Refresh Pack: Year 2

Year 2
Refresh Pack
2
MathsBeat Refresh Pack Year 2
An introduction to MathsBeat Each Refresh Pack contains:
MathsBeat is a digitally-led primary maths mastery • Six teaching sequences from a core area
resource for Key Stage 1 and 2. Overseen by expert of number
authors and series editors, Mike Askew and Robert • Each of the teaching sequences contain:
Wilne, MathsBeat’s planning and sequencing of ◦ a series of connected learning tasks beginning
engaging tasks ensures that ALL children can with a launch task to help you to
participate in, make progress in, and enjoy maths. establish what children already know or what
Throughout, the suggested prompts, actions and misconceptions or gaps in understanding they
questions give all children opportunities for deep may have
learning; similarly, MathsBeat gives teachers
◦ support and deepen prompts so all children can
effective strategies to support children, whether ‘in
access the tasks
the moment’ or over the longer term.
◦ assessment for learning prompts and ideas
The Year 2 Refresh Pack for what to look for and listen for as you are
teaching.
The Refresh Pack includes carefully selected
teaching sequences for all primary schools to use ◦ hyperlinked hotspots linking out to front-
with Year 2 children in the Autumn term, regardless of-class slides, practice worksheets, and
of what resources you may usually use. The pack additional activities (Please note the IWB links
is designed to help you to revise concepts from the are not active in these packs, but as part of
previous year, and to build children’s confidence. the MathsBeat Digital Planners link out to the
Interactive White Board software within the
There are six teaching sequences in each pack, platform)
with each teaching sequence approximately one
weeks’ worth of tasks. We’ve chosen these tasks to
support you with formative assessment to establish
children’s starting points after their period of home
learning.
Each pack focuses on building fluency in Number:
number and place value, addition, subtraction,
multiplication, division, fractions and decimals,
as you’ve told us these are the areas of most
importance to revisit. The tasks have been chosen
from the preceding year and specifically focus on
collaboration and discussion and provide children
with the time and space to think and explain their
ideas.
Suggestions on using the Refresh MathsBeat and Home Learning
packs MathsBeat is ideal for learning from home as it
is a hands-on approach using simple concrete
The teaching sequences in the Refresh Pack aim to
materials and is supported with PowerPoint slides,
establish children’s starting points, and suggestions
with no textbook or workbook needed. Learning
on what you may do in response to these.
tasks are written in a language accessible to
Work through each teaching sequence with all parents/caregivers while also being mathematically
children, using this as an opportunity to: precise. The questions within the planner are
• give children the opportunity to get quickly back suggested in order to develop reasoning and
into working with number problem-solving alongside procedural fluency
– your home learners will be getting a good
• remind and revise some core number skills from
approximation to the classroom experience.
the previous year
Support and challenge are also suggested
• identify gaps or misconceptions that may have throughout, so parents/caregivers know what to do
developed or widened during home learning or say if their child is stuck.
• go deeper with the Bigger Thinking For All task, an
open-ended task designed to give all children the What do I do next?
opportunity to go as far as they can This pack is designed to support all primary
• decide on next steps for each child. schools, regardless of the resources used, to
transition back into school in the Autumn term
MathsBeat and Social Distancing and re-engage children in maths. The units in the
All the tasks in this pack can be practically and Refresh Pack are taken from MathsBeat’s termly
safely carried out with small groups of children digital planner. If you would like to try MathsBeat
or larger teaching bubbles, and they can be in full, we are now offering free online access until
adapted to work within the restrictions of sharing the end of October 2020, visit www.oxfordprimary.
equipment and close contact with others. co.uk/mathsbeat for more information or contact
your local Educational Consultant.
In many of the tasks, children work in small groups
and can do so with social distancing in place. Tasks
can also be adapted to work individually if there are
enough concrete materials to share. Alternatively,
one child could use the resources and the other
could observe and discuss.
Year 2 Refresh Pack
Overview of content
Strand National Curriculum objectives
Number and place value • Count to and across 100, forwards and backwards, beginning
with 0 or 1, or from any given number.
Developing flexible counting and
number ordering to 100 • Count, read and write numbers to 100 in numerals; count in
multiples of twos, fives and tens.
Year 1,Term 3, Unit 14, Number and
place value, Week 1 • Identify and represent numbers using objects and pictorial
representations including the number line, and use the
language of: equal to, more than, less than (fewer), most,
least.
• Read and write numbers from 1 to 20 in numerals and
words.
• Given a number, identify one more and one less.
Addition and Subtraction • Read, write and interpret mathematical statements involving
addition (+), subtraction (–) and equals (=) signs.
Deepening subtraction and addition
strategies • Represent and use number bonds and related subtraction
facts within 20.
Year 1, Term 3, Unit 15, Addition and
subtraction, Week 2 • Add and subtract 1-digit and 2-digit numbers to 20,
including zero.
• Solve one-step problems that involve addition and
subtraction, using concrete objects and pictorial
representations, and missing number problems
such as 7 = – 9.
Multiplication Solve one-step problems involving multiplication and division,

by calculating the answer using concrete objects, pictorial
Solving multiplication from arrays
representations and arrays with the support of the teacher.
problems
Year 1, Term 2, Unit 12, Week 8
Multiplication Solve one-step problems involving multiplication and division,

by calculating the answer using concrete objects, pictorial
Solving multiplication problems using
representations and arrays with the support of the teacher.
arrays
Fractions • Recognize, find and name a half as one of two equal parts of
an object, shape or quantity.
Representing and finding halves and
quarters • Recognize, find and name a quarter as one of four equal
parts of an object, shape or quantity.
Fractions • Recognize, find and name a half as one of two equal parts of
an object, shape or quantity.
Halves and quarters are all around us
• Recognize, find and name a quarter as one of four equal
parts of an object, shape or quantity.
Year 1 > Term 3 > Unit 14 > Number and place value > Week 1 Year 1 > Term 3 > Unit 14 > Number and place value > Week 1
Week 1 overview Developing flexible counting and number ordering

