Consolidation and practice
These resources are to support children in guided or independent work.
Opportunities to use and apply
Possible contexts include:
- Representing thinking using symbols and diagrams, e.g. there are 8 pairs of socks. How many socks are there altogether? Draw a picture and write a multiplication number sentence to match this problem.
- Reasoning, e.g. would you rather be given 2p a day for 10 days or 10p a day for three days? Explain why.
- Money, e.g. working out how much money you've got in a pile of coins by first of all working out how much money you've got in the sets of 1p, 2p, 5p, 10p coins, etc.
How can you make 20p using 10p coins?
Write this as a number sentence. Can you do the same using 2p and 5p coins?
I have got five coins. They are all the same.
How much money could I have altogether?
- Word problems, e.g. Jo's box is 5cm wide. Mary's box is twice as wide as Jo's box. How wide is Mary's box?
Confirming learning
Ask probing questions such as:
- Class 3 has six new packs of pencils. Each pack has ten pencils. What are the different ways that we could work how many pencils there are altogether? Which way would be quicker?
- Write a number story where the same amount is added five times. What multiplication could you write to go with the story?
- Harry has six packs of five stickers. He works out how many he has altogether like this: 5 add 5 makes 10, and then another 5 makes 15, and another 5 makes 20, another 5 makes 25, and then another 5 will make 30. How else could he have worked this out? Would another way be quicker? What would he need to know to work it out more quickly? (multiplication facts for 5)
- Draw a picture to show me why 2 + 2 + 2 + 2 and 2 × 4 both equal 8.