Number, Fractions, Money Recognise multiples of 2, 5 and 10 Count in 2s, 3s, 5s and 10s Recognise multiples of 2, 5 and 10 Objectives Day 1 Count in steps of 2s, 3s and 5s. Day 2 Count in 3s, making links to multiplication. Identify multiples of 3. Before teaching, be aware that: On Day 2 children will need mini-whiteboards and pens. You will need large 2p coins to a washing line, 100 bead bar. Year 2

Number, Fractions, Money Recognise multiples of 2, 5 and 10 Count in 2s, 3s, 5s and 10s Recognise multiples of 2, 5 and 10 Starters Day 1 Counting in 10s (pre-requisite skills) Day 2 Counting in 2s (pre-requisite skills) Choose starters that suit your class by dragging and dropping the relevant slide or slides below to the start of the teaching for each day. Year 2

Number, Fractions, Money Recognise multiples of 2, 5 and 10 Count in 2s, 3s, 5s and 10s Recognise multiples of 2, 5 and 10 Starter Counting in 10s Pre-requisite skills – to use this starter, drag this slide to the start of Day 1 Count up in 10s as a class, to 500. Repeat, but this time split the class into 6 groups who take it in turns to say the next multiple of 10.   Year 2

Number, Fractions, Money Recognise multiples of 2, 5 and 10 Count in 2s, 3s, 5s and 10s Recognise multiples of 2, 5 and 10 Starter Counting in 2s Pre-requisite skills – to use this starter, drag this slide to the start of Day 2 Peg ten large 2p coins to a washing line. Count along them in 2s. What are four 2s? How many 2s make 8p? What are eight 2s? How many 2s make 16p? Year 2

Number, Fractions, Money Recognise multiples of 2, 5 and 10 Count in 2s, 3s, 5s and 10s Recognise multiples of 2, 5 and 10 Objectives Day 1 Count in steps of 2s, 3s and 5s. Year 2

Day 1: Count in steps of 2s, 3s and 5s. 4 5 6 7 8 9 10 11 12 13 14 15 16 27 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Let’s count in 2s to 50. Year 2

Let’s do that again, working in groups. Day 1: Count in steps of 2s, 3s and 5s. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 27 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Let’s do that again, working in groups. Split the class into 6 groups. Each group takes it in turns to say the next multiple of 2. Year 2

Can you describe the pattern? Day 1: Count in steps of 2s, 3s and 5s. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 27 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Now count on in 2s from 52 to 100. Can you describe the pattern? Year 2

Let’s now count on in 5s to 50. Day 1: Count in steps of 2s, 3s and 5s. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 27 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Let’s now count on in 5s to 50. Can you spot a pattern? Year 2

10, 20, 30, 40 and 50 are in the pattern for 2s AND 5s. Day 1: Count in steps of 2s, 3s and 5s. 10, 20, 30, 40 and 50 are in the pattern for 2s AND 5s. Is that right? 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 27 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Multiples of 10 are also multiples of 2 and 5. Year 2

Which of these numbers are also multiples of 2? Day 1: Count in steps of 2s, 3s and 5s. Let’s now count in 3s to 48. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 27 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Which of these numbers are also multiples of 2? Year 2

Which of these numbers are also multiples of 5? Day 1: Count in steps of 2s, 3s and 5s. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 27 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Which of these numbers are also multiples of 5? Year 2

Which number is a multiple of 2, 3 AND 5? Day 1: Count in steps of 2s, 3s and 5s. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 27 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Which number is a multiple of 2, 3 AND 5? Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download. WT/ARE/GD: Practise counting in 2s, 3s, 5s and 10s. WT/ARE/GD: Spot multiples of 2s, 3s, 5s or 10s by playing ‘waving multiples’. Year 2

The Practice Sheet on this slide is suitable for most children. Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT: Multiples of 2, 5 and 10 Sheet 1. ARE/GD: Multiples of 2, 3, 5 and 10 Sheet 1 Challenge Year 2

Number, Fractions, Money Recognise multiples of 2, 5 and 10 Count in 2s, 3s, 5s and 10s Recognise multiples of 2, 5 and 10 Objectives Day 2 Count in 3s, making links to multiplication. Identify multiples of 3. Year 2

Day 2: Count in 3s, making links to multiplication; Identify multiples of 3. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 27 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Whisper as you point to each number, but shout and highlight the multiples of 3: 1, 2, 3, 4, 5, 6… 30. Year 2

We are counting on in 3s, adding 3 each time. Day 2: Count in 3s, making links to multiplication; Identify multiples of 3. 3 + 3 is 6 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 27 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Now just say the circled numbers. 6 + 3 is 9 9 + 3 is 12 12 + 3 is 15 We are counting on in 3s, adding 3 each time. 15 + 3 is 18 18 + 3 is 21 21 + 3 is 24 24 + 3 is 27 27 + 3 is 30 If you have a TA available, they could mirror this counting using a 100 bead bar, pushing all the beads to the right then moving a group of 3 to the left each time you ‘shout’ a multiple of 3 from the grid. These are multiples of 3 17 Year 2

