Use Arrays Year 2 Multiplication and Division Learning Video Clip

Step 6: Use Arrays Year 2 Multiplication and Division Learning Video Clip

Maria is inspecting her production in the Marvellous Production hall. All of a sudden, she hears loud noises coming from a machines and discovers that a conveyor belt has malfunctioned. The machine has gone haywire and is sending out the sweets and chocolates too quickly! Help Maria solve the calculations and rectify the situation by using your knowledge of multiplication.*

*This Learning Video Clip has been designed as a consolidation tool for steps 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 Autumn Block 4 Step 6.

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Discussion points for teachers

1. Is she correct? Explain why.
Discuss and identify the sweets and chocolates. Discuss the multiplications in the pictures. Discuss whether the statement is correct and why. Discuss and explain your reasoning.
No, Maria is incorrect because there are more chocolates than sweets.

2. Help her complete the sentences to represent the sweets and chocolates.
Discuss which statement represents the relevant objects. Discuss the different statements and discuss what they signify. Discuss how each statement should be completed. Discuss how the statements can be completed from the pictures.
5 x 7 = 35; 7 lots of 5 = 35; 7 multiplied by 5 = 35.
60 = 6 x 10; 6 lots of 10 = 60; 6 multiplied by 10 = 60.

3. Complete the statement below using the <, > or = sign.
Discuss what the inequality signs mean and how they can be used to complete the statement. Discuss the choice of sign and explain your reasoning verbally.
sweets < chocolate

4. Help Magical Maria complete the table below for each sweet.
Discuss what each representation displays. Discuss what the equal groups represent. Discuss and count each equal group. Discuss and identify how the table can be completed to represent the sweets correctly. Discuss and compare the difference between the ‘multiplication’ and ‘sentence’ statements.

5. Help Maria complete the table using the multiplication sentences below.
Discuss and solve the value of each multiplication calculation. Discuss the blank calculation and discuss the signs used in each statement.
Various answers, for example: 2 x 9 < 5 x 5; 3 x 10 > 4 x 3

6. Complete the statements below.
Discuss what the statement displays. Discuss and recall the value of each sweet identified in the previous question. Discuss what the signs mean. Discuss if there is more than one way of completing the statements.
Various answers, for example: Tangy Twisters < Popping Popcorn < Space Rocks; Popping Popcorn > Burping Bubbles > Tangy Twisters

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

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