All › Mixed Age Year 1 and 2 Multiplication and Division Step 21 Resource Pack

Mixed Age Year 1 and 2 Multiplication and Division Step 21 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 1 Make Equal Groups – Grouping and Year 2 Make Equal Groups – Grouping for Spring Block 1.

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This Mixed Age Year 1 and 2 Multiplication and Division Step 21 pack includes:

- Mixed Age Year 1 and 2 Multiplication and Division Step 21 Teaching PowerPoint with examples for both year groups.
- Year 1 Make Equal Groups – Grouping Varied Fluency with answers.
- Year 1 Make Equal Groups – Grouping Reasoning and Problem Solving with answers.
- Year 2 Make Equal Groups – Grouping Varied Fluency with answers.
- Year 2 Make Equal Groups – Grouping Reasoning and Problem Solving with answers.

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

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

**Differentiation for Year 1 Make Equal Groups – Grouping:**

**Varied Fluency**

**Developing **Questions to support grouping items up to 20 into equal groups of 2, 5 or 10. Items in an array. Some items are not able to be equally grouped.

**Expected **Questions to support grouping items up to 30 into equal groups of 2, 5 or 10. Items in an array. Some items are not able to be equally grouped.

**Greater Depth **Questions to support grouping items up to 30 into equal groups of 2, 5 or 10. Items not arranged in rows and columns. Some items are not able to be equally grouped.

**Reasoning and Problem Solving**

**Questions 1, 4 and 7 (Problem Solving)**

**Developing **Use two out of three number cards to fill in the gaps in two statements and find the number that is being thought of. Total of no more than 20.

**Expected **Use two out of four number cards to fill in the gaps in two statements and find the number that is being thought of. Total of no more than 30.

**Greater Depth **Use two out of four number cards to fill in the gaps in two statements and find the possible numbers that are being thought of. Total of no more than 30.

**Questions 2, 5 and 8 (Problem Solving)**

**Developing **Use part of an array and a statement about equal groups to find the total number of items. Total of no more than 20.

**Expected **Use part of an array and a statement about equal groups to find the total possible number of items. Total of no more than 30.

**Greater Depth **Use part of a group of objects that are not arranged in rows and columns and a statement about equal groups to find the total possible number of items. Total of no more than 30.

**Questions 3, 6 and 9 (Reasoning)**

**Developing **Spot the mistake made when grouping items into equal groups of 2, 5 or 10. Items in an array. Total of no more than 20.

**Expected **Decide whether items can be grouped equally in 2s, 5s or 10s when there may be some left over. Items in an array. Total of no more than 30.

**Greater Depth **Decide whether items can be grouped equally in 2s, 5s or 10s when there will be some left over or not enough. Items not arranged in rows and columns. Total of no more than 30.

**Differentiation for Year 2 Make Equal Groups – Grouping:**

**Varied Fluency**

**Developing **Questions to support dividing amounts by grouping into equal groups of 2s and 5s (up to 5 groups). Using pictorial support; one to one correspondence; numerals only.

**Expected **Questions to support dividing amounts by grouping into equal groups of 2s, 5s and 10s (up to 12 groups). Using pictorial support; one to one correspondence; numerals and words.

**Greater Depth **Questions to support dividing amounts by grouping into equal groups of different objects 2s, 3s, 5s and 10s (up to 12 groups). Using some pictorial support; one to one or one to two correspondence; numerals and words.

**Reasoning and Problem Solving**

**Questions 1, 4 and 7 (Problem Solving)**

**Developing **Explain which numbers can be grouped into equal groups of 2s and 5s (up to 5 groups); numerals only.

**Expected **Explain which numbers can be grouped into equal groups of 2s, 5s and 10s (up to 12 groups); numerals and words.

**Greater Depth **Explain which numbers can be grouped into equal groups of 2s, 3s, 5s and or 10s (up to 12 groups).

**Questions 2, 5 and 8 (Problem Solving)**

**Developing **Use clues when grouping equally in 2s and 5s (up to 5 groups) to find the missing number; numerals only

**Expected **Use clues when grouping equally in 2s, 5s and 10s (up to 12 groups) to find the missing number; numerals and words.

**Greater Depth **Use clues when grouping equally in 2s, 3s, 5s and 10s (up to 12 groups) to find the missing number; numerals and words; introducing remainders.

**Questions 3, 6 and 9 (Reasoning)**

**Developing **Explain which statement is correct when grouping equally in 2s and 5s (up to 5 groups); numerals only.

**Expected **Explain which statement is correct when grouping equally in 2s, 5s and 10s (up to 12 groups); numerals and words.

**Greater Depth **Explain which statement(s) are correct when grouping equally in 2s, 3s, 5s and 10s (up to 12 groups); numerals and words.

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