectangles Base ten manipulatives

Before you start…

Start of unit quiz • You can use this quiz to help inform your planning for the unit Response signposts • Use these resources to help you plan how to respond to the quiz

Intervention materials
Step-by-step
Y7A Pack 2 Multiplication and division
Y7A Pack 3 Multiplication facts
Y7A Pack 4 Multiplication strategies
Y7Sp Pack 8 Area

Addition and subtraction: Year 7 Unit 1 Coaching

Y7L7 Multiplication facts 1
Y7L8 Multiplication facts 2
Y7L9 Multiplication strategies

KS4 Ready Practice Packs

N05 The column method for multiplication of integers
N10 Mental multiplication of integers
N11 Division of integers
G01 Area of rectangles and triangles
 Year 7 Unit 2: Properties of arithmetic (week 1)
Year 8
Departmental workshops are a dedicated time for teachers to ‘do the maths’ together and discuss important curricular and pedagogical aspects of the upcoming week of learning.

Task for teachers • Do the maths! What might your students find easy/difficult? What will your students need to draw on to access the task? How will you support them? Unit overview

Unit overview video still

with link

Departmental Workshop
Insert task of your choice

Click to watch the video to help contextualise

your conversations.

PD tool • Choose one dimension of depth and one key aspect. What opportunities are there for developing your chosen Dimension of Depth in this task? Use the questions in the PD tool to prompt your discussion.

Key aspect from PD tool framework

Mathematical concepts can be represented in many ways.

Learners must create connections between concepts. Representations can help them to make
Understanding

these connections.
Conceptual

Learners must activate prior understanding to connect it to new ideas. Representations can
support this.

Teacher example and task choice is important in creating a conceptual narrative.

Learners must ultimately be able to use the representations as independent tools for thinking,
rather than becoming reliant on a specific representation to solve a ‘type’ of problem.

Learners must actively participate in communication of mathematical ideas.

A classroom ethos that encourages and supports meaningful communication is essential.

Communication
Language and

Mathematics has a precise and formal language that is distinct from everyday language.

Language is a form of representation but also supports making connections between

representations and between concepts.

Language and communication reveal current understanding to inform teaching.

All learners can think mathematically.

Mathematical Thinking

An important skill of the mathematics teacher is being able to recognise and plan for the
mathematical thinking learners will need.

Mathematical thinking requires effort.

Thinking mathematically often involves reshaping previously held ideas.

Mathematicians develop ‘habits of mind’ to think mathematically.

 Year 7 Unit 2: Properties of arithmetic (week 1)
Year 8
Departmental workshops are a dedicated time for teachers to ‘do the maths’ together and discuss important curricular and pedagogical aspects of the upcoming week of learning.
Example
Task for teachers • Do the maths! What might your students find easy/difficult? What will your students need to draw on to access the task? How will you support them? Unit overview

Unit overview video still

with link

Departmental Workshop
Insert task of your choice

Click to watch the video to help contextualise

your conversations.

PD tool • Choose one dimension of depth and one key aspect. What opportunities are there for developing your chosen Dimension of Depth in this task? Use the questions in the PD tool to prompt your discussion.

Key aspect from PD tool framework

Mathematical concepts can be represented in many ways.

Learners must create connections between concepts. Representations can help them to make
Understanding

these connections.
Conceptual

Learners must activate prior understanding to connect it to new ideas. Representations can
support this.

Teacher example and task choice is important in creating a conceptual narrative.

Learners must ultimately be able to use the representations as independent tools for thinking,
rather than becoming reliant on a specific representation to solve a ‘type’ of problem.

Learners must actively participate in communication of mathematical ideas.

A classroom ethos that encourages and supports meaningful communication is essential.

Communication
Language and

Mathematics has a precise and formal language that is distinct from everyday language.

Language is a form of representation but also supports making connections between

representations and between concepts.

Language and communication reveal current understanding to inform teaching.

All learners can think mathematically.

Mathematical Thinking

An important skill of the mathematics teacher is being able to recognise and plan for the
mathematical thinking learners will need.

Mathematical thinking requires effort.

Thinking mathematically often involves reshaping previously held ideas.

Mathematicians develop ‘habits of mind’ to think mathematically.

