Years 1& 2: Multiplication and division
This list consists of activities, games and videos designed to support the new curriculum programme of study in Years 5 and 6. Containing tips on using the resources and suggestions for further use it covers:
Year 1: Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.
Year 2: Recall and use multiplication and division facts for the two, five and ten multiplication tables, including recognising odd and even numbers, calculate mathematical statements for multiplication and division and write them using the multiplication (×), division (÷) and equals (=) signs, show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot, solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.
Visit the primary mathematics webpage to access all lists.
Links and Resources
These sheets introduce and practise the division models of sharing and grouping in a ‘hands on’ way. Activity sheets 13, 16 and 46 look at division by dividing given numbers into equal groups (sharing).
Grouping looks at how many groups of a given number you can make out of a number of items. This may be practised in sheets 48 and 50, which asks children to divide or group different numbers of bears into sets of 2 and note the number of sets this produces.
Sharing is usually the first way in which children learn about division, however grouping is good preparation for learning about division by repeated subtraction. It also links with the idea of division, as the inverse of multiplication.
Sheets 21, 49 and 52, 56, 57 and 58 and 80 provide opportunities to practise both seeing and writing various times tables.
The Grouping ITP allows a display of up to 30 counters or shapes on the screen and a divisor to be selected in a division calculation. It is a great way of introducing division using pictorial representations, children could practise similar divisions using cubes, counters, bears and other items, then write the corresponding calculation. A number line displays a number to be divided. As individual counters or shapes are clicked and dragged to form a group the size of the divisor, they change colour. Once a group equal to the divisor is selected, it ‘jumps’ to the number line.
Topic 42 introduces and develops the concept of multiplication. Using numbers under 20 and generally less than 10 will help children to make firm mental images and develop their understanding of multiplication. When using objects to represent numbers it is important to use a variety, stars, blocks, bears and other items, as some children may think the object is important rather than the number the objects represent.
The notes contain ideas for small group and whole class activities and links to worksheets which consolidate ideas.
Pages 38-41 detail the introduction and development of multiplication and division at Key Stage One. Useful for new teachers, it highlights useful tips for teaching calculations effectively and to avoid children developing conceptual errors in later years.