﻿ Mixed Age Year 1 and 2 Multiplication and Division Step 13 Resource Pack | Classroom Secrets

# Mixed Age Year 1 and 2 Multiplication and Division Step 13 Resource Pack ## Step 13: Mixed Age Year 1 and 2 Multiplication and Division Step 13

Mixed Age Year 1 and 2 Multiplication and Division Step 13 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 1 Add equal groups & Year 2 Add equal groups for Spring Block 1.     (0 votes, average: 0.00 out of 5)
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### What's included in the Pack?

This Mixed Age Year 1 and 2 Multiplication and Division Step 13 pack includes:

• Mixed Age Year 1 and 2 Multiplication and Division Step 13 Teaching PowerPoint with examples for both year groups.
• Year 1 Add equal groups Varied Fluency with answers.
• Year 1 Add equal groups Reasoning and Problem Solving with answers.
• Year 2 Add equal groups Varied Fluency with answers.
• Year 2 Add equal groups Reasoning and Problem Solving with answers.

#### National Curriculum Objectives

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

Differentiation for Year 1 Add equal groups:

Varied Fluency
Developing Questions to support adding equal groups. Using up 5 equal groups of 2.
Expected Questions to support adding equal groups. Using up to 6 equal groups of 2, 5 or 10.
Greater Depth Questions to support adding equal groups. Using up to 10 equal groups of 2, 5 or 10.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Count up to 5 groups of 2, fill the blanks in a repeated addition calculation.
Expected Count up to 5 groups of 2 or 5, write a repeated addition calculation.
Greater Depth Count up to 10 groups of 2, 5, or 10, write a repeated addition calculation.

Questions 2, 5 and 8 (Reasoning)
Developing Evaluate and correct statements relating to counting in 2s.
Expected Evaluate and correct simple statements relating to counting in 5s or 10s.
Greater Depth Evaluate and correct more complex statements relating to counting in 5s or 10s.

Questions 3, 6 and 9 (Problem Solving)
Developing Compare repeated addition to Numicon or cubes relating to counting in 2s.
Expected Compare repeated addition to Numicon or cubes relating to counting in 2s, 5s or 10s.
Greater Depth Compare repeated addition in a balancing equation to Numicon or cubes relating to counting in 2s, 5s or 10s.

Differentiation for Year 2 Add equal groups:
Varied Fluency
Developing Questions to support adding two or three equal groups of 5 or less.
Expected Questions to support adding up to four equal groups of 2, 3, 4, 5 or 10.
Greater Depth Questions to support adding up to four equal groups of 2, 3, 4, 5 or 10, where some individual objects have a value of two.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Identify that objects can be grouped in different ways using two or three equal groups of 5 or less. Comparative groups use same numbers.
Expected Identify that objects can be grouped in different ways using three or four equal groups of 2, 3, 4, 5 or 10. Comparative groups use same numbers.
Greater Depth Identify that objects can be grouped in different ways using up to four equal groups of 2, 3, 4, 5 or 10. Comparative groups use different numbers.

Questions 2, 5 and 8 (Reasoning)
Developing Explain an error in adding two or three equal groups of 5 or less.
Expected Explain an error in adding three or four equal groups of 2, 3, 4, 5 or 10.
Greater Depth Explain an error in adding four equal groups of 2, 3, 4, 5 or 10.

Questions 3, 6 and 9 (Problem Solving)
Developing Solve a word problem using repeated addition including 3 equal groups of 5 or less.
Expected Solve a two-step word problem using repeated addition including three or four equal groups of 2, 3, 4, 5 or 10. Second step of problem includes adding one more group.
Greater Depth Solve a two-step word problem using repeated addition including three or four equal groups of 2, 3, 4, 5 or 10. Second step of problem includes investigation into how a given number can be reached.

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