Year 2 Summer 2 Week 2 – Multiplication and Division

Main Learning • Understand multiplication as repeated addition.• Understand division as sharing and grouping.• Show that multiplication of two numbers can be done in any order (commutative) and

division of one number by another cannot.• Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables,

including recognising odd and even numbers.• Understand the connection between the 10 multiplication table and place value.• Calculate mathematical statements for multiplication (using repeated addition) and

division within the multiplication tables and write them using the multiplication (×),division (÷) and equals (=) signs.

• Solve problems involving multiplication and division, using materials, arrays, repeatedaddition, mental methods, and multiplication and division facts, including problems incontexts.

Success Criteria

Practice and Consolidation It is important that children have experience of making decisions when calculating. Some calculations may be simple recall of doubles or halves facts or multiplication facts whereas other calculations may require practical equipment or pictures to help work them out.

ICT

Vocabulary number, count (on, back, to, from), units, ones, twos, threes, fives, tens, exchange, digit, place, place value, represents, equal to, repeated addition, array, row, column, lots of, groups of, times, …times as long/wide/tall/heavy/much, multiply, multiplied by, multiple of, double, sequence, continue, predict, rule, equal groups of, divide, divided by, divided into, share (equally), how many… in…?, left (over), remainder, halve

Modelling Children should relate multiplication (as repeated addition) to other familiar contexts such as identifying the time on a clock without having to count round in fives, which complements the learning from the previous week.

When the minute hand is pointing at five, it has moved through five groups of 5 minutes since the last o’clock time.

Knowing multiplication facts for the 5x table supports fluent telling of time and solving some time problems.

For example, a gymnastics session started at 4 o’clock. How long has the session been if the clock now reads twenty minutes to five?

At twenty minutes to five, the minute hand is pointing at 8. 8 x 5 minutes is 40 minutes.

When exploring division, children should use knowledge of the context to decide how remainders should be treated.

The PowerPoint Show models two contexts in which the remainders are treated in different ways. It is important to emphasise what the question is when dealing with remainders.For example, if six eggs fit in one box, how many boxes are needed for 20 eggs?

This is different to ‘How many of the egg boxes are full?’

Mathematics - Planning Support © Lancashire County Council (2015)

Year 2 Summer 2 Week 2 – Multiplication and Division

Using and Applying Create a number problem that this array of sweets could represent. Think of one that involves multiplication and one that involves division. Think of a number that leaves a remainder of two when it is divided by five. Think of six different answers. Explain how you chose your answers. How are these number sentences related to

Contextual Learning Multiplication and division can occur in measurement contexts and also in real life. One packet of sweets costs 10p. How much do thirteen packets cost altogether? What is the mass of each biscuit if a packet has five biscuits and has a total mass of 75g? How many sides will nine triangles have? You get six stickers in each packet. How many stickers are in five packets?

Assessment At the shop you can buy a packet of three T-shirts. How many T-shirts would there be in eight packets? Doughnuts are sold in packs of five at the shop. How many packs can be made from 46 doughnuts? How many 10 cm pieces of string can be cut from a long piece of string measuring 89cm? What is the answer to each of these and how did you work it out? 3 + 3 + 3 + 3 + 3 8 + 8 + 8 + 8 + 8 Half of 48 60 ÷ 30 Write all the multiplication and division number sentences that this array shows.

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12 x 5 30 ÷ 5 60 ÷ 5 3 x 10 6 + 6 + 6 + 6 + 6

6 x 5

Challenge 18 Fireworks

Challenge 30 Susie the Snake

The Tomato and the Bean Nrich

If you had 30p using only 2p coins, how many coins would you have?

If you had 30p using only 5p coins, how many coins would you have?

If you had 30p using only 10p coins, how many coins would you have?

Mathematics - Planning Support © Lancashire County Council (2015)