Maths Year 1/2 Summer Multiplication and Division (A)

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.

• 0–50 beaded line’, ‘0–100 beaded line’, ‘0–30 beaded line’ (see resources); a selection of these lines laminated for repeated use
• ‘Cookie cards’ sheets 1–3 (cut out and shuffled, see resources)
• Counters; 2p, 5p and 10p coins; Number cards 1–10; cubes; egg boxes
• ‘0–100 landmarked lines’ (see resources)
• ‘Spinners’ (see resources)
• ‘Multiplying by 2, 5 and 10 using beaded lines’ (see resources)
• ‘Beaded line with hops’ (see resources)
• ‘Clown picture’, ‘Clown outlines’, ‘Clown table’ (see resources)
• ‘0–20p’ and ‘0–£1 penny number lines’ (see resources)
• Buttons, gummed paper spots, small pom-poms
• Dice (adapted to show 2p, 5p and 10p)
• 1–6 dice, 1–10 dice
• ‘Counting in 2s, 5s and 10s’ Sheets 1 and 2 (see resources)
• ‘Multiplications to solve’ (see resources)
• Large bag of sweets (optional); Rubbers
• A range of small objects in tubs e.g. counters, pencils, multilink cubes, beads, counting bears, straws, etc.
• ‘Divisions to solve’ (see resources)
• Bags; Party bags, party bag contents
• ‘Mystery Multiplications and Divisions’ (see resources)
• ‘Rabbits’ (see resources)
• ‘How many hutches’ Sheets 1–3 (see resources)
• ‘Division question cards’ (see resources)
• ‘Problem challenge cards’ (see resources)
• ‘Word problems’ (see resources)
• Mini-whiteboards and pens; pencils

Day 1
Doubles and halves (using fingers)

Day 2
Count in 5s and 10

Day 3
Count in 2s

Day 4
Count in 2s, 5s and 10s

Day 5
More doubles and halves (using bar models)

Day 1
Y1: Count in 2s, 5s and 10s on beaded number lines.
Count in 2s, 5s and 10s; record multiplication sentences.
Y2: Multiply by 2, 5 and 10.

Day 2
Y1: Count in steps of 2p, 5p, 10p on a 0-50p money line.
Y2: Multiplication and division on beaded lines.

Day 3
Y1: Count in steps of 2p, 5p, 10p on a 0-£1 money line.
Y2: Division on 0-50 beaded lines.

Day 4
Y1: Grouping in 5s and 10s on a beaded line.
Y2: Complete missing numbers in multiplication and division sentences.

Day 5
Y1: Grouping in 2s, 5s and 10s on beaded and landmarked lines.
Y2: Sort and solve grouping and multiplication word problems.

Y1

• James has five of each coin in three separate piles.
  2p 5p 10p
  How much does he have in each pile?
• Write the missing numbers:
  15, 20, 25, ☐, ☐, ☐
  50, 60, 70, ☐, ☐, ☐
  8, 10, 12, ☐, ☐, ☐, ☐
• Write < or > or = to complete each sentence.
  (a) 4 × 5 ☐ 2 × 10
  (b) 10 × 2 ☐ 3 × 10
  (c) 3 × 5 ☐ 8 × 2

Y2

• How many hops of 5 in:
  20? 35? 50?
• How many 2s in:
  16? 20? 24?
• Explain why 20 ÷ 5 = ☐ can also be written as ☐ × 5 = 20.
• Write the missing numbers:
  ☐ × 2 = 12
  ☐ × 2 = 20
  ☐ × 5 = 30
  ☐ × 10 = 60
• Divide each number by 5. Divide the answer by 2:
  30, 20, 50, 40.
  What could you have divided by to do this in one step?

In-depth Investigation: Trains
Children use the same size 'carriages' (number rods, e.g. Cuisenaire) to make a 'train' of 20 units.

Y1: Smelly Socks!
Counting in 2s – ‘clever counting’ and early multiplication (NB The multiplication symbol is not introduced until Day 3 of this unit. Avoid the temptation to use it during this activity.)

Y2 : Ring the Twos
Carrying out early division (in 2s).