to 100
Developing flexible counting and number ordering
to 100 Sub-objectives
• Read and write numbers from 1 to 20 in words.
Launch task: Market stall
• Count to and across 100, forwards, beginning from any given number.
Children predict, and then check, how many 1p coins they
• Count back from any given number up to 100.
can pick up.
• Identify and represent numbers using objects and pictorial
Learning task 1: Switch the count representations, including the number line.
Children keep track of the total of a number of 10p coins • Use the language of: equal to, more than, less than (fewer),
and find totals of 10p and 1p coins. most, least.
Learning task 2: Make three numbers • Given a number, identify one more.
Children use base-ten apparatus to model, order and record • Given a number, identify one less.
three numbers, then place them on a 100-square and find
one more/less, ten more/less. What you will need
• concrete resources (e.g. counters, interlocking cubes, straws)
Learning task 3: Target numbers challenge
• base-ten apparatus, baskets (optional)
Children use numeral cards to make target 2-digit numbers
• bottles/jars containing 10p and 1p coins (totals between
and mark them on a semi-completed 0–50 number line.
51 and 99 pence)
Learning task 4: Take five blocks
• numeral cards 0–9
Children make and put in order as many different numbers • place value frames
as they can using exactly five pieces of base-ten apparatus.
• coloured pencils, large paperclips
Bigger thinking for all: Four in a row
Children make 2-digit numbers, record them on a Key vocabulary
100-square, and try to make four in a row, across or up. • ten, twenty, how many ... ? ones, tens, digit
• count, count on, count back, number line
• more, less, one more/less, ten more/less, more than, less than
• pattern, order, least, most, predict, estimate
• greater, fewer, smaller (comparing two objects/amounts)
3 AxisMaths Teacher Planner AxisMaths Teacher Planner 4
Launch task: Market stall • As children are talking, listen out for anyone who has noticed
Children predict, and then check, how many 1p coins they can that the tens digit in each number is the same as the number of
pick up. baskets that can be made, and the ones digit is the same as the
single pieces that are left over. Invite these children to share what
Small groups/pairs Front-of-class slides they have noticed with the class.
• If no one notices this, then draw their attention to it, e.g. Look at
• Set up the context of having a friend who works in a market.
the tens number (pointing to, say, the 4 in 42) and the number of
Explain that she sells fruit in baskets of ten pieces, e.g. one basket
baskets. What do you notice? Is it the same for other numbers?
of ten plums, another basket of ten apples.
Now look at the ones digit (pointing to, say, the 2 in 42) and the
• Display the slide and explain that the fruit arrives at the stall in big
number of single pieces of fruit. What do you notice? Is it the same
boxes containing lots of fruit.
for other numbers?
• Assign pairs of children a type of fruit from the list (more than one
• Use base-ten apparatus to model this relationship. Invite a child
pair will work on the same fruit).
to use the apparatus to make 36 and then show how separating
How many full baskets of ten can you make using the fruit from the 10-rods from the 1-cubes is like making three baskets of ten
one box? How many single pieces of fruit will be left over? (you might put each 10-rod in a basket to reinforce this).
• Tell children they can work using concrete apparatus (e.g.
• Share other totals of fruits, e.g. 84 bananas.
straws or interlocking cubes) or pictorially. If working pictorially,
How many baskets of ten do you predict can be made?
encourage them to use tally marks (though not necessarily
• Record children’s predictions and use base-ten apparatus to check
grouped in fives) or circles to represent the fruit for ease. When
and talk about these predictions, e.g. explaining how they reached
they finish doing their calculations with one fruit, ask them to
their predictions.
choose another fruit to work on.
Whole class
• When all pairs have found the answers for two or three types of
fruit, bring the class back together and click the slide to reveal
3 full baskets of apples. Click again to reveal 6 single apples
left over. Continue to reveal the whole table in this way asking
children to check if they were correct.
What do you notice about this table? What do you wonder?
Learning task 1: Switch the count is not already written on the line, to write it on. Ask children to
Children keep track of the total of a number of 10p coins and find write their name above or below their number; if two children
totals of 10p and 1p coins. think there is the same amount of money, they both write their
name by that number.
Whole class Which estimate is the least amount of money and which is
the most?
• Play ‘Switch the count’ with the class.
• When every child has recorded their estimate, ask groups to
• Write 1 and 10 in large numerals on the board.
empty out the coins and together count to find the total amount
• Explain to children that they are going to count on in the number of money.
you tap each time. When you point to the other number, they
• Watch how children are finding the total. Encourage them not to
have to switch to counting on in that number. For example, We
point and count the coins in a random order, but to count the 10p
will start the count at 65: (then point to the 10 and tap on it) 75,
coins first, counting in tens, and then to switch to counting the
85, 95, 105, 115, (switch to tapping on the 1) 116, 117, 118 (back
1p coins in ones to find the overall total. Once children have their
to the 10) 128, 138, 148 and so on.
total, ask them to count back to 0p to check their count. Link their
Small groups/pairs Practice worksheet counting up to adding and their counting back to subtracting.
Who made the closest estimate?
• Give each group a bottle or jar containing a collection of 10p and • Ask groups to refer back to their number line to work out the
1p coins totalling between 51 and 99 pence. Also hand out copies differences between their estimates and the actual value of the
of the partially completed number lines from the worksheet, coins to decide who made the closest estimate.
printed on sheets of A3 paper.
• When groups have completed one estimation, give them another
• Tell children that there are some 10p and 1p coins in the jar containing a collection of 10p and 1p coins totalling more than
container. Ask them to look at the container, pick it up and shake 100 pence and repeat the task, suggesting that they may need to
it to get a sense of the approximate total amount of money, but use the second number line on the worksheet.
not to start counting the coins.
• Once children have their total, ask them to count back to 0p to
• Get each child to estimate the total amount of money they think check their count.
is in the container giving them a clue that it is below 100 so they
only need the top number line. Tell them to mark on the number
line the position that represents their estimate and, if the number

Whole class Assessment for learning
• Talk with children about whether their estimates improved as they On track: Children confidently find the total of a collection of
worked on different collections. Can anyone say what they were 10p and 1p coins by skip counting in tens and then switching to
doing to help make better estimates? Listen for answers such as, counting in ones, e.g. counting 53p saying, ten ... twenty ... thirty ...
I estimate the number of 10p coins first. forty … fifty … fifty-one … fifty-two … fifty-three.
GOING DEEPER Challenge children to take a handful of 10p Look and listen for: Children who continue to count in tens
and 1p coins, look at them quickly, estimate the total and then when switching to the 1p coins.
check. Provide up to nineteen 10p coins so that they will cross the
100 boundary. If so: Use base-ten apparatus to model counting alongside
the coins. Put out a 10-rod for each 10p coin and a 1-cube
for each 1p coin. Work with children on switching the count
– count the tens and set those aside, noting how much the
tens come to in total, then count on the single 1-cubes.
Look and listen for: Children who are counting in ones to find
and mark numbers on the partially completed number line, e.g.
if they think there is a total of 76p in the container, they count
from 70 to find where to mark 76.
If so: Work with children in using the information that is

already on the number line. Help them to find where to
write their number without having to do a lot of counting
on, e.g. by helping them locate 75 and then 76; or, for 79,
finding 80 and then one less for 79.

Learning task 2: Make three numbers • Point to the square to the right of your first number (e.g. 23) and
ask children to tell you which number should be in the square.
Children use base-ten apparatus to model, order and record three
Listen for children who can say, for example, 24, and they can
numbers, then place them on a 100-square and find one more/less,
explain that it is one more than 23. Repeat for one less (22),
ten more/less.
ten more (33) and ten less (13).
Whole class Practice worksheet
Small groups/pairs
• Give pairs ten 10-rods and ten 1-cubes and the worksheet with
• Ask pairs to do the same for the remaining two numbers (finding
the partially completed 100-square.
one more and one less, ten more and ten less), writing the new
• Say that you will be asking them to split the apparatus into three
numbers on their worksheets (35, 37, 26, 46; 50, 52, 41, 61).
groups to make different numbers.
• Now ask pairs to re-combine their sets of blocks to make another
• Model this, e.g. by making two 10-rods and three 1-cubes; five
set of three numbers and repeat the steps you modelled. Tell
10-rods and one 1-cube; three 10-rods and six 1-cubes. Encourage
children to describe to their partner where each number will be in
pairs to make the same groups with their apparatus.
relation to other numbers they have recorded on their 100-square,
• Ask children to say what number each group makes, in this
e.g. We made 29, which is more than 23, but less than 36, so it will
instance, 23, 51 and 36.
go in a square somewhere between these numbers.
• Now ask them to order the numbers from smallest to largest.
When modelling this, show how the patterns in the number Whole class
system influence the order of the numbers by saying each number
• Bring everyone together to talk about what they noticed when
clearly and then emphasizing the number of tens and ones: 23, 2
filling in the numbers on the 100-square.
tens and 3 ones; 36, 3 tens and 6 ones; 51, 5 tens and 1 one.
What did you notice about where to write the numbers that were
• Display a 100-square on the IWB Tool and, as a class, find the
one more/one less?
square for each of the numbers and click on the square to show
What did you notice about where to write the numbers that were
it. You may wish to first add some numbers to the 100-square by
ten more/ten less?
clicking on the square.
Was there a quick way to find the number ten more?
• Ask children to write the numbers on their 100-squares.
• Work on the idea that ten more or ten less simply meant writing
in the square below or above the one filled in. Using the IWB Tool,
show children a 100-square, blank apart from the number 25.

• Point to it and say, Twenty-five. Point to the surrounding empty Assessment for learning
squares (e.g. one square below).
On track: Children identify the place of numbers on the
What number goes here? How do you know?
100-square, record them correctly, and then identify the numbers
• Listen for children saying, for example, 35 and explaining that
one more/one less; ten more/ten less.
they know because the numbers going straight down (gesturing
vertically) go up by 10 each time.
Look and listen for: Children who have difficulty using the
GOING DEEPER Ask children to identify the place of given clues on the 100-square to locate where to write their numbers,
numbers on the 100-square, record them correctly, and then to e.g. they cannot use the 50 to work out that 64 would be one
identify and record the numbers one more/one less; ten more/ row below and four squares to the right.
ten less without counting.
If so: Help them locate the correct row by focusing on the
Additional practice worksheet number of 10-rods they have, e.g. if they have made 64,
count up in tens to the row where they see 50, putting
the 10-rods alongside each row to keep track. Count up
together another ten to reach 60, placing their final 10-rod
alongside the row and marking 60 in the correct square.
Help them to count forwards in ones from 60 in the next
row down, filling in the squares until they reach and circle
their number.
Look and listen for: Children who count on or back in ones to

find where to write the number ten more or ten less.
If so: Use the base-ten apparatus to add or subtract