Here are all the multiples of 3 up to 99. Day 2: Count in 3s, making links to multiplication; Identify multiples of 3. Here are all the multiples of 3 up to 99. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 27 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Can you describe the pattern? I wonder if there is a mathematical rule to help us spot if a number is a multiple of 3? Year 2

Add the digits together in each number to find the digit sum. Day 2: Count in 3s, making links to multiplication; Identify multiples of 3. Add the digits together in each number to find the digit sum. What do you notice? 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 27 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 12: 1 + 2 = 3 15: 1 + 5 = 6 18: 1 + 8 = 9 21: 2 + 1 = 3 24: 2 + 4 = 6 27: 2 + 7 = 9 Year 2

Let’s try some bigger multiples. Day 2: Count in 3s, making links to multiplication; Identify multiples of 3. They all add to 3, 6 or 9! 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 27 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Let’s try some bigger multiples. 60: 6 + 0 = 6 63: 6 + 3 = 9 Year 2

Sometimes you have to add the digits twice. Day 2: Count in 3s, making links to multiplication; Identify multiples of 3. What about 66? 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 27 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 66: 6 + 6 = 12 Sometimes you have to add the digits twice. What if we then add the 1 and the 2? 12: 1 + 2 = 3 Year 2

2 + 0 + 4 = 6, so 204 IS a multiple of 3! It is 68 lots of 3! Day 2: Count in 3s, making links to multiplication; Identify multiples of 3. It would take a very long time to count on in 3s to 204, but this rule works every time, so we can always check if numbers are multiples of 3! 2 + 0 + 4 = 6, so 204 IS a multiple of 3! It is 68 lots of 3! Year 2

Day 2: Count in 3s, making links to multiplication; Identify multiples of 3. Let’s try this out for some other big numbers. 123 412 339 450 Find the digit sum for each number to test if it is a multiple of 3. Year 2

4 + 1 + 2 = 7, so 412 is not a multiple of 3. Day 2: Count in 3s, making links to multiplication; Identify multiples of 3. 123 1 + 2 + 3 = 9, so 123 is a multiple of 3. 412 4 + 1 + 2 = 7, so 412 is not a multiple of 3. 339 3 + 3 + 9 = 15 then 1 + 5 = 6, so 339 is a multiple of 3. 450 4 + 5 + 0 = 9, so 450 is a multiple of 3. Year 2

Day 2: Count in 3s, making links to multiplication; Identify multiples of 3. 6 9 12 15 18 21 24 27 30 Let’s count in 3s. How did you work it out? Talk to your partner. What are four 3s? Year 2

But it’s quicker to write: 4 × 3 = 12 Day 2: Count in 3s, making links to multiplication; Identify multiples of 3. 3 6 9 12 15 18 21 24 27 30 Let’s check… We can write: 3 + 3 + 3 + 3 = 12 But it’s quicker to write: 4 × 3 = 12 Year 2

The ‘x’ is the ‘lots of’ symbol. Day 2: Count in 3s, making links to multiplication; Identify multiples of 3. 3 6 9 12 15 18 21 24 27 30 The ‘x’ is the ‘lots of’ symbol. Today would be a great day to use a problem-solving investigation – Mixed bags – as the group activity, which you can find in this unit’s IN-DEPTH INVESTIGATION box on Hamilton’s website. Alternatively, children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download. WT/ARE/GD: Hop in 3s along a beaded line, recording the corresponding multiplication. WT/ARE/GD: Roll a dice; ‘collect’ corresponding bunches of 3 bananas. Record the corresponding multiplication. 4 × 3 is 4 lots of 3 Year 2

The Practice Sheet on this slide is suitable for most children. Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box. WT/ARE/GD: Counting in 3s Sheet 1 Challenge Year 2

Number, Fractions, Money Recognise multiples of 2, 5 and 10 Count in 2s, 3s, 5s and 10s Recognise multiples of 2, 5 and 10 Well Done! You’ve completed this unit. Objectives Day 1 Count in steps of 2s, 3s and 5s. Day 2 Count in 3s, making links to multiplication. Identify multiples of 3. You can now use the Mastery: Reasoning and Problem-Solving questions to assess children’s success across this unit. Go to the next slide. Year 2

Problem solving and reasoning questions Write the missing numbers in each sequence: 24 26 28 10 30 35 36 33 30 Sam counts in 3s. He starts at 3. • Write the first six numbers he says. • Write the 12th number he says. • What number does he say before he says 51? Tariq starts counting in 3s and Amir starts counting in 10s. What is the first number they will both say? Year 2

Problem solving and reasoning: Answers Write the missing numbers in each sequence: 24 26 28 30 32 34 10 15 20 25 30 35 36 33 30 27 24 21 Sam counts in 3s. He starts at 3. • Write the first six numbers he says. 3, 6, 9, 12, 15, 18. • Write the 12th number he says. 36 • What number does he say before he says 51? 48 Tariq starts counting in 3s and Amir starts counting in 10s. What is the first number they will both say? 30 Year 2