Children divide into equal rows (array) with no remainder, then describe formally using 2 division number sentences and 2 multiplication number sentences. They find total using skip and rhythmic counting recording as repeated addition on a number line.
NB: Multiplication and Division are investigated additively in the first 3 years of school, through skip counting which is repeated addition or subtraction.
We learn to skip count by 2s, 5s, and 10s, because it is easy.
Rhythmic counting by other numbers is better because it allows the children to demonstrate that they understand that they are repeatedly adding or subtracting the same amount.
From Year 3 onwards, children begin to investigate multiplication and division multiplicatively.
If children rote learn skip counts by other numbers, it will make multiplication and division using multiplicative thinking from Year 3 more challenging for them – they will prefer to use simpler additive thinking by continuing to skip count.

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