10 from the number they have made. Use a completed
100-square to look at the patterns in each column, i.e. how
the numbers go up in tens. Use this to help them quickly
locate the number ten more or ten less on their square.
Learning task 3: Target numbers challenge • Once all the multiples of 10 are on the line, work with the class to
Children use numeral cards to make target 2-digit numbers and mark the numbers they have just put in order.
mark them on a semi-completed 0–50 number line. Meg, come and mark thirty-nine. Which number on the line is going
to help you? Yes, why will forty help?
Small groups/pairs • Repeat the steps above to generate another set of around twelve
numbers to mark on another empty number line.
• Give each pair a complete set of numeral cards (0–9).
• Challenge pairs to use their numerals cards to make a number Small groups/pairs Practice worksheet
based on statements you make; statements need to allow for a
range of possible answers, e.g. • Give pairs of children the worksheet photocopied onto A3 paper.
Make a number between 24 and 46. • Explain that they are going to take it in turns to turn over two of
Make an even number smaller than 30. their numeral cards and use them to make a number of 50 or less.
Make an odd number greater than 40. For example, if they turn over 5 and 4 they can make 54 or 45.
• For each statement, take three or four suggested answers from However, as 54 is beyond the length of the number line, they mark
the class. Write these on the board. Does everyone agree that 45 on the line. If the two digits can only make two numbers over
they are correct? 50, they put them back and choose two others. They continue
until they have marked ten numbers on their line.
• When you have around ten or twelve numbers listed on the board,
ask children to work in pairs to write the numbers in order from
GOING DEEPER Draw a line for children the same length as the
the smallest to the largest.
existing number line. Ask them to mark the tens on it, using the
Whole class original number line as a guide, and then to make 2-digit numbers
and write them on the line.
• Take suggestions from the class for the smallest number and build
up the list of the numbers in order.
• Draw an empty 0–100 number line on the board or use one on the
IWB Tool. Work with children on where to mark the positions of
the multiples of 10.
Marcus, can you come and mark where you think fifty needs to go
on the line?
Nisha, come and show us where you think twenty needs to go.
Assessment for learning Learning task 4: Take five blocks

On track: Children put two cards side by side, read the 2-digit Children make and put in order as many different numbers as they
number created and mark it appropriately on a semi-completed can using exactly five pieces of base-ten apparatus.
number line. Practice worksheet
Small groups/pairs
Look and listen for: Children who confuse the order of the • Provide pairs with five 10-rods and five 1-cubes, a place value
digits, e.g. reading 42 as 24. frame and the worksheet with the partially completed 0–50
number line printed on A3 paper.
If so: Work with a place value frame and base-ten • Ask pairs to make a number by putting exactly five blocks on their
apparatus. Put out one pair of numeral cards to make 42 place value frame and then recording it on their number line.
and work with the child on modelling this with the base-ten How many different numbers can you make and record using a
apparatus on the place value frame. Then do the same for combination of five blocks?
24. Talk about what is the same and what is different. Tens Ones
Look and listen for: Children who count in ones to find where
to write the number on the line.
If so: Talk through using the information that is on the • Model this first, for example, putting three 10-rods and two
number line to help them position a number appropriately. 1-cubes on the place value frame, creating 32, then recording it
Let us see where to mark twenty-six. Which ten is it going on the number line on the worksheet.
to be closer to, 20 or 30? Yes, 30. Find 30 on the line. What
number is this going to be? (pointing to 25) Twenty-five. Is Whole class
26 closer to 25 or 30?
• Bring everyone together to discuss the solution:
What was the largest number you could make with exactly five
blocks? How did you know that was the largest number possible?
What was the smallest number you could make with exactly five
blocks? How did you know that was the smallest number possible?
How do we know we have found all the combinations?
• Record children’s answers on the board, leaving enough space to Assessment for learning
order the numbers from smallest to largest, and then make each
On track: Children explain why 50 is the largest number possible
number with base-ten apparatus.
with five blocks (using five 10-rods) and 5 is the smallest (using
14 23 32 41 50
five 1-cubes) and find the position of the number on a number line.
5
Look and listen for: Children who are changing the base-ten
apparatus in a haphazard order.
• Draw children’s attention to the numbers and the blocks and If so: Help children to work systematically by starting
focus on pattern. with five 1-cubes, changing one 1-cube to a 10-rod, then
How many combinations can we make with five blocks? another, until the five 10-rods are chosen to create 50.
What do you notice about the numbers and the blocks?
• Listen for children saying that each time, the number of tens goes
Look and listen for: Children who mark the numbers on the
up by one and the ones go down by one.
number line too far away from a reasonable estimate.
Small groups/pairs
If so: Talk through using the information on the number
• When you have explored what they can make with five blocks, ask line to help them position a number appropriately. For
pairs to see what numbers they can make with eight blocks. example: Let us see where to mark 38. Which ten is it going
to be closer to, 30 or 40? Yes, 40. Find 40 on the line. What
GOING DEEPER Before children begin exploring what numbers number is this? (pointing to 35). Thirty-five. Is 38 closer to
they can make with eight blocks, ask: You found six combinations 35 or 40?
for five blocks. Can you predict how many there will be for eight
blocks? Explain your reasoning and then check using the blocks.
Additional practice worksheet

Bigger thinking for all: Four in a row Nina has two numbers on this line. Could you move one of these
Children make 2-digit numbers, record them on a 100-square, and paperclips to make a number that would block her from making
try to make four in a row, across or up. four in a row?
Small groups/pairs Practice worksheet SUPPORT Players can move both paperclips.
• Give pairs a copy of the worksheet, two different coloured pencils

DEEPEN Players can win by having four in a row diagonally.
(one for each player) and two large paperclips.
• Explain to children that they are going to play ‘four in a row’: Additional practice activities
◦ Child A makes a 2-digit number by attaching each of the
two paperclips on a 1-digit number in the box below the
100-square, for example, 2 and 5.
◦ They say aloud which 2-digit number they are going to make,
i.e. 25 or 52.
◦ They draw a circle, in their colour, around that number on the
100-square on the playing board.
◦ Child B now moves ONE of the paperclips, say from 2 to 8. They
then claim, and circle, either 85 or 58.
◦ They continue in this way until one player has circled four
numbers in a row or column.
• As children are playing, ask questions that encourage strategic
thinking:
Look Finn, Nina has made 52 and she has already circled 54. Are
you going to move the paperclip that is on the 5 or the one that is
on the 2?
The one on the 5.
Why?
So that Nina will not be able to make a different number with 50 in
it on her next go.
Year 1 > Term 3 > Unit 15 > Addition and subtraction > Week 2 Year 1 > Term 3 > Unit 15 > Addition and subtraction > Week 2
Week 2 overview Deepening addition and subtraction strategies
Deepening addition and subtraction strategies Sub-objectives

• Add and subtract 1-digit and 2-digit numbers to 20.
Launch task: Fishy problems 1
• Read, write and interpret mathematical statements involving
Children solve addition problems, focusing on compensation
addition (+), subtraction (–) and equals (=) signs.
and bridging to a multiple of 10, and modelling on a 0–20
• Represent and use number bonds within 20.
number line.
• Represent and use subtraction facts within 20.
Learning task 1: Fishy problems 2
• Solve one-step problems that involve addition and subtraction, using
Children match addition picture problems to 0–20 number
concrete objects and pictorial representations and numbers to 20.
lines which model the solution using a compensation or a
bridging to a multiple of 10 strategy. What you will need
Learning task 2: Fishy problems 3 • concrete apparatus (e.g. interlocking cubes, Numicon Shapes,
Children match subtraction picture problems to number rods, 10-frames and counters)
0–20 number lines which model the solution using a • 5/5/5/5 bead strings
compensation or a bridging to a multiple of 10 strategy. • individual whiteboards and dry-wipe pens
Learning task 3: Add it then take it away • 7–14 numeral cards
Children add on a number then subtract it on a partially • dice with faces numbered 4, 4, 5, 5, 6, 6 (can be done with
labelled number line, to model the inverse relationship stickers)
between addition and subtraction. • 1–9 dice, 1–12 dice, 1–20 dice
Bigger thinking for all: How many ways can we find?
Key vocabulary
Children solve addition and subtraction problems using
• addition, add, more, plus, altogether
more than one strategy and compare their efficiency of
• subtraction, subtract, less, minus
the methods.
• equals, the same as
• number fact, known number fact
• strategy, approach
• number line