 Answers
Model answers
- to give students the opportunity to use the term - to introduce the concept of commutativity
All the representations represent the same fact ‘representation’ in context
family for .
- - to demonstrate commutativity of multiplication and
to remind students of the representations they met
division 2 groups of 5 5 groups of 2
The red and green representations better represent last lesson
groups of whereas the yellow and blue
representations better show groups of . - - to introduce arrays and bar models as representations
to demonstrate that there are multiple
representations of the same set of calculations of arithmetic

If you need to revisit ideas from last lesson, this task

Teaching suggestions
connects the ‘grouping’ representation to the ‘array’
representation of fact families:
Improvable answers

Notes and Guidance

They all show times .
and prompts

‘How many different calculations do the

representations represent? What is the set of
calculations called ?’(fact family) Encourage students to use the term ‘array’ and ‘bar
model’, emphasising that the number of counters in
‘Explain how each representation shows each (or area of) the arrays are the same and the lengths of
calculation in the fact family.’ the bar models are the same.

After giving students time to think independently

Teaching suggestions
and in pairs:
Teaching suggestions

Can the triangle and circle have the same value?

Encourage students to give ‘real life’ examples rather
What if the values are very large/small/one small than purely numerical ones.
and one large?
You could remove Binh and her speech bubble from
Decimals/fractions/negatives? the slide and model the answer instead.

‘Convince yourself, convince a friend, convince the

class’. Students could use diagrams, algebra or
manipulatives.

- to deepen understanding of commutativity

- to ensure students understand multiplication and
- to experience commutativity of addition and addition are commutative and division and subtraction

Answers
Answers

multiplication and non-commutativity of division and are not

subtraction
Only true Addition and multiplication are commutative,
- to connect commutativity to real-life scenarios
when subtraction and division are not commutative.
 Commutativity
1. Look at this representation: 2. What is the area of this rectangle?

12

a) Complete a fact family for the representation.

Do Now
3. Calculate:
a) b)
b) Draw another representation for the fact family.
 Commutativity ANSWERS
1. Look at this representation: 2. What is the area of this rectangle?

6
6 × 12=72
12

a) Complete a fact family for the representation.

Do Now
3. Calculate:
a) b)
b) Draw another representation for the fact family. 68 4.08
e.g.

6
3
What’s the same and what’s different about these representations?

Talk Task
 If an operation is commutative, the order of the numbers
can be swapped without the result changing.

34

New Learning
3 × 4=4 × 3 43
3 groups of 4 is the same as 3+ 4=4 +3
4 groups of 3.

Draw arrays like the ones above to Draw bar models like the ones above to
show that show that
 Which pair of arrays demonstrate: ?

A B

Quick Check
Not arrays
C D

B and C

© Copyright text
 Which is the odd one out?

A B

2+2+2+2+2+2

Quick Check
Two groups of six.
Six groups of two. All the others
are two groups of six.
C D

Six, twice.

© Copyright text
 The shapes are secret numbers.

The triangle could be any number and the circle could be any number.

Develop Learning
Try some different numbers to decide if the statements are:

always true sometimes true never true

 Which statement is true?

A B

Quick Check
Addition is commutative Subtraction is commutative

C D

Division is commutative Multiplication is not commutative

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 Which operations are commutative?

A B

Quick Check
Only addition Addition and subtraction

C D

Multiplication and addition All of them except division

© Copyright text
 Which statement is not true?

A B

3+4=4+3

Quick Check
Division is not commutative.

C D

does not equal does not equal

© Copyright text
Independent Task
Independent Task
Commutative means the numbers in the calculation can be swapped without the answer
changing.

and are .

multiplication ve

Plenary
subtraction not commutati
commutative
division addition

Give a real-life example for each operator to show if it is commutative or not.

If I share sweets equally between friends they will each get .

If I share sweets equally between friends, they would not get 4 each.
Division is not commutative.
 1) Are these statements true or false?

a) b)

c) d)

Exit Ticket
e) f)

2) Draw a pair of arrays to show that .

 1) Are these statements true or false?

a) False b) True

c) True d) False

Exit Ticket
e) True f) True

2) Draw a pair of arrays to show that .

ANSWERS