### Planning and Activities

**Day 1**

Count fingers in 5s and 10s and model corresponding jumps on beaded lines, e.g. 6 lots of 5 is 30, 6 lots of 10 is 60.

**Further Teaching with Y2**

Count in 5s on beaded lines, recording using multiplication sign: 4 × 5 = 20. Read this as *4 lots of 5*, or *4 times 5*. Repeat for 3 × 5, 6 × 5, then 10 × 5. Count in 2s for 4 × 2, 8 × 2, 3 × 10 and 5 × 5.** Group Activities: T with Y2**

Y1 -- Count in 2s, 5s or 10s and record on a beaded line.

-- Count the sweets for the cookies in 2s, 5s or 10s.

Y2 -- Generate and solve times 2, times 5 and times 10 multiplication sentences, using hops on beaded lines or fingers.

**Day 2**

Use jumps on beaded lines to explore the relationship between multiplication and division, e.g. for 3 × 5 = 15, 15 ÷ 5 = 3; 4 × 2 = 8, 8 ÷ 2 = 4.**Further Teaching with Y1**

Counting ‘lots of’ 2s, 5s and 10s using coins. Record as lots of 2p is 20p, and lots of 5p is 20p, etc.**Group Activities: T with Y1**

Y1 -- Count in 2s, 5s and 10s to ‘decorate’ clown images.

-- Roll a dice and count out that many 2p, 5p or 10p coins. Play the ‘Big Saver’ game by counting ‘lots of’ 2p, 5p or 10p pieces.

Y2 -- Find the answer to multiplications using number lines and hops; write the matching division.

-- Use a beaded line to help solve division problems.

**Day 3**

Interpret and solve practical multiplication problems, e.g. A rubber costs 10p, how much do 4 rubbers cost? Year 1 are introduced to using ‘×’ in a multiplication number sentence.**Further Teaching with Y2**

Solve division problems and relate to multiplication facts.**Group Activities: T with Y2**

Y1 -- Sort objects, counting ‘lots of’ 10p and recording as hops on a penny line.

-- Play the ‘buying bears’ game, counting ‘lots of’ 5p and 10p and recording as hops on a penny line.

Y2 -- Find the answer to divisions using number lines and hops, and then write the matching multiplication.

-- Relate multiplication and division in practical contexts.

**Day 4**

Introduce and model division by grouping, using images of rabbits in hutches: *There can only be two rabbits in each hutch*. *How many hutches will we need for 10 rabbits*? *14 rabbits?*

**Further Teaching with Y2**

Finding missing numbers in multiplication and division sentences, using beaded lines to support representation and calculation.

**Group Activities: T with Y2**

Y1 -- Group different quantities of rabbits into 2s and calculate how many hutches are needed for them.

Y2 -- Find mystery numbers in given multiplications and divisions.

**Day 5**Solve practical multiplication and division problems, e.g.

*Sarah has 15 mini-eggs. She decorates a cake with 5 mini-eggs. How many cakes can she decorate? Jeff the farmer had 4 boxes of 6 eggs. How many eggs did he have altogether?*

**Further Teaching with Y1**

Group 10, 20, then 30 counters into sets of 5 and 10. Represent on a beaded number line.

**Group Activities: T with Y1**

*Use the in-depth problem-solving investigation ‘Trains’ as today’s group activity.*

Or, use these activities:

Y1 -- Calculate how many groups of 2, 5 and 10 there are in given numbers.

-- Create word problems for making groups of 2, 5 and 10 from given numbers.

Y2 -- Identify whether to solve a word problem with a multiplication or a division calculation.

-- Create a pairs game involving matching multiplication and division word problems.