Launch task: Fishy problems 1 • Using the IWB Tool, model making 12 on a bead string, sliding
Children solve addition problems, focusing on compensation and 3 beads to make 15, then 2 more to make 17. Ask children to
bridging to a multiple of 10, and modelling on a 0–20 number line. copy on their bead strings.
• Draw a 0–20 number line and model the problem on it.
Whole class Front-of-class-slides • Ask children to compare their bead strings to the number line
representation.
The aquarium has asked for our help. They want to make sure they
have enough food for all their fish in their tanks. Can we help them What is the same? What is different?
to work out how many fish there are altogether in each tank? • Listen for responses such as: We started at the same number and
• Show Slide 1. we slid the same number of beads as we jumped on the number
line; we can see and count the real beads on the string, but we
What do we know?
cannot touch the numbers and jumps on the number line; each
What are we trying to work out?
bead is like a jump on the number line.
How might you work it out? What might help you?
• Show Slide 2.
Small groups/pairs IWB Tool • Follow the same line of questioning as with the first problem and
• Ask pairs to discuss the problem, represent it using a bar model ask children to work out the solution.
and solve it either using concrete apparatus (e.g. interlocking • Watch for a pair bridging to 10 to find the answer and ask them
cubes, Numicon Shapes, bead strings) or number facts to 20. to share their strategy with the class. If none has chosen this
• Select a pair who approach the problem by starting with the larger approach, model it with a bead string and then on a 0–20 number
number (12) and share with the class. line: start with 8, jump 2 to 10 and then jump 4 to 14.
Tara and Kamal started with 12. Why do you think they did this • Ask children to model on their bead strings.
instead of starting with 5? • Show Slide 3 (the problem can be modelled 8 + 9).
• Draw out that there is less counting on if you count 5 on from 12 • Model how to solve this problem using a compensation strategy.
than to count 12 on from 5.
• Record using the equals symbol: 5 + 12 = 12 + 5.
• Give each child or pair a 5/5/5/5 bead string.
How could we use these to show what Tara and Kamal did?

What numbers are we adding? Learning task 1: Fishy problems 2

Can you tell me what 8 add 10 is? Is that easier or harder than Children match addition picture problems to 0–20 number lines
8 add 9? which model the solution using a compensation or a bridging to a
9 is one less than 10. Can we use the fact 8 + 10 = 18 to help us? multiple of 10 strategy.
8 plus 9 is the same as 8 plus 10 less 1.
• Model on the number line. Small groups/pairs Practice worksheet
+10
• Give each group the cut-out picture cards and number line cards
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 from the worksheet.
–1
Each picture card tells a story about how many fish were in a
Small groups/pairs fish tank, how many were added and how many there are now
altogether.
• Show Slide 4. • Ask children to look at picture card 1.
• Ask pairs to solve each problem, drawing it as a bar model, How many fish are already in the tank?
considering which strategy is most useful and modelling it on More fish are being poured into the tank. How many?
bead strings and the number lines. What do we need to add to find out how many fish will be in the
• Look for children using the strategies modelled and discussed. tank altogether?
How many different ways can you find to solve each problem? For each picture card, there are two matching number line cards.
Did any way work better than another? • Talk about what the matching number line cards for picture card 1
• Draw out the range of strategies being used. Invite children to might look like. Use a 0–20 number line to model, if needed, using
explain and model their strategies. a compensation or a bridging to 10 strategy or both.
• Ask groups to match each picture card to the corresponding
number line cards and describe to each other the calculation
strategies used. Ask them to record the number sentence for each
picture, e.g. 8 + 5 = 13.
• As groups work to match cards, ask questions to support
understanding and reasoning.

What do you notice about the number lines? (The jumps do not Assessment for learning
start at zero; Some go forwards and others go backwards but there
On track: Children look at picture problems and think about how
are always two jumps.)
to calculate the answer using a compensation or a bridging to
What is the start number on this number line? Can you find a
10 strategy.
match on any of these picture cards?
How big is the first jump on this number line? Is it close in size to
Look and listen for: Children who find it difficult to
any of the parts in the pictures?
read the number line representation, e.g. they cannot say
Which number lines might go together? Why?
what the starting number is and how it might relate to the
What is the same about these two number lines? What is different?
pictorial problem.
• Listen for children linking the number from which the first jump
starts to representations of fish in the pictures.
• Listen for children describing the jumps and explaining how they If so: Ask children to use a bead string to model each of
show the calculation strategy. the jumps. Where does the jump start on the number line?
How big was the first jump? How far did you jump back
• When groups have found possible matches, ask them to explain
with the second jump? How far did you jump forwards with
why they may or may not be correct.
the second jump? What number do we stop at?
• Talk about how the problems were solved, e.g. by adding 10 to
the smaller part and then adjusting to compensate for adding 10
Look and listen for: Children who do not see how pairs of
rather than the other part.
jumps relate to one part of the picture problem, e.g. a jump
Look at this number line. How much was my first jump? Then I
forwards of 10 and then back 1 results in 9 fish being added.
jump back 1. Why? What number do these jumps represent?
What number did I end on? What does this number represent?
(How many fish in the tank altogether.) If so: Ask children to use a bead string to model each of
On this number line my first jump was to 10. How does that make the jumps. Which is the first jump to be made? Which is
the calculation easier? the second jump? Which direction is that jump? Has the 1
been added or subtracted? If 10 was added, then 1 taken
GOING DEEPER Ask children to record a number sentence to away, how many more beads are there at the end than at
match each number line, to show how each problem has been the start?
calculated, e.g. 5 + 8 = 5 + 10 – 2 = 13.

Learning task 2: Fishy problems 3 • Children may suggest using concrete apparatus (e.g. cubes,
Children match subtraction picture problems to 0–20 number lines Numicon Shapes, number rods, bead strings), number lines
which model the solution using a compensation or a bridging to a or known number facts to solve the problem.
multiple of 10 strategy. • Model on a number line how they can use a compensation
strategy to find the answer.
Whole class Front-of-class-slides Let us think about what we have been doing for addition first.
To add 9 and 6, we could start at 6 and make a jump of 10 to 16,
The aquarium has asked for more help. The tanks are getting
then back 1 to 15.
crowded so they need to move some fish into new tanks. Can we
Could we do something similar with the problem on the slide?
help them to work out how many fish will be left in each tank?
What would be the same? What would be different?
• Show the slide.
• Listen for children saying, e.g. We could make a jump of 10 then a
What do we know?
jump of 1; the jumps would be in the opposite direction than with
What are we trying to work out?
the addition problem.
How might you work it out? What might help you?
• Model their suggestions on a number line.
What type of calculation will this be?
+1
• Listen for children suggesting drawing a bar model and ask them
to draw one on their whiteboards. Create one as a class on a 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
flipchart or board. –10
13
• Ask children to use a 5/5/5/5 bead string to model the same
9 ? strategy.
What is the same? What is different?
• Listen for children explaining that they know one part (how many • Listen for children saying that they both show 13 – 9 but on the
fish need to move) and the whole (how many fish in the tank to number line you see the jumps as well as the answer.
start) but they don’t know the second part (how many fish are
left). Listen for children saying that they can use subtraction to
find the answer.
• Record as a number sentence: 13 – 9 = ?

Small groups/pairs Practice worksheet Assessment for learning
• Give each pair the cut-out picture cards and number line cards On track: Children identify number line images that match pictorial
from the worksheet. problems involving subtraction.
• Ask children to match each picture card to the corresponding
number line cards and describe the calculation strategies. Look and listen for: Children who find it difficult to read the
Ask them to record the number sentence for each picture, number line representation, e.g. they cannot say what the starting
e.g. 13 – 8 = 5. number is and how it relates to the pictorial problem.
• As in the previous task, support children’s understanding and
reasoning and then talk as a class about how problems were If so: Ask children to use a bead string to model each of the
solved. jumps. We are subtracting. How many beads do we need to start
with? On what number does the first jump start? How is that
GOING DEEPER Could you solve problems where 6 or 7 fish similar to our beads? Which way do we need to slide our beads?
are removed using the examples that we have just learned? What does that look like on the number line? On what number
What jumps would you need to make? Could you write a number does the first jump start? What does this tell us?
sentence to show your strategy?
Look at each picture card in turn. Could it be this one? Why?
Look and listen for: Children who cannot see how pairs of
jumps relate to one part of the picture problem, e.g. a jump back
of 10 and a jump forwards of 2 represents 8 fish.
If so: Ask children to use a bead string to model each of

the jumps, e.g. 13 – 8 as 13 – 10 + 2. Which is the first jump
to be made? Is it forwards or backwards? Has it added 10 or
subtracted it? Which is the second jump? Is it forwards or
backwards? Has it added or subtracted 2? What does this tell
us? How many have been subtracted now?
Look at each picture card in turn. Could it be this one? Why?

