Year 2 Summer 2 Week 2 – Multiplication and Division Main Learning • Understand multiplication as repeated addition. • Understand division as sharing and grouping. • Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot. • Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers. • Understand the connection between the 10 multiplication table and place value. • Calculate mathematical statements for multiplication (using repeated addition) and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs. • Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts. Success Criteria Practice and Consolidation It is important that children have experience of making decisions when calculating. Some calculations may be simple recall of doubles or halves facts or multiplication facts whereas other calculations may require practical equipment or pictures to help work them out. ICT Vocabulary number, count (on, back, to, from), units, ones, twos, threes, fives, tens, exchange, digit, place, place value, represents, equal to, repeated addition, array, row, column, lots of, groups of, times, …times as long/wide/tall/heavy/much, multiply, multiplied by, multiple of, double, sequence, continue, predict, rule, equal groups of, divide, divided by, divided into, share (equally), how many… in…?, left (over), remainder, halve Modelling Children should relate multiplication (as repeated addition) to other familiar contexts such as identifying the time on a clock without having to count round in fives, which complements the learning from the previous week. When the minute hand is pointing at five, it has moved through five groups of 5 minutes since the last o’clock time. Knowing multiplication facts for the 5x table supports fluent telling of time and solving some time problems. For example, a gymnastics session started at 4 o’clock. How long has the session been if the clock now reads twenty minutes to five? At twenty minutes to five, the minute hand is pointing at 8. 8 x 5 minutes is 40 minutes. When exploring division, children should use knowledge of the context to decide how remainders should be treated. The PowerPoint Show models two contexts in which the remainders are treated in different ways. It is important to emphasise what the question is when dealing with remainders.For example, if six eggs fit in one box, how many boxes are needed for 20 eggs? This is different to ‘How many of the egg boxes are full?’ Mathematics - Planning Support © Lancashire County Council (2015)