Short Blocks

# Maths Year 1/2 Summer Revision Menu B

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

## Multiplication and Division(suggested as 3 days)

### Planning and Activities

Day 1
Use ‘clever counting’ to count fingers and thumbs in tens, then shoes in twos. Start a sequence; children say the next three numbers.
Group Activities:
Y1 -- Count socks in twos; then money amounts using 10p coins. Or, count in tens and twos to find the total of 2p and 10p coins.
Y2 -- Count in twos, fives and tens; find missing numbers in the sequence. Some children count in threes and fours; find missing numbers in the sequence.

Day 2
Use ‘clever counting’ to count fingers and thumbs on children’s hands. Count in fives on the 100-square. Generalise about this pattern of numbers.
Further Teaching with Y2
Use facts or counting in fives to solve multiplications with missing numbers (divisions) and word problems.
Group Activities: T with Y2
Y1 -- Use clever counting in fives to count cubes in towers of five, or to find the total of 5p coins.
Y2 -- Test answers in missing number sentences and discuss word problems.

### You Will Need

• 10 pairs of socks, pegged in pairs
• Number cards 1–10
• Towers made from two cubes
• 2p, 5p and 10p coins
• Strips of paper
• Counters
• ‘100-square’ (see resources)
• ‘Multiplication and division’ (see resources)

### Short Mental Workouts

Day 1
Count on and back in tens

Day 2
Count on and back in twos

### Worksheets

Day 1
Y1 Counting patterns in twos and tens.
Y2 Complete sequences (twos, fives and tens).

Day 2
Y1 Count in fives to complete patterns.
Y2 Multiplication and division facts, including word problems.

### Mastery: Reasoning and Problem-Solving

Y1

• Tina starts counting in twos from 3. Will she say 32? Will she say 29? Explain your ideas.
• Write the missing numbers:
15, 20, 25, ☐, ☐, ☐
50, 60, 70, ☐, ☐, ☐
8, 10, 12, ☐, ☐, ☐, ☐
• James has six of each coin in three separate piles: 2p 5p 10p
How much does he have in each pile?

Y2

• Use only the numbers 5, 35 and 7 to make a different number sentence each time:
☐ × ☐ = 35
☐ × ☐ = ☐
☐ ÷ ☐ = ☐
• Ajay has 70p in 10p coins. How many 10p coins does Ajay have?
• Samar has 30p in 5p coins. How many 5p coins does Samar have?
• Lucca has 18p in 2p coins. How many 2p coins does Lucca have?

### Extra Support

Y1: Smelly Socks!
Count in twos – ‘clever counting’ and early multiplication first suggested in Spring Term.

Y2: See Y2 Spring term for a range of possible Support Activities, depending on children’s area of difficulty.