Learning task 3: Add it then take it away ◦ Use a number line to add the dice number to the card number.
Children add on a number then subtract it on a partially labelled Record the addition sentence.
number line, to model the inverse relationship between addition ◦ Use a number line to subtract the dice number from the
and subtraction. answer. Record the subtraction sentence.
• Give pairs time to work through their first turn.
Small groups/pairs Practice worksheet
Think about what you just did. What did you notice?
• Shuffle a set of 7–14 numeral cards and select one at random. Roll • Listen for children saying, e.g. When we added 5, then took 5 away
a dice with faces numbered 4, 4, 5, 5, 6, 6. again, we ended up back at our starting number.
• Create a partially labelled number line: 20 intervals, but only • Ask pairs to repeat several times.
the numbers 0, 5, 10, 15 and 20 labelled (but with the marks
Whole class
for all the other numbers between still on the line). Explain that
this number line is just like the ones we have been using in the Is there a pattern? Why do we get back to where we started?
previous tasks, but only the multiples of 5 are labelled. • Listen for children saying, e.g. You get back to where you started
How can we use the number line to help us add our two because the number you are adding is the same number as the one
numbers together? you are taking away.
• Model starting from the card number and adding on the dice • Model this on a single number line, adding on top of the line,
number, using an efficient strategy, e.g. start at 8 (writing 8 subtracting underneath it.
below the relevant mark), jump 2 to get to 10, jump 4 to get to 14 +3 +2
(writing 14 below the relevant mark).

0 5 10 12 15 20
• Record the addition sentence, e.g. 8 + 6 = 14.
Now we are going to subtract the dice number from our answer. –3 –2
• Model the subtraction on the number line, again using an efficient • Use further questioning to ensure understanding, for example:
strategy rather than counting back in ones. For the addition, what is our start number? (7)
• Record the subtraction sentence, e.g. 14 – 6 = 8. What is 7 in our subtraction? (Our end number.)
• Give each pair their own dice, set of numeral cards and the What size is our jump for the subtraction? What about for the
worksheet. Ask them to follow the same steps: addition? Is that the same or different? (The same.)
◦ Choose a numeral card. So, what is different? (The direction of the jump.)
◦ Roll the dice.
What are we doing when we take a jump forwards? (Adding.) And Assessment for learning
back? (Subtracting.)
On track: Children show that when you add a number
If we jump forwards 5 and jump back 5, where will we end up?
and then subtract it again you get back to the number you
(Where we started.)
started with.
Do you think this is always true, or only sometimes true? How could
we find out?
Look and listen for: Children who find it difficult to see the
• Listen for suggestions to try it with more examples and different
number they started with.
numbers.
Small groups/pairs If so: Ask children to use concrete apparatus (e.g.

interlocking cubes in two colours, Numicon Shapes,
• Ask pairs to repeat, using their own choice of numbers to add then number rods) to create their starting number, then add
subtract. the dice number, in a second colour where appropriate. For
• Come together as a class to feedback. Invite children to convince example, with interlocking cubes, ask the child to join the
you that it is always true. two cube trains of different colours together when adding
and break off the second train when subtracting again.
GOING DEEPER Ask children to record their calculations
on number lines with 0, 5, 10, 15 and 20 marked but no
Look and listen for: Children who see each calculation
intermediate tick marks. (This is available as the last number line
separately rather than looking for the similarities between
on the worksheet.)
each example.
If so: Give children a series of examples where only 1

is added each time, e.g. start with 2, add 1, subtract 1;
start with 3, add 1, subtract 1; start with 4 … Ask children
to create the first example with concrete apparatus
(e.g. interlocking cubes in two colours, Numicon Shapes,
10-frames or bead strings) then change to show the second
example. What has stayed the same? What has changed?

Bigger thinking for all: How many ways can we find? 7 + 3: is this a number fact that you just know? Could you use your
Children solve addition and subtraction problems using more than number line to check your answer?
one strategy and compare their efficiency of the methods. How many different ways have you found?
Which do you think is the best way?
Small groups/pairs Practice worksheet What makes it a good way?
• Give children the addition and subtraction calculation cards cut

SUPPORT Encourage children to continue to use bead strings
out from the worksheet.
and other apparatus, e.g. cubes, Numicon Shapes, number rods
Think about the addition and subtraction strategies we used and or 10-frames and counters to represent and solve the problems
modelled on number lines. rather than drawing and using number lines.
How many different ways can you find to solve each of these
problems? DEEPEN Ask children to draw their own number lines to
• Ask pairs to solve the problems using as many different strategies represent similar problems, showing different strategies including
as they can, using concrete apparatus of their choice (e.g. number compensation.
rods, interlocking cubes, 10-frames and counters, bead strings or
Numicon Shapes) and 0–20 or partially labelled number lines (with Additional practice activities
0, 5, 10, 15 and 20 marked but no intermediate marks) to model
their strategies as well as to confirm and to check their answers.
• Use questioning to support children’s thinking and encourage
pair discussion about the different approaches, as well as helping
them to focus on strategies used in this unit. For example:
16 – 9: can you subtract a number close to 9 to make this
calculation easier?
14 – 6: would a jump back of 4 to 10 on a number line make this
calculation easier?
5 + 11: do you have to start from 5 on your number line because it
comes first in the number sentence?

Year 1 > Term 2 > Unit 12 > Multiplication and division > Week 8 Year 1 > Term 2 > Unit 12 > Multiplication and division > Week 8
Week 8 overview Solving multiplication from arrays problems
Solving multiplication from arrays problems Sub-objectives

• Solve one-step problems involving multiplication by calculating
Launch task: At the market
the answer using concrete objects, pictorial representations and
Children informally describe collections of fruit that are arrays with the support of the teacher.
organized in arrays.
Learning task 1: Describing arrays What you will need
Children describe and recreate arrays. • play fruit
• counters (sorted by colour)
Learning task 2: What is the same?
• squared pieces of paper
Children solve multiplication problems involving arrays.
• stickers
Learning task 3: Build an array
• interlocking cubes, elastic bands
Children follow verbal instructions to create arrays.
Bigger thinking for all: Under the card Key vocabulary
Children tell their partner the total number of counters in an • rows of __________, equal rows of __________
array and their partner tries to recreate it. • I can see __________, I notice __________
• each row, every row
• groups, groups of, equal groups

Launch task: At the market • Leave these models on the desks.

Children informally describe collections of fruit that are organized • Direct children’s attention to the tray of oranges on the slide.
in arrays. How many oranges are there altogether?
• Observe how children are counting the total number of oranges.
Small groups/pairs Front-of-class slides Note if anyone counts them in twos and, if so, invite them to share
this with the class. Otherwise, model this yourself.
• Display Slide 1 showing a picture of a market stall. Make sure all
children know the names of the different fruits shown. • Without dismantling what they have set up for the apples, ask
children to now set up the tray of oranges.
What can you see in this picture?
• Listen out for children who are talking about any of the equal • As before, talk about the total number of oranges.
rows in the picture. Invite them to tell the class what they see (at What is the same and what is different about these two trays
this stage they are more likely to focus on rows than columns). of fruit?
• Discuss the similarities and differences, making frequent use
Whole class of the language of rows and equal rows. Talk about what is the
same and different about the arrays (trays).
What can you tell me about the apples? What about the
pineapples? • Dismantle the models of the fruit trays and repeat the exercise for
• Draw children’s attention to the apples. the pineapples and lemons.
How many apples are there altogether? How do you know? Did • Then repeat again for the avocadoes and tomatoes.
anyone count the apples in ones? Did anyone see another way to • Ask children to record in a way of their choosing two trays of fruit
count them? that look different but have the same number of fruit in each (they
• Through the conversation, introduce the language of rows of, can, if they wish, copy from the market stall picture on the slide).
each row and every row. Also introduce the language of the fruit
being set out in arrays.
Small groups/pairs
• Give pairs a collection of play fruit and counters.

