1. Multiplication and Division Begin to know the 5x tables facts
Count in 2s, 5s and 10s
Begin to know the 5x tables facts
Objectives
Day 1
Recognise multiples of 2, 5 and 10 and describe patterns.
Day 2
Record multiplication facts for the 5 times table.
Before teaching, be aware that:
On Day 1 children will need mini-whiteboards and pens.
Year 2

2. Multiplication and Division Begin to know the 5x tables facts
Count in 2s, 5s and 10s
Begin to know the 5x tables facts
Starters
Day 1
Count in 5s (pre-requisite skills)
Day 2
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

3. Multiplication and Division Begin to know the 5x tables facts
Count in 2s, 5s and 10s
Begin to know the 5x tables facts
Starter
Count in 5s
Pre-requisite skills – to use this starter, drag this slide to the start of Day 1
Children sit in a circle. Raise your left hand (so showing 5 fingers) saying 5, and then the right saying 10. Help the child to your right to raise their left hand and say 15, and then their right and say 20. Continue counting round the circle counting in 5s until you reach 100. The next child starts again at 5. Continue until all children have had a couple of turns.
Year 2

4. Multiplication and Division Begin to know the 5x tables facts
Count in 2s, 5s and 10s
Begin to know the 5x tables facts
Starter
Count in 5s
Pre-requisite skills – to use this starter, drag this slide to the start of Day 2
Use the 100 bead bar to support counting on in 5s from 0 to 100. Repeat counting in 5s from 0 to 50, asking children to hold up one finger for each 5 counted. How many 5s did we count? Repeat, counting to other multiples of 5 asking how many 5s were counted.
Year 2

5. Multiplication and Division Begin to know the 5x tables facts
Count in 2s, 5s and 10s
Begin to know the 5x tables facts
Objectives
Day 1
Recognise multiples of 2, 5 and 10 and describe patterns.
Year 2

6. Multiples of 5 always end in 5 or 0.
Day 1: Recognise multiples of 2, 5 and 10 and describe patterns.
Multiples of 5 always end in 5 or 0.
What do you notice about the multiples of 5?
These are the numbers we say when we count on in 5s from 5 to 100.
Year 2

7. Multiples of 5 always end in 5 or 0. Let’s read some numbers…
Day 1: Recognise multiples of 2, 5 and 10 and describe patterns.
Multiples of 5 always end in 5 or 0.
Let’s read some numbers… 24 85 60
125
346
910
2870
5475
36,780
48,482
Which of these are multiples of 5?
How do you know? Even the really big numbers!
Which of these are multiples of 10?
How can you tell?
Year 2

8. Write the next 3 numbers in the sequence on your
Day 1: Recognise multiples of 2, 5 and 10 and describe patterns.
Can you guess what 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

9. Day 1: Recognise multiples of 2, 5 and 10 and describe patterns.
If I carry on will I get to 57?
To 82?
What about 73? What do you notice about the numbers in my pattern?
Can you guess what number I’m going to click on next? What’s my pattern?
Write the next 3 numbers in the sequence on your
whiteboards.
Today would be a great day to use a problem-solving investigation – Multiple Madness – 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: Complete and describe number patterns that involve 2s, 5s and 10s OR Investigate statements about patterns; decide if they are always true, sometimes true or never true.
Let’s check…
Year 2

10. 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: Spot the pattern Sheet 1.
ARE: Spot the pattern Sheet 1 or 2.
GD: Spot the pattern Sheet 2.
Challenge
Year 2

11. 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: Spot the pattern Sheet 1.
ARE: Spot the pattern Sheet 1 or 2.
GD: Spot the pattern Sheet 2.
Challenge
Year 2

12. Multiplication and Division Begin to know the 5x tables facts
Count in 2s, 5s and 10s
Begin to know the 5x tables facts
Objectives
Day 2
Record multiplication facts for the 5 times table.
Year 2

13. How much money is here? How can I find out?
Day 2: Record multiplication facts for the 5 times table.
How much money is here? How can I find out?
We can count the coins in 5s!
5, 10, 15, 20, 25, 30, 35.
Or write a number sentence…
= 35
A quicker way to write it is 7 × 5 = 35.
7 lots of 5, or 7 times 5.
Year 2

14. This array of counters has 7 rows of 5.
Day 2: Record multiplication facts for the 5 times table. 5
This array of counters has 7 rows of 5. 10 15
Let’s count them in 5s… 20 25
7 × 5 = 35 30 35
Year 2

15. How much money is here? How can I find out?
Day 2: Record multiplication facts for the 5 times table.
How much money is here? How can I find out?
We can count the coins in 5s!
5, 10, 15, 20, 25, 30, 35, 40
= 40
How can I record that in a number sentence?
A quicker way to write that is 8 × 5 = 40
Year 2

16. Day 2: Record multiplication facts for the 5 times table.
At the rescue centre they give each pen of chickens
5 bowls of corn so that they don’t fight over it!
If there are 4 pens, how many bowls will they need?
We have four lots of 5, we can write that as , or 4 × 5.
We can count in 5s to find the answer: 5, 10, 15, 20.
Soon we will remember what four 5s are just like we know what 6 add 4 is, and so this will be quicker than adding 5 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: Record multiplication facts for the 5 times table.
Year 2

17. 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: How many 5s? Sheet 1, complete first set and try the second. They can use 0-50 beaded lines to support.
ARE: How many 5s? Sheet 1, complete both sets.
GD: How many 5s? Sheet 1, complete all and try the challenge.
Challenge
Year 2

18. Multiplication and Division Begin to know the 5x tables facts
Count in 2s, 5s and 10s
Begin to know the 5x tables facts
Objectives
Day 1
Recognise multiples of 2, 5 and 10 and describe patterns.
Day 2
Record multiplication facts for the 5 times table.
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

19. Problem solving and reasoning questions
Peter counts in 5s.
When he says ‘40’, how many 5s has he counted?
Circle the multiples of 5 in the list below:
Draw an array to show ‘eight lots of five’.
Fran starts counting in 2s from 12: 12…14…16… Will she say the number 43?
Fill in the missing numbers:
Year 2