Multiplication and Division Begin to understand multiplication as sets and recognise patterns Objectives Day 1 Count in 10s and 2s. Recognise and describe patterns. Day 2 Count in 10s. Begin to understand multiplication as repeated addition. Before teaching, be aware that: On Day 1 you can also use Number grid ITP to model the patterns. Year 2

Multiplication and Division Begin to understand multiplication as sets and recognise patterns Starters Day 1 Count in 2s (pre-requisite skills) Day 2 Count in 10s (simmering 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

Multiplication and Division Begin to understand multiplication as sets and recognise patterns Starter Count in 2s Pre-requisite skills – to use this starter, drag this slide to the start of Day 1 Highlight 2 on Number grid ITP. What is 2 more? Highlight 4. Repeat, highlighting 6. How many are we adding each time? Ask children to say the next numbers until you reach 20. Then use the highlighted numbers to count in 2s. Year 2

Multiplication and Division Begin to understand multiplication as sets and recognise patterns Starter Count in 10s Simmering skills – to use this starter, drag this slide to the start of Day 2 Throw a soft ball to a child and say 10! They throw the ball to another child and say 20! That child throws to another child and says 30! Continue until you reach at least 100. Repeat, starting with a different child each time, ensuring all children have at least two turns. Year 2

Multiplication and Division Begin to understand multiplication as sets and recognise patterns Objectives Day 1 Count in 10s and 2s. Recognise and describe patterns. Year 2

What do you notice about the multiples of 10? Day 1: Count in 10s and 2s; Recognise and describe patterns. Let’s count in 10s… What do you notice about the multiples of 10? Multiples of 10 always end with a zero! Year 2

Let’s read some numbers… Day 1: Count in 10s and 2s; Recognise and describe patterns. Let’s read some numbers… 23 60 87 120 346 910 Which of these are multiples of 10? How can you tell? Multiples of 10 always end in a zero... Year 2

What do you notice about the multiples of 2? Day 1: Count in 10s and 2s; Recognise and describe patterns. What do you notice about the multiples of 2? Multiples of 2 always end with either a 0, 2, 4, 6 or 8! Is 80 a multiple of 2? How do you know? Is 35 a multiple of 2? How do you know Is 91 a multiple of 2? How do you know? They are all even numbers! Is 53 a multiple of 2? How do you know? Year 2

Let’s look at our list of numbers… Day 1: Count in 10s and 2s; Recognise and describe patterns. Let’s look at our list of numbers… 23 60 87 120 346 910 Which of these are multiples of 2? How can you tell? Can you think of some more large numbers that are definitely multiples of 2? Year 2

Multiples of 10 are now in 2 colours! Day 1: Count in 10s and 2s; Recognise and describe patterns. Multiples of 10 are now in 2 colours! What can you say about all multiples of 10? All multiples of 10 are also multiples of 2! Year 2

Write the next 3 numbers in the sequence on your Day 1: Count in 10s and 2s; Recognise and describe patterns. Can you predict the number I’m going to click on next? What’s my pattern? Write the next 3 numbers in the sequence on your whiteboards. Let’s check… Year 2

If I can carry on, will I get to 57? 82? Explain… Day 1: Count in 10s and 2s; Recognise and describe patterns. If I can carry on, will I get to 57? 82? Explain… Let’s check… Year 2

Day 1: Count in 10s and 2s; Recognise and describe patterns. How can you describe this counting pattern? Which three numbers will be next? If we continue will 21 and 38 be highlighted? How do you know? What do you notice about all the numbers in the pattern? Let’s check… They are all odd numbers! Let’s check… Today would be a great day to use a problem-solving investigation – Clapping Times – 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: Continue number patterns, using knowledge and understanding of counting in 2s and 10s. GD: Investigating statement about multiples. Year 2

Challenge 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: Multiplication and Division Sheet 1, allow children to use 1-100 grid. ARE: Multiplication and Division Sheet 1. GD: Multiplication and Division Sheet 2. Year 2