• Ask children to recreate the tray of apples shown on the slide.
Look closely at the picture. Does your tray look exactly the same?
Learning task 1: Describing arrays Small groups/pairs IWB Tool

Children describe and recreate arrays.
• Give each pair a collection of counters. Organize their seating
Whole class IWB Tool so that one partner can see the IWB Tool but the other has their
back to it.
• Use the arrays resource on IWB Tool to show a 2 by 5 array (2 • The children who can see the board will be shown an array and
rows of 5 dots) on the board. then have to give instructions to their partner for them to make
How many dots can you see in this array? the array using counters.
• Agree with the class that there are 10 dots. • Reinforce that one child cannot look at the board and their
• How did you find the total? partner cannot touch the counters.
• Show three copies of the same 2 by 5 array using the IWB Tool • Show 8 dots in a 2 by 4 array (2 rows of 4 dots) using the arrays
and develop three methods for finding the total: resource on the IWB Tool. As children are describing the array
◦ count all the dots to their partner, listen out for those who are giving good, clear
◦ count 2 groups of 5 instructions – keep them in mind to share what they did with
the class.
◦ count 5 groups of 2.
• When everyone has had enough time to set up the array with
• For the second method, circle each row of 5 and record, e.g.
their counters, tell the children with their backs to the board that
2 groups of 5 = 10. For the third method, circle each column of
they can turn around to see if their array is correct.
2 on the array. Listen for children using the terms ‘row’ and ‘times’
and record this as well. • Invite those children you had identified to come and share with
the class the instructions they gave.
• Tell children to swap seats and repeat the task for 12 dots in a
3 by 4 array (3 rows of 4 dots).
• Also reinforce the language of groups, groups of and equal
GOING DEEPER Give children squared paper to make their own
groups, for example:
arrays on. Ask them to record how to find the total number of
Each row is a group of 5. There are 2 equal groups of 5, 2 rows of 5.
squares in the arrays they create.
• Leave these arrays on the board.
• Repeat for a 5 by 2 array (5 rows of 2 dots, the same as the first
array, but rotated through 90°).
What is the same and what is different about the arrays?
Assessment for learning Learning task 2: What is the same?

On track: Children can describe an array by saying how many Children solve multiplication problems involving arrays.
objects there are in each row and how many rows there are.
Whole class Front-of-class slides
Look and listen for: Children who count in ones the total • Show the problem on Slide 1:
number of objects in an array. Sam puts blueberry muffins in rows on a tray.
Each row has 5 blueberry muffins.
If so: Work on creating arrays where one dimension is Sam puts out 2 rows.
2 or 5. Physically separate out the rows to use skip counting How many blueberry muffins does Sam put out?
to find the total. • Act out and involve children as much as possible to set the
problem context and to help children imagine what is going on.
Look and listen for: Children giving instructions that focus on Can anyone come and draw the tray of muffins on the board?
the total number of objects, rather than on the number in a row. • Once a reasonably accurate sketch of the tray is on the board, ask:
How many muffins are on the tray altogether?
• Talk about the different ways of finding the total.
If so: Give instructions to make an array using the language
of rows. Once the practical model is set up, get children to • Leave the solution on the board as you show the problem on
describe the array back to you in their own words. Slide 2:
Sam puts sultana muffins in rows on a tray.
Sam puts out 2 rows of sultana muffins.
Each row has 5 sultana muffins.
How many muffins does Sam put out on the tray?
Individual
• This time, after reading the problem through a couple of times, set
children off on their own to sketch the tray of sultana muffins.

• Listen out for any child saying this problem is just the same as the Assessment for learning
first one.
On track: Children talk about the similarities in the problems in
How can it be the same? The first problem was about blueberry
terms of the arrays being the same, and explain that it does not
muffins and this one is about sultana muffins. Draw out the idea
matter what flavour the muffins are.
that the underlying array is the same in each case.
• Look out for children who draw a reasonably accurate array, or
Look and listen for: Children who do not ‘see through’ the
who saw that the array already on the board gave the answer.
contexts of the problems (that blueberry and sultana muffins
Select two or three of these children to share their solutions
are different) to the underlying mathematical similarities.
with the class. If necessary, draw their solutions on the board for
them – both to save time and for accurate arrays.
• Talk about what is the same and what is different in each If so: Model both problems with counters: set out the array
problem. of blueberry muffins in one colour and the array of sultana
muffins in another. Talk about what is the same and what
GOING DEEPER Ask children to make up a similar type of is different, directing children’s attention to the fact that in
problem where the total number of muffins is 12. Can they make each case there are 2 rows of 5.
up more than one problem?

Learning task 3: Build an array How many counters are there in each row? How many rows are
Children follow verbal instructions to create arrays. there? How many counters are there altogether?
Why are there 10 counters here and in the example on the board?
Small groups/pairs • Listen and look out for children talking and gesturing about one
array being 5 across and 2 down and the other being 2 across and
• Provide pairs with counters (ideally each pair has only one colour
5 down. Provide them with pieces of paper to put their counters
of counters).
on so they can rotate the arrays (stickers can also be used instead
• Ask pairs to put out a row of 5 counters. Check that they have of counters). Ask them to explain their thinking to the class.
understood that the 5 need to be in a single row. Put a quick Support this by putting the images of both arrays on the board or
sketch of a row of 5 dots on the board or you can use the arrays you can use the IWB Tool to support this.
resource on the IWB Tool to support this.
• Tell children to record the two different arrays.
Make a second row of 5 and put it underneath the first row. Have
• Repeat this for 4 rows of 3 counters and 3 rows of 4 counters.
you lined the second row up with the first row?
How many counters are there in each row? How many rows are Whole class
there? How many counters are there altogether?
• It may take time for children to hear and understand the • Return to the 2 rows of 5 dots array on the board (or IWB Tool)
difference in these questions, so expect to have to repeat them and add a third row of 5 dots.
and talk about them. How many dots are there in each row? How many rows are there?
• Add a second row of 5 dots to the image on the board and leave it How many dots are there altogether?
up for children to refer back to. • Extend the labelling of the sketch:
1 row 5 counters
1 row 5 counters
2 rows 10 counters
2 rows 10 counters
3 rows 15 counters
Small groups/pairs
• Now ask children to make a row of 2 counters. Once they have

made a single row, ask them to make 5 rows of 2 counters in
total. Make sure all children understand that they are not adding 5
13 more
AxisMaths Teacher Planner
rows, but making 5 rows in total.
AxisMaths Teacher Planner 14
If we added one more row, what would the total number of Bigger thinking for all: Under the card
counters be? Children tell their partner the total number of counters in an array
• Repeat the above with 3 rows of 4 dots, followed by 4 rows of 3 dots. and their partner tries to recreate it.
GOING DEEPER Ask children to use 15 counters and produce two Small groups/pairs Practice worksheet
arrays that look different but have the same total.
• Provide pairs with a collection of cards with the following arrays
cut out from the worksheet: 1 by 2; 1 by 3; 1 by 4; 1 by 5; 1 by 6;
Assessment for learning 2 by 2; 2 by 3; 2 by 4; 2 by 5; 2 by 6; 3 by 4; 3 by 5.
On track: Children show through their actions (rearranging an • Ask children to shuffle the cards and place them face down in a
array of counters or stickers by rotating it) that they have some pile. Explain that they are going to play a game with the following
appreciation of why the matched arrays have the same number of rules:
counters, even if they cannot yet clearly articulate this. ◦ Child A picks a card and looks at it, without letting their
partner see it. They tell their partner the total number of
Look and listen for: Children who have difficulty in making dots on the card.
the distinction between ‘counters in each row’ and ‘counters ◦ Child B takes that number of counters and arranges them into
altogether’. an array. Child A checks by placing the card alongside the array.
If it is correct, Child B keeps the card. If it is not correct, the
If so: Use trains of interlocking cubes to create each row, card goes back into the pile.
picking up either a single row and asking how many cubes ◦ Now it is Child B’s turn to pick a card.
in one row, or a group of rows and asking how many cubes ◦ The winner is the player with the most cards when they have
altogether. all been used up.
Look and listen for: Children who have difficulty in ‘seeing’ SUPPORT Ask Child A to describe the array on the card for their
the connection between the two arrays. partner to reproduce.
DEEPEN Give pairs blank cards to draw their own arrays on to

If so: Use trains of interlocking cubes to act out the
extend the game.
connection, picking up a group of rows of cubes and
rotating it to match it against the array. It may be helpful
15 AxisMaths Teacher Planner Additional practice activities
AxisMaths Teacher Planner 16
to use elastic bands to hold the rows together.
Week 7 overview Solving multiplication problems using arrays
Solving multiplication problems using arrays Sub-objectives

• Solve one-step problems involving multiplication by calculating
Launch task: Sports equipment
the answer using concrete objects, pictorial representations and
Children work with word problems to talk about arrays with the support of the teacher.
multiplicative relationships.
Learning task 1: Wordless problems What you will need
Children work with images to devise problems, and talk • counters
about multiplicative relationships. • interlocking cubes
Learning task 2: Quick glimpses • individual whiteboards and dry-wipe pens
Children try to work out the number in an array without

Key vocabulary
counting in ones.
• each, every
Learning task 3: Solving array problems • equal
Children solve, practically, problems involving arrays. • groups of ____, equal groups of
Bigger thinking for all: How many numbers? • rows of ____, equal rows of
• I notice ____
Children create arrays from pairs of numbers.
• I wonder ____
• doubling
• column

