Short Blocks

Maths Year 2 Autumn Multiplication and Division

Each unit has everything you need to teach a set of related skills and concepts. 'Teaching for Understanding' provides whole-class teaching and fully differentiated adult-led group activities. ‘Problem-solving and Reasoning’ develops these skills, and includes questions to enable you to assess mastery. Practice sheets ensure procedural fluency. Extra support activities enable targeted work with children who are well below ARE.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of associated documents. These bulk downloads are added value for Hamilton Friends and School Subscribers.

Unit 1 Understand multiplication as sets (suggested as 2 days)

Objectives

Begin to understand multiplication as sets and recognise patterns
Unit 1: ID# 2221

National Curriculum
Mult/Div (i) (ii)

Hamilton Objectives
16. Begin to know 2× and 10× tables; use × and ÷ signs correctly.
19. Write multiplications and divisions, using ×, ÷ and = signs; calculate answers.

Teaching and Group Activities for Understanding

Day 1 Teaching
Launch Number grid ITP and click on multiples of 10. They all end in zero. Spot really large multiples of 10. Reset grid and click to show multiples of 2. Study the pattern here. Identify multiples of 2. Then look at patterns in odd numbers.
Group activities
Use the in-depth problem-solving investigation ‘Clapping Times’ from NRICH as today’s group activity.
Or, use these activities:
-- Continue number patterns, using knowledge and understanding of counting in 2s and 10s.

Day 2 Teaching
Show children 10p coins and count in 10s to 70p. Point out that we can write a repeated addition of 10p + 10p + 10p etc. but we can write 7 × 10p = 70p. This means seven lots of 10p. Repeat with other numbers of 10p coins, then with numbers of 2p coins.
Group activities
-- Apply knowledge and understanding of counting in 10s and 2s to money. Begin to write number sentences using the multiplication sign.

You Will Need

  • ITP: Number Grid
  • Patterns sheet (see resources)
  • Additional activity sheets (see resources)
  • 10p & 2p coins
  • 1–10 dice for each pair
  • 1–6 dice
  • Strips of 10 stickers

Mental/Oral Maths Starters

Day 1
Count in 2s (pre-requisite skills)

Suggested for Day 2
Count in 10s (simmering skills)

Procedural Fluency

Day 1
Children continue to reason about number patterns, counting in 2s and 10s.

Day 2
Children work out how many 2ps (to 24p) or 10ps (to 90p) are needed to pay for items in a shop.

Mastery: Reasoning and Problem-Solving

  • What comes next?
    34 + 10 = 44
    44 + 10 = 54
    54 + 10 = 64
  • Circle the number which does not belong in each sequence:
    12, 14, 16, 18, 19, 22, 24
    60, 50, 40, 30, 12, 10, 0
    17, 19, 22, 23, 25, 27, 29
  • How many lots of 10 in 40?
    14 is how many 2s?
    There are ☐ tens in 90.
    2 × 10p = 20p; 10 × 2p = 20p What do you notice?
  • Count in 10s to 70. How many numbers have you said?
    Count in 2s to 16. How many numbers have you said?


In-depth Investigation: Clapping Times
If you count from 1 to 20 and clap more loudly on the numbers in the two times table, as well as saying those numbers loudly, which numbers will be loud? Clapping Times from nrich.maths.org.

Extra Support

Blues and Twos
Counting in 2s from 1 and from 2

Clever Counting
Counting in 10s from 10

Unit 2 Understand doubles/halves to 20 (suggested as 3 days)

Objectives

Understand doubling and halving (numbers to 20)
Unit 2: ID# 2237

National Curriculum
Multi/Div (iv)

Hamilton Trust
18. Double and halve numbers up to 20.
21. Solve multiplication/ division problems in context, doubling, halving.

Teaching and Group Activities for Understanding

Day 1 Teaching
Ask two children to show 13 beads on their bead strings. What is double 13? Model double 10 and double 3 to get 26. Repeat with double 17 as double 10 and double 7. Repeat for other numbers, showing them on two bead strings.
Group activities
-- Use bead strings to find doubles of numbers up to 20.
-- Recall of doubles of numbers up to 20.

Day 2 Teaching
Use strips of 12 shapes (see resources). Children fold in half. What is half of 12? Record ‘half of 12 is 6’. Use the strip of 28 shapes (central 20 in one colour and 4 on each end in another) to model partitioning 14. Repeat to show halving of 22 and 24.
Group activities
Use the in-depth problem-solving investigation ‘Double or Halve?’ from NRICH as today’s group activity.
Or, use these activities:
-- Find halves and their corresponding doubles.

Day 3 Teaching
Use 10p and 1p coins to explore doubles and halves, e.g. Double 11p? And half of 22p? Repeat for double 12, 13, 14 … 20p. Use a bar model to represent the relationship between doubles and halves.
Group activities
-- Investigate which amounts of money between 10p and 30p can be halved.
-- Investigate which amounts of money between 10p and 30p can be halved. Explore how to halve odd numbers.

You Will Need

  • 0-20 bead frame
  • 0-100-bead strings
  • ‘Double numbers to 20’ (see resources)
  • ‘Doubles to 20’ follow-me cards (see resources)
  • Additional activity sheets (see resources)
  • Multilink cubes
  • Pots of 10p and 1p coins
  • Biscuits (or pieces of paper to represent biscuits)

Mental/Oral Maths Starters

Day 1
Double 1–5 and halves (pre-requisite skills)

Day 2
Double 1–10 and halves (pre-requisite skills)

Suggested for Day 3
Pairs to 6, 7, 8 and 9 (simmering skills)

Procedural Fluency

Day 1
Children find the doubles of numbers on a dartboard.

Day 2
Children use what they have learnt about ‘strip diagrams’ to find missing numbers in doubling and halving sentences.

Day 3
At a cake sale, children calculate the new prices of cakes that are now half price.

Mastery: Reasoning and Problem-Solving

  • Double ☐ is 28.
    Half of ☐ is 16.
    Maia thought of a number. She doubled it and got 30. What was her number?
  • Start on 1.
    Double and add 1.
    Double the answer and add 1.
    Keep going as long as you can!
  • I double a number, then subtract 2.
    My answer is 4.
    What was my number?
  • Think of a number between 1 and 15. Halve the number if it is even; add 1 if it is odd. Stop when you reach 1. What is the longest chain of numbers you can make?
  • Jamie says ‘If I double an odd number, my answer will sometimes be odd’. Do you agree with him?

In-depth Investigation: Double or Halve
Throw the dice and decide whether to double or halve the number shown. Double or halve? from nrich.maths.org.

Extra Support

Seeing Double
Finding and beginning to know by heart doubles from double 1 to double 10

Be Fair
Halving even numbers to 20