Multiplication and Division Begin to understand multiplication as sets and recognise patterns Objectives Day 2 Count in 10s. Begin to understand multiplication as repeated addition. Year 2

How much money is here? How can I find out? Day 2: Count in 10s; Begin to understand multiplication as repeated addition. How much money is here? How can I find out? We can count the coins in 10s! 10, 20, 30, 40, 50, 60, 70 10p + 10p + 10p + 10p + 10p + 10p + 10p = 70p Or write a number sentence… A quicker way to write it is 7 × 10p = 70p That’s 7 lots of 10p, or 7 times 10. Year 2

How much money is here this time? How can I find out? Day 2: Count in 10s; Begin to understand multiplication as repeated addition. How much money is here this time? How can I find out? We can count the coins in 10s! 10, 20, 30, 40, 50, 60, 70, 80. 10p + 10p + 10p + 10p + 10p + 10p + 10p + 10p = 80p Or write a number sentence… A quicker way to write it is 8 × 10p = 80p That’s 8 lots of 10p, or 8 times 10. Year 2

How much money do I have now? How can I find out? Day 2: Count in 10s; Begin to understand multiplication as repeated addition. How much money do I have now? How can I find out? We can count the coins in 2s! 2, 4, 6, 8, 10 2p + 2p + 2p + 2p + 2p = 10p Or write a number sentence… A quicker way to write it is 5 × 2p = 10p That’s 5 lots of 2p, or 5 times 2. Year 2

How much money do I have now? How can I find out? Day 2: Count in 10s; Begin to understand multiplication as repeated addition. How much money do I have now? How can I find out? We can count the coins in 2s! 2, 4, 6, 8, 10, 12, 14. 2p + 2p + 2p + 2p + 2p + 2p + 2p = 14p Or write a number sentence… A quicker way to write it is 7 × 2p = 14p That’s 7 lots of 2p, or 7 times 2. Year 2

Day 2: Count in 10s; Begin to understand multiplication as repeated addition. At the rescue centre they give each cage of rabbits 10 dandelion leaves. If there are 5 cages, how many dandelion leaves will they need? We can write this as: 10 + 10 + 10 + 10 + 10 = Or as 5 × 10 = We can count in 10s to find the number needed, but try to remember what five 10s are, just like we know what 6 add 4 is. This will be quicker than adding 10 lots of times! 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: Collecting 10ps and 2ps and beginning to record using multiplication sign. Year 2

Challenge 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: Counting in 10s and 2s Sheet 1a an 1b. ARE: Counting in 10s and 2s Sheet 2 - allow to draw the coins needed. GD: Counting in 10s and 2s Sheet 2 - write as in the guided activity (4 x 10p = 40p). Year 2

Multiplication and Division Begin to understand multiplication as sets and recognise patterns Well Done! You’ve completed this unit. Objectives Day 1 Count in 10s and 2s. Recognise and describe patterns. Day 2 Count in 10s. Begin to understand multiplication as repeated addition. 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 What comes next? 34 + 10 = 44 44 + 10 = 54 54 + 10 = 64 … Circle the number in each sequence which does not belong there, then explain why they do not belong: • 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 x 10 = 10 x [__] 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? Year 2

Problem solving and reasoning: Answers What comes next? 34 + 10 = 44 44 + 10 = 54 54 + 10 = 64 64 + 10 = 74 Circle the number in each sequence which does not belong there, then explain why they do not belong: • 12, 14, 16, 18, 19, 22, 24 Should be 20, sequence goes up in 2s • 60, 50, 40, 30, 12, 10, 0 Should be 20, sequence decreases in 10s • 17, 19, 22, 23, 25, 27, 29 Should be 21, sequence goes up in 2s How many lots of 10 in 40? 4 14 is how many 2s? 7 There are 9 tens in 90. 2 x 10 = 10 x 2 What do you notice? Multiplication can be written in any order; the answer is the same. Children can answer the first 3 questions, and the ones below, by counting on in 10s or 2s. Count in 10s to 70. How many numbers have you said? 7 Count in 2s to 16. How many numbers have you said? 8 Year 2