Launch task: Sports equipment • Click to reveal the third line of the problem.
Children work with word problems to talk about multiplicative What do you know now? What do you wonder?
relationships. • Listen for children saying, I wonder how many boxes of 5 skittles
there are.
Whole class Front-of-class slides • Click to reveal the fourth line of the problem.
• Display the picture of sports equipment on Slide 1. What do you think the question is going to be?
• Listen for children suggesting finding how many skittles are
What do you notice in this picture?
unpacked in total.
• Ask children to share what they notice, ensuring that they can
identify the different objects and explaining that there are some • Click to reveal the final question.
items at the bottom of each box that we cannot see. How many skittles does Mona unpack?
What do you wonder? • Link the final question to children’s original questions listed on
• Listen for children saying, for example, that they wonder how the board.
many items are in each box, or which box contains the most
Small groups/pairs
items. Note their questions on the board to refer back to.
• Draw children’s attention to the box of skittles. • Give each pair a collection of counters and ask them to use these
• Introduce the context that Mona ordered new sports equipment to model 3 boxes, each containing 5 skittles.
for her school.
• Click to display the first line of the problem on Slide 2.
What do you know? What do you wonder?
• Listen for children saying that they wonder how many skittles are
in a box and whether each box contains the same.
Read the problem carefully. Have you got the right number of
• Click to reveal the second line of the problem.
boxes? Have you checked how many skittles are in each box? How
What do you know now? What do you wonder?
many skittles in total?
• Emphasize that each box contains the same number of skittles,
• Observe children counting the total number of skittles. Note
using the language of ‘each box’ and ‘every box’.
anyone counting in fives and invite them to share this with the
• Listen for children saying that they wonder how many skittles are
class. Otherwise, model this yourself.
in each box.

Whole class • Take note of any children beginning to explain why 4 boxes of
3 and 3 boxes of 4 produce the same number of total items and
• Repeat the activity with the box of balls using Slide 3, clicking to ask them to share their thinking with the class.
reveal one line of the problem at a time.
How could you record your solution to the ball and beanbag
How many balls does she unpack? problems?
• Ask children to model the boxes of balls using their counters. • It is likely that children will record their solutions either as pictures
Listen for children using the language of ‘each’ and ‘every’. or as number sentences involving additions. Use the opportunity
to talk about how mathematicians have a shorter way of writing
the number sentences using the multiplication symbol.
We can talk about 4 plus 4 plus 4 as 4 multiplied by 3. We write
that as 4 × 3.
• Leave these models on the desks.
• Turn children’s attention to the boxes of beanbags, revealing the
problem on Slide 4 one line at a time.
How many beanbags does she unpack?
• Ask children to use their counters to model the situation.
What is the same and what is different about the balls and
the beanbags?
• Listen for children making use of the language of each, every and
equal in their suggestions.

Learning task 1: Wordless problems • Listen for children counting the total number of footballs. Note
Children work with images to devise problems, and talk about anyone counting in fives and invite them to share this with the
multiplicative relationships. class. Otherwise, model this yourself.
• Leave these models on the desks.
Whole class Front-of-class slides • Ask children to model the boxes of rounders bats with
their counters.
• Display the sports cupboard picture on the slide.
What is the same and what is different about the boxes of footballs
What do you notice in this picture?
and the boxes of rounders bats?
• Make sure everyone knows what all the different objects are.
• Listen for children using the language of each box and every box
• Take note of children describing the features of the boxes and
in their discussions.
invite them to share their thoughts with the class.
• Take note of any children beginning to explain why 4 boxes of
• Draw children’s attention to the footballs.
5 and 5 boxes of 4 produce the same total number of items and
How many footballs are in the open box? How do you know?
ask them to share their thinking.
• Explain that each box contains the same number of footballs,
4 boxes of 5 footballs is 20 footballs. Mathematicians like to write
using the language of each box and every box.
things without words, so there is another way to write this.
• If no one suggests it, ask:
• Explain, writing the numerals and symbols on the board as you
I wonder how many footballs there are altogether? say them:
There are 5 footballs in the top box, and 5 in the box beside it.
There are 5 footballs in one box, so we write: 5
How many footballs are in the top two boxes?
And there are 4 boxes: 5 4
• Invite children to say how many they think there are. Agree that
And mathematicians use this symbol to show that there are
there are 10, modelling the two boxes with counters if necessary.
five in each box, and four boxes: 5 × 4
Small groups/pairs Altogether there are 20 footballs, so: 5 × 4 = 20.
We read this as five multiplied by four equals twenty.
• Give pairs a collection of counters and ask them to model • Note: there is no expectation that children should use the
the 4 boxes, each containing 5 footballs. Write the problem notation for multiplication in Year 1, this is simply something to
on the board. share informally.
Read the problem carefully. Have you got the right number of • Repeat the explanation using the example of the rounders bats to
boxes? Have you checked how many footballs are in each box? show 4 × 5 = 20.
How many footballs in total?
• Ask pairs to find the total number of tennis rackets, recording Assessment for learning
their solutions. Select pairs to share their recordings with the
On track: Children who solve equal groups multiplication problems
class. Choose records that capture the multiplicative relationship
by setting up an appropriate physical model. They count all the
between 3 and 5.
counters to find the product.
GOING DEEPER Cover up one of the models with a sheet of

paper. Remind children of the number in each group and the Look and listen for: Children who confuse the number of
number of groups. Can they explain how to find the total without groups with the number of items in each group.
counting in ones? If they can, set up similar covered challenges.
If so: Help children set out the practical materials to
Additional practice worksheet represent the problem. Once the practical model is set
up, ask them to describe the situation back to you in their
own words.
Look and listen for: Children counting the total number of

counters in ones.
If so: Cover up all the groups and briefly reveal each one.
Work with twos and fives and encourage children to say the
total confidently without counting in ones.

Learning task 2: Quick glimpses • Record ‘2 groups of 5 = 10’ on the board.

Children try to work out the number in an array without counting • Also record ‘5 × 2 = 10’, reading this as five multiplied by two and
in ones. link it to the first array by gesturing to a circled group of 5 and
highlighting that there are 2 of these groups.
Whole class Front-of-class slides Is there another way to describe 2 groups of 5?
IWB Tool • Listen out for children saying that this is the same as doubling 5.
If they do not, point this out yourself.
• Explain to children that you are going to show them an array
In the second array, how many groups of 2 can you see?
for a short amount of time. They will not have time to count all
• Listen for children saying that there are 5 groups of 2 and this
the dots, so will need to find a quick way to say how many there
makes 10.
are altogether.
• On the IWB Tool, display an array with 5 rows of 2 dots and select
• Display, for around 3 seconds, the 2 by 5 array (2 rows of 5 dots)
a child to come and circle the 5 groups of 2 on the array on the
on the slide and then click to make it disappear.
IWB Tool.
How many dots can you see?
• Record ‘5 groups of 2 = 10’ on the board.
• Listen out for children using the language of ‘equal rows’ and
invite them to share how they found the total with the class. • Also record ‘2 × 5 = 10’ reading this as two multiplied by five
and link it to the array by gesturing to a circled group of 2 and
• Agree with the class that there are 10 dots.
highlighting that there are 5 of these groups.
• Display Slide 2 to show the same array rotated through 90
degrees, next to the first array.
In the first array, how many groups of 5 can you see?
• Listen for children saying that there are 2 groups of 5 and this
makes 10.
• Using the arrays resource on the IWB Tool display an array with
2 rows of 5 dots and select a child to circle the 2 groups of 5 on
the array .
• Repeat this for a 4 by 5 array (4 rows of 5 dots) and for a 5 by

4 array (5 rows of 4 dots).
What is the same and what is different about the 4 by 5 and
13 AxisMaths Teacher Planner 5 by 4 arrays? AxisMaths Teacher Planner 14
• Listen out for children who explain that you can turn one of the Assessment for learning
arrays around to make it look the same as the other. Ask them
On track: Children who subitize (recognize the number in a small
to share their thinking. You could introduce the language of
group without having to count them all) the number of dots in
‘rotation’, but do not expect children to use it themselves.
either a row or column and work with that factor to find the
composite number (a number with more than two factors).
GOING DEEPER Set up an array with counters or draw it on
paper. Cover the array with a sheet of paper. Reveal the objects
in the top row only, and then reveal the objects in the left-hand Look and listen for: Children who find it difficult to recognize
column only. Can children work out the total from the partial one composite unit, either in a row or column. For example, in a
information? 4 by 5 array they cannot tell that there are 4 rows of 5 dots.
Additional practice worksheet If so: Set up a model of the 5 by 2 array with counters.
Cover this with a sheet of paper. Slide the paper to reveal
only the top row of counters, but quickly cover it again. Can
the child say how many were in the row? Move the paper to
check, and quickly cover again. Reveal and cover both rows.
Work with the child to find the total. Repeat, revealing the
columns one at a time.

