The 10 Times Table Year 2 Multiplication and Division Learning Video Clip

Step 9: The 10 Times Table Year 2 Multiplication and Division Learning Video Clip

Maria is trying to create a new recipe for a new type of sweet! Help Maria using your knowledge of the 10 Times Table!*

*This Learning Video Clip has been designed as a consolidation tool for steps 7, 8 and 9. 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 Autumn Block 4 Step 9.

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Discussion points for teachers

1. Help Maria write the correct multiplication number sentences for each box.
Discuss the value of each box. Discuss how many ‘tens’ are on each box. Discuss how to substitute the ‘+’ for the ‘x’ sign. Discuss and identify the boxes that are calculated incorrectly. Discuss how to write the multiplication number sentence.
5 x 10 = 50; 4 x 10 = 40; 9 x 10 = 90; 6 x 10 = 60; 3 x 10 = 30; 8 x 10 = 80

2. How many choconuttos will she need to give out?
Discuss how many visitors will be able to sample the choconuttos. Discuss how many choconuttos each visitor will be given.
Maria will need to give out 14 choconuttos.

3. Is she correct? Explain why.
Discuss how we can use the answer from the last question to help create an explanation. Discuss how many visitors will be able to sample her chocnuttos if they are given out in pairs, and only 10 are given out.
Maria is correct. If she only gave out 10 choconuttos, only 5 of her visitors would be able to sample them as she has given the samples out in pairs.

4. Write the calculations to work out how many packets are in each box.
Discuss how many are in each pack. Discuss the criteria given and how many can be in the box. Discount the numbers that it cannot be and explain why. Discuss and justify your reasoning verbally. This is an open-ended question for children to explore.
9 x 5 = 45 or 10 x 5 = 50. Accept commutative multiplication number sentences.

5. Maria would like your help to complete the statement below to compare the contents of the boxes.
Discuss the value of each box and identify the inequality signs. Discuss how to complete the statement correctly. Discuss and justify your reasoning verbally.
Box A < Box C > Box B or Box B < Box C > Box A

6. Investigate the different combinations she could have to create a recipe with a total weight of 100g.
Discuss what the maximum weight is. Discuss and explore the different possibilities to create a recipe. Discuss and compare the values of each combination. Discuss and identify if there are any equal values. Discuss and identify which combinations cannot be made. This is an open-ended question for children to explore.
Various answers, for example: Gum: 30g; Sugar: 50g; Cocoa Powder: 20g. Gum 30g; Sugar: 30g; Cocoa Powder: 40g

7. Using your knowledge of multiplication, work out how many chocolates she can put the sprinkles on.
Discuss the total number of sprinkles she has. Discuss the number of sprinkles she can put on one chocolate. Discuss how to use this information and their knowledge of multiplication or counting in 5’s to answer the question. Discuss and use the support of concrete resources, arrays or multiplication facts to find the answer.
4 lots of 5 = 20. She can only put the sprinkles on 4 chocolate pieces.

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

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