Short Blocks

# Maths Year 1/2 Spring Multiplication

Each unit has everything you need to teach a set of related skills and concepts.

## Clever counting; multiplication(suggested as 5 days)

### Planning and Activities

Day 1
Divide the class into 2 groups and rehearse ‘Whisper counting’ (alternate numbers in whispered, then normal voices; louder voices emphasise the 2s numbers). Count again, recording sequence of 2s: 2, 4, 6, … 20. Count pairs of shoes in 2s to find how many shoes in total.
Further Teaching with Y2
Highlight multiples of 2 on Number grid ITP. Discuss patterns and look at different 1s digits in odd and even numbers.
Group Activities: T with Y2
Y1 -- Count in 2s, using bodies and images, or objects in pots.
Y2 -- Sort numbers according to properties, or play heads and tails odds and evens.

Day 2
Use Number grid ITP to explore patterns of multiples of 2, 5 and 10. Describe patterns in counting sequences, e.g. 7, 12, 17, 22 ... and 8, 13, 18 and 23 …
Further Teaching with Y1
Exploring odd and even numbers with pairs of socks. Create a generalisation.
Group Activities: T with Y2
Use the in-depth problem-solving investigation ‘Multiple Madness’ as today’s group activity.
Or, use these activities:
Y1 -- Sort numbers into odds and evens by looking at the 1s digit, or by sorting pairs of socks.
Y2 -- Complete and describe number patterns that involve 2s, 5s and 10s. Or, investigate true, sometimes true or never true statements about patterns.

Day 3
Revise number doubles using fingers.
Further Teaching with Y2
Using ‘Whisper counting’ for 3s. Describe the pattern of multiples of 3 on the Number grid ITP. Use it to predict other multiples of 3.
Group Activities: T with Y1
Y1 -- Play a game to improve recall of doubles facts.
Y2 -- Identify multiples of 3; some children may use a 1–100 grid.

Day 4
Double numbers to 12 using physical objects, e.g. sweets or cubes. Note that all doubles (of whole numbers) are even numbers.
Further Teaching with Y2
Count in 2s, 3s, 5s and 10s on a beaded line, recording as multiplication sentences.
Group Activities: T with Y1
Y1 -- Calculate doubles of numbers up to 20.
Y2 -- Generate and solve times 2, times 3, times 5 and times 10 multiplication sentences. Or, solve and create x2, x3, x5 and x10 word problems.

Day 5
Halve even numbers up to 24 using physical objects.
Further teaching with Y2
Identify numbers on a 1–100 grid using a variety of properties and mathematical language.
Group Activities: T with Y1
Y1 -- Count even numbers of cubes; find and record half.
Y2 -- Decipher ‘mystery’ numbers from ‘number property’ clues.

### You Will Need

• Number grid ITP
• Flipchart and pens
• Labelled pots with counting objects inside
• Hoops, Coins, Socks, Cubes, Sticky notes
• Number cards 1–100
• Large sheet of paper
• ‘Odd and even numbers’ sheet (see resources)
• ‘Patterns’ (see resources)
• ‘1–100 number grid’ (laminated, see resources)
• 1–10 dice, 1–6 dice
• Sweets (or other small snack),
• ‘Doubles’ (see resources)
• Number shapes (e.g. Numicon)
• Base-10 equipment (e.g. Dienes blocks)
• ‘Spinners’ (see resources)
• ‘Multiplying by 2, 3, 5 and 10 using beaded lines’ (see resources)
• ‘Halve’ (see resources)
• ’What am I?’ (see resources)
• ‘1–50 number grid’ (see resources, preferably laminated)
• ‘0–30 beaded line’ (see resources)

### Short Mental Workouts

Day 1
Bean bag doubling

Day 2
Count in 2s (with division facts - Y2)

Day 3
Whisper counting

Day 4
Recognise multiples of 10

Day 5
Hidden numbers

### Worksheets

Day 1
Y1: Count in 2s.
Y2: Using a selection of digit cards, make odd and even 2-digit, then 3-digit numbers.

Day 2
Y1: Identify odd numbers. Sort odd and even numbers.
Y2: Complete missing numbers in number sequences.

Day 3
Y1: Double numbers 1-6.
Y2: Shade multiples of 3 number grids.
Identify multiples of 3 from a set of 2-digit numbers.

Day 4
Y1: Double numbers 6 to 11. Double numbers 13 to 19.
Y2: Multiply numbers to 12 by 2, 3, 5 and 10.

Day 5
Y1: Halve even numbers to 12. Solve halving problems.
Y2: Sort numbers by one or more properties.

### Mastery: Reasoning and Problem-Solving

Y1

• Write the missing numbers in these two sequences:
__, __, 11, 13, __, 17, __
24, __, 20, 18, __, __, __
• Draw an arrow from each number on the left to its matching half on the right:
4 6
12 10
16 2
8 8
20 3
14 4
6 7
• How many times can we halve 24 biscuits before we have to break a biscuit in half to share it equally
• Jessie starts counting in 2s from 5. Will she say 25? Will she say 52? Explain your ideas.

Y2

• Peter counts in 5s.
When he says ‘40’, how many 5s has he counted?
• Fran starts counting in 2s from 12: 12, 14, 16 … Will she say the number 43?
• Poppy says that she can count in 3s or 5s, starting at zero, and reach the number 20. Do you agree?
• Mrs Jones starts counting in 1s from zero. Annie stands up when she hears a multiple of 2, Bobby stands up when he hears a multiple of 3, Carl stands up when he hears a multiple of 5 and Dan stands up when he hears a multiple of 10.
- Bobby and Annie stand up. What number might it be?
- Annie and Carl stand up. What number might it be?
- All four children stand up. What is the lowest number it could be?
- What is the next number where they will all stand up?