Objectives Day 1 Use counting in 2s, 5s or 10s to solve a practical problem. Day 2

1. Multiplication, Division and Fractions Counting in 2s, 5s and 10s Objectives Day 1 Use counting in 2s, 5s or 10s to solve a practical problem. Day 2 Use counting in 2s, 5s or 10s to solve a practical problem (money). Day 3 Multiplication using a penny number line. Year 1

2. Multiplication, Division and Fractions Counting in 2s, 5s and 10s Starters Day 1 Count in 2s (pre-requisite skills) Day 2 Count in 5s (pre-requisite skills) Day 3 Doubles and Halves (simmering skills) Year 1

3. Multiplication, Division and Fractions Counting in 2s, 5s and 10s Starter Count in 2s Year 1

4. Multiplication, Division and Fractions Counting in 2s, 5s and 10s Starter Count in 5s Year 1

5. Multiplication, Division and Fractions Counting in 2s, 5s and 10s Starter Doubles and Halves Year 1

6. Multiplication, Division and Fractions Counting in 2s, 5s and 10s Objectives Day 1 Use counting in 2s, 5s or 10s to solve a practical problem. Year 1

7. Day 1: Use counting in 2s, 5s or 10s to solve a practical problem. Ask three children up to the front and say: Hold up your hands. How many fingers (including thumbs) are they holding up? Let’s count them in 5s... We can do 6 jumps of 5 on the bead line to check… 5 10 15 20 25 30 6 lots of 5 is 30! Year 1

8. Day 1: Use counting in 2s, 5s or 10s to solve a practical problem. Let’s check 3 jumps of 10 on the bead line… We can also count our fingers in 10s... 10 20 30 3 lots of 10 is 30! Year 1

9. Day 1: Use counting in 2s, 5s or 10s to solve a practical problem. Talk to your partner. How many fingers will there be if 6 children stand up? We could count in 5s but it’s quicker to count in 10s! 40 50 60 10 20 30 Year 1

10. Day 1: Use counting in 2s, 5s or 10s to solve a practical problem. Let’s check 6 jumps of 10 on the bead line… 6 lots of 10 is 60! Year 1

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13. Multiplication, Division and Fractions Counting in 2s, 5s and 10s Objectives Day 2 Use counting in 2s, 5s or 10s to solve a practical problem (money). Year 1

14. Day 2: Use counting in 2s, 5s or 10s to solve a practical problem (money). 10 20 30 40 50 Five 10p coins. How much money do we have here? Let’s count in 10s! 5 lots of 10p is 50p. Year 1

15. Day 2: Use counting in 2s, 5s or 10s to solve a practical problem (money). 2 4 6 8 10 12 14 Seven 2p coins. How much money do we have here? Let’s count in 2s! 7 lots of 2p is 14p. Year 1

16. Day 2: Use counting in 2s, 5s or 10s to solve a practical problem (money). 5 10 15 20 25 30 Six 5p coins. How much money do we have here? Let’s count in 5s! 6 lots of 5p is 30p. Year 1

17. Day 2: Use counting in 2s, 5s or 10s to solve a practical problem (money). How many 10p coins could I swap these 20 pennies for? How could we find out? We could count 10 pennies and swap them for a 10p! Do we have enough to swap for another 10p coin? Two lots of 10p is 20p. Year 1

18. Day 2: Use counting in 2s, 5s or 10s to solve a practical problem (money). How many 2p coins could I swap these 20 pennies for? How could we find out? We could swap two 1ps for a 2p! Let’s see how many times we can do that! Ten lots of 2p is 20p. Year 1

19. Day 2: Use counting in 2s, 5s or 10s to solve a practical problem (money). How many 5p coins could I swap these 20 pennies for? How could we find out? We could count 5 pennies and swap them for a 5p! How many times do you think we can do that? Four lots of 5p is 20p. Year 1

20. Challenge Year 1

21. Multiplication, Division and Fractions Counting in 2s, 5s and 10s Objectives Day 3 Multiplication using a penny number line. Year 1

22. Day 3: Multiplication using a penny number line. Talk to your partner. How can you find out how much four rubbers cost? Each of these rubbers costs 10p. How many 10ps would we need to buy four rubbers? Year 1

23. Day 3: Multiplication using a penny number line. We can count in 10s or add four 10ps: 10p + 10p + 10p + 10p = 40p. This is called repeated addition. Or find four lots of 10p by drawing jumps on a number line. 4 lots of 10p is 40p. This is known as multiplication. We can write that as 4 × 10p = 40p Year 1

24. Day 3: Multiplication using a penny number line. Let’s check on the penny line… Talk to your partner. How much will it cost to buy six rubbers? We can write that as 6 × 10p = 60p 6 lots of 10p is 60p. Year 1

25. Challenge Year 1

26. Multiplication, Division and Fractions Counting in 2s, 5s and 10s Well Done! You’ve completed this unit. Objectives Day 1 Use counting in 2s, 5s or 10s to solve a practical problem. Day 2 Use counting in 2s, 5s or 10s to solve a practical problem (money). Day 3 Multiplication using a penny number line. Year 1

27. Problem solving and reasoning questions James has five of each coin in three separate piles. 2ps 5ps 10ps How much does he have in each pile? Write the missing numbers: • 15, 20, 25, ___, ___, ___ • 50, 60, 70, ___, ___, ___ • 8, 10, 12, ___, ___, ___, ___ Write < or > or = between each sentence. (a) 4 x 5 2 x 10 (b) 10 x 2 3 x 10 (c) 3 x 5 8 x 2 Year 1

28. Problem solving and reasoning: Answers James has five of each coin in three separate piles. 2ps 5ps 10ps How much does he have in each pile? 10p, 25p and 50p respectively. Children should be counting on in 2s, 5s or 10s to find the answer Write the missing numbers: • 15, 20, 25, 30 35 40 • 50, 60, 70, 80 90 100 • 8, 10, 12, 14 16 18 20 Write < or > or = between each sentence. (a) 4 x 5 = 2 x 10 (b) 10 x 2 < 3 x 10 (c) 3 x 5 < 8 x 2 Note that at this stage, children are likely to be counting on in 2s, 5s or 10s to evaluate each side of the equation (rather than recalling times tables facts). Children who are struggling can check by counting on in 2s, 5s or 10s on a number line. Year 1