Consolidation of Steps 3, 5 and 6 Year 2 Multiplication and Division Learning Video Clip

Step 3, 5 and 6: Consolidation of Steps 3, 5 and 6 Year 2 Multiplication and Division Learning Video Clip

We follow the journey of Norman, Nipsy, Nina and Gordon Gnome as they spend time taking care of their gardens. In this instalment the gnomes must learn to divide biscuits, seedling and gloves by 2; share blackberries and greenfly by 5 and share vegetables into boxes of 10.

This Learning Video Clip has been designed as a consolidation tool for steps 3, 5 and 6. It contains content relevant to all these steps and can be used in parts to recap a particular step or in on its own at the end of a teaching sequence for the included steps.

More resources for Spring Block 1.

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Discussion points for teachers

1. How many biscuits will Nipsy and Gordon each get?
Discuss the ways to work out the answer. Discuss how this should be written as a number sentence using the correct symbols.
3 each.

2. Help Nina to complete the bar model.
Discuss the sum needed and how this would look as a number sentence. Discuss how the bar model would be filed in.
Show bar model.

3. How many pairs of gloves will Norman have?
Discuss the question as a number sentence. Discuss the different ways of working out the answer correctly.
24 – 2 = 22. 22 ÷ 2 = 11 pairs of gloves.

4. Help Nina and Nipsy work out the correct answer.
Discuss the problem as a number sentence. Discuss the different ways the problem could be solved.
Nina is correct. 40 ÷ 5 = 8.

5. Spot and correct the mistake that Nipsy has made.
Discuss the inverse that Nipsy has used and identify the mistakes she has made. Discuss the different ways to find the correct answers.
25 ÷ 5 = 5 and 5 x 5 = 25. 4 x 5 = 20

6. Can you help Old Jeff Haystack and Gordon work out how many potatoes should be in each box?
Discuss the different ways the answer could be solved. Discuss the inverse of this sentence and write it out, pointing out the use of symbols within the sentence.
50 ÷ 10 = 5.

7. How many calculations can you write to show the possible number of tomatoes in each box?
Discuss the different ways the answer could be solved. Discuss the various division and multiplication sentences that could be created. This question is open-ended for children to explore.
Various answers, for example: 40 ÷ 10 = 4, 50 ÷ 10 = 5 or 60 ÷ 10 = 6.

National Curriculum Objectives

Mathematics Year 2: (2C6) Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers

Mathematics Year 2: (2C7) Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

Mathematics Year 2: (2C8) Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts

Mathematics Year 2: (2C9b) Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot

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