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Mixed Age Year 1 and 2 Multiplication and Division Step 10 Resource Pack

Mixed Age Year 1 and 2 Multiplication and Division Step 10 Resources

Step 10: Mixed Age Year 1 and 2 Multiplication and Division Resource Pack

Mixed Age Year 1 and 2 Multiplication and Division Step 10 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Count in 10s Year 1 for Spring Block 1.*

*Please Note - It is recommended that Year 2 complete the expected or greater depth level as revision. We are hoping to review these resources and possibly provide content for the other year group in the academic year 2019-2020.

 

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What's included in the Pack?

This Mixed Age Year 1 and 2 Multiplication and Division Step 10 pack includes:

  • Mixed Age Year 1 and 2 Multiplication and Division Step 10 Teaching PowerPoint with examples for both year groups.
  • Count in 10s Year 1 Varied Fluency with answers.
  • Count in 10s Year 1 Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 1: (1N1b) Count in multiples of twos, fives and tens

Mathematics Year 1: (1C8) 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

Differentiation for Count in 10s Year 1:

Varied Fluency
Developing Questions to support counting in 10s, forward and backward, to 50.
Expected Questions to support counting in 10s, forward and backward, to 100.
Greater Depth Questions to support counting in 10s, forward and backward, either past 100 or from a number that is not a multiple of 10.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Given a representation of counting in 10s on a hundred square; explain the error in counting.
Expected Given a hundred square, determine whether a statement about counting in 10s from 10 is correct or incorrect. Explain why.
Greater Depth Given a hundred square, determine whether a statement about counting in 10s from a number that is not 10 is correct or incorrect. Explain why.

Questions 2, 5 and 8 (Problem Solving)
Developing Solve a simple word problem by sharing up to 5 sets of 10 (with pictorial representation to count in tens).
Expected Solve a simple word problem by sharing up to 10 sets of 10 (with pictorial representation to count in tens).
Greater Depth Solve a simple word problem by sharing up to 10 sets of 10 (without pictorial representation to count in tens).

Questions 3, 6 and 9 (Reasoning)
Developing Find the missing number on a marked number line that is divided into increments of 10 to 50.
Expected Find the missing number on an number line showing start and end marks and divided into increments of 10 (and multiples of 10).
Greater Depth Find the missing number on a number line showing start and end marks and divided into increments of 10 (not multiples of 10).

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