Planning and Activities
Day 1 Teaching
Ask three children to stand at the front of the class and hold up their hands. Count in 5s to count the total number of fingers. Draw six jumps of 5 on a 0–50 beaded line. Write on the board: 6 lots of 5 is 30. Repeat, counting the number of fingers by counting in 10s. Draw three jumps of 10 on 0–100 beaded line. Write on the board: 3 lots of 10 is 30. Repeat for six children and twelve hands.
-- Count in 2s, 5s or 10s and record on a beaded line.
-- Count sweets for cookies in 2s, 5s or 10s.
Day 2 Teaching
Show five 10p coins. Count in 10s pointing at each coin. Write on the board: 5 lots of 10p is 50p. Repeat with seven 2p coins and six 5p coins. Swap 20 pennies for a number of 10ps, 2ps and 5ps. Record: • lots of 10p is 20p, • lots of 2p is 20p, • lots of 5p.
-- Count in 2s, 5s and 10s to ‘decorate’ clown images.
-- Roll a dice and count out that many 2p, 5p or 10p pieces.
-- Play ‘Big Saver’ game by counting ‘lots of’ 2p, 5p or 10p pieces.
Day 3 Teaching
Show children some rubbers. Explain that each rubber costs 10p. How many 10p coins would we need to buy four rubbers? So, how much would four rubbers cost? Discuss in pairs. Good mathematicians like us always try to find efficient ways to do things, so instead of writing 4 lots of 10 is 40 which uses quite a lot of words, we can write 4 × 10 = 40. We read this as ‘4 times 10 equals 40’. Repeat for six rubbers.
Use the ‘Trains’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Sort objects, counting ‘lots of’ 10p and recording as hops on a penny line and as multiplication number sentences.
-- Play ‘buying bears’ game, counting ‘lots of’ 5p and 10p, recording as hops on a penny line and as multiplication number sentences.