We still have no time for the deep analysis of this shallow nonsense. So, we’ll just continue with the fish.
Below are two content-elaborations combos, from Year 5 and Year 6 Number. As near as we can tell, that’s about the sum of the instruction on techniques of multiplication for F-6.
ACHIEVEMENT STANDARD (YEAR 5)
They apply knowledge of multiplication facts and efficient strategies to multiply large numbers by one-digit and two-digit numbers
CONTENT (YEAR 5)
choose efficient strategies to represent and solve problems involving multiplication of large numbers by one-digit or two-digit numbers using basic facts, place value, properties of operations and digital tools where appropriate, explaining the reasonableness of the answer
interpreting and solving everyday division problems such as, ‘How many buses are needed if there are 436 passengers, and each bus carries 50 people?’, deciding whether to round up or down in order to accommodate the remainder
solving division problems mentally like 72 divided by 9, 72 ÷ 9, by thinking, ‘how many 9 makes 72’, ? x 9 = 72 or ‘share 72 equally 9 ways’
investigating the use of digital technologies to solve multiplicative situations managed by First Nations Ranger Groups and other groups to care for Country/Place including population growth of native and feral animals such as comparing rabbits or cane toads with platypus or koalas, or the monitoring of water volume usage in communities
LEVEL DESCRIPTION (YEAR 6)
use all four arithmetic operations with natural numbers of any size
ACHIEVEMENT STANDARD (YEAR 6)
Students apply knowledge of place value, multiplication and addition facts to operate with decimals.
CONTENT (YEAR 6)
apply knowledge of place value and multiplication facts to multiply and divide decimals by natural numbers using efficient strategies and appropriate digital tools. Use estimation and rounding to check the reasonableness of answers
applying place value knowledge such as the value of numbers is 10 times smaller each time a place is moved to the right, and known multiplication facts, to multiply and divide a natural number by a decimal of at least tenths
applying and explaining estimation strategies to multiplicative (multiplication and division) situations involving a natural number that is multiplied or divided by a decimal to at least tenths before calculating answers or when the situation requires just an estimation
deciding to use a calculator in situations that explore multiplication and division of natural numbers being multiplied or divided by a decimal including beyond hundredths
explaining the effect of multiplying or dividing a decimal by 10, 100, 1000… in terms of place value and not the decimal point shifting
we’ve just discovered some multiplication techniques tucked inside some division elaborations, as indicated in this companion Crash. The two Crashes should be considered together (and should have been just one Crash, dammit.)