Learning task 3: Solving array problems • Click to reveal the final part of the problem.
Children solve, practically, problems involving arrays. How many stickers does Chima put in the book?
• Talk about how this final question relates to those children
Whole class Front-of-class slides raised earlier.
• Show the first line of the word problem on Slide 1. Small groups/pairs
What do you wonder?
• Listen for children saying, for example, that they wonder how • Give pairs counters to recreate the page of stickers.
many stickers Chima has, if each row has the same number, what Have you got the right number of rows? Have you checked how
‘putting in rows’ looks like. many stickers are in each row? How many stickers in total?
• Note their questions on the board to refer back to. • Ask children to record their models on their individual
whiteboards.
• Draw children’s attention to the stickers being in rows.
• Select two or three records to share with the class. Keep them to
• Click to display the second line of the problem.
refer to later.
• Listen for children saying that they wonder how many stickers are Whole class
in a row.
• Show the first line of the problem on Slide 2.
• Click to display the third line of the problem.
• Introduce the language of columns and spend some time helping
children to get a sense of what it means.
• Emphasize that each row contains the same number of stickers, in
this case 5, using the language of ‘each row’ and ‘every row’. • Select a child to make several matching columns of interlocking
cubes. Place the columns next to each other and gesture that the
• Click to reveal the fourth line of the problem.
columns go up. Emphasize that placing several columns next to
each other makes a row, which goes across.
• Select a child to come and sketch on the board what they think
• Click to reveal the problem one line at a time and talk about it.
the page of stickers looks like.
How many bricks does Jamie use?
What do you think the question is going to be?
• Listen for children suggesting finding how many stickers Chima
has in total.

Small groups/pairs Assessment for learning
• Ask children to use counters to model the problem and then On track: Given an image of an array, children can show by
record their models on their whiteboards. gesturing where the rows are and where the columns are. They
• Choose two or three records that have similarities to those shared can say the number of items in each row or in each column.
from the sticker problem and share these with the class.
Look and listen for: Children who have difficulty in making
Whole class the distinction between rows and columns.
What is the same and what is different about the sticker and the
brick problems? If so: Using the counters, work with children on following
• Draw children’s attention to the fact that each array can be instructions to make an array.
described by the rows, the number in each row, and the number Let us start with a row of counters. Put four counters
of rows, or by the columns, the number in each column and the out in a row. Now make a second row of four below your
number of columns. first row.
Now let us start with a column of counters. Put three

GOING DEEPER Ask children to describe an array in two different
counters out in a column, one above the other. Now
ways; first using the language of rows, then using the language of
make a second column of three counters next to your
columns. For example, with a 4 by 5 array, they can describe it as
first column.
4 rows of 5 dots or 5 columns of 4 dots.

Year 1 > Term 3 > Unit 18 > Multiplication and division > Week 7
Bigger thinking for all: How many numbers?

Children create arrays from pairs of numbers.
Small groups/pairs
• Write these numbers on the board: 2, 2, 3, 3, 4, 4, 5.

• Model the following challenge:
Pick a pair of these numbers, for example 2 and 3. Draw an array
that can be made using these two numbers. This could be 3 by 2 or
2 by 3.
or
For each array, record the array and total: 3 groups of 2 equals 6 and
2 groups of 3 equals 6.
• Talk about doubling being the same as multiplying by 2.
• Ask children to work in pairs to find as many different totals as
they can, choosing pairs of numbers from the board and sketching
the corresponding arrays.
SUPPORT Ask children to use 2 as one of their numbers – they

are free to choose the second number for themselves.
DEEPEN Ask children to investigate which totals cannot be made

in this way. For example, can they make an array with a total of 7?
How can children be sure they cannot be made?
Additional practice activities
21 AxisMaths Teacher Planner

Year 1 > Term 3 > Unit 19 > Fractions > Week 9 Year 1 > Term 3 > Unit 19 > Fractions > Week 9
Week 9 overview Representing and finding halves and quarters
Representing and finding halves and quarters Sub-objectives

• Recognize, find and name a half as one of two equal parts of an
Launch task: Halving and quartering 1–20
object, shape or quantity.
Children use counters to determine which whole numbers • Recognize, find and name a quarter as one of four equal parts of
from 1 to 20 can be halved or quartered exactly. an object, shape or quantity.
Learning task 1: Halving and quartering using
base-ten apparatus What you will need
Children use base-ten apparatus concretely to halve • interlocking cubes, counters
multiples of 10 (up to 50), and quarter easy numbers. • 10-rods
• 10-frames
Learning task 2: Halving and quartering 2-digit numbers
• bags of sunflower seeds (or similar)
Children use base-ten apparatus concretely and pictorially
• plates or bowls (or similar)
to halve and quarter carefully chosen 2-digit numbers.
• pan balance scales
Learning task 3: Halving and quartering without counting
Children practically halve and quarter quantities that cannot Key vocabulary
sensibly be counted. • part, equal parts
Bigger thinking for all: Halving and quartering at the • fraction
same time • one whole, one half, two halves
1
• 2 (the notation)
Children find examples of numbers that they can work out • one quarter, four quarters
one half and also one quarter of. 1
• 4 (the notation)
• predict
• group, groups of, equal groups
• share, share equally
1
• 2 of __ is __
1
• 4 of __ is __
• There are two equal parts.
• Each part is one half of the whole __ (or of all the __).
• Each part is one quarter of the whole __ (or of all the __).
Launch task: Halving and quartering 1–20 • Ask a child to explain with cubes why two squirrels cannot share
Children use counters to determine which whole numbers from 7 acorns equally. Reinforce that there would be 2 groups of 3, and
1 to 20 can be halved or quartered exactly. 1 left over.
• Ask children to explain what happens when the two squirrels
Whole class try to share 7 acorns equally. Listen for, or model if necessary:
The squirrels cannot each have half of the 7 acorns. The squirrels
• Tell children that two squirrels have found a pile of acorns. They
cannot share 7 acorns equally.
decide to count the acorns and share them equally.
• Be alert to children stating incorrectly that: You cannot halve 7.
Do you think that the two squirrels will be able to share the acorns
Correct this to: Half of 7 is not a whole number.
equally?
• Draw out the overall conclusion that the two squirrels will
• Listen for children saying It depends, or a similar response.
sometimes, but not always, be able to share the acorns equally.
• Ask for, or suggest if necessary, a number of acorns that the
squirrels can share equally, e.g. 10. Small groups/pairs
• Ask a child to explain with interlocking cubes (or similar) why
two squirrels can share 10 acorns equally. Reinforce that there • Ask children to decide which numbers of acorns, between 1 and
are 2 equal groups of 5. 20, the two squirrels can share equally.
• Ask children to explain what happens when the two squirrels • Ask them to explain their decision, for each number, with a
share 10 acorns equally. Listen for, or model if necessary: The picture.
squirrels have halved the 10 acorns. Each squirrel has half of the • When halving is possible, encourage children to record this as
10 acorns. The whole is the 10 acorns and there are 2 equal halves
1
2
of ____ = ____.
each with 5 acorns. Half of 10 is 5. • Collect examples of their drawings and number sentences and
• Model the fraction notation 12 , writing 12 of 10 = 5. group them into ‘can share equally’ and ‘cannot share equally’.
• Write the denominator (number below the line) first, then the • As pairs become confident with explaining halving, say that the
numerator (number above the line): write 2, then draw the squirrels are joined by two friends, so now four squirrels want to
1
horizontal line above it, then write 1 above it ( 2 ). This emphasizes share the acorns equally.
that there are two equal groups, and that one of them contains • Ask them to decide, and explain with a picture, which numbers
5 acorns. of acorns between 1 and 20 the four squirrels can share equally
• Ask for, or suggest if necessary, a number of acorns that the between them.
squirrels cannot share equally, such as 7. • Collect their ‘can’ and ‘cannot’ examples.
Whole class Learning task 1: Halving and quartering using base-

ten apparatus
• Select a child to explain one of their examples, e.g. that four
squirrels can share 12 acorns equally. Children use base-ten apparatus concretely to halve multiples of 10
(up to 50), and quarter easy numbers.
• Model the fraction notation 14 , writing the number sentence
1
4 of 12 = 3. Whole class
• Ask for some other examples and number sentences and share
these with the class. • Tell children that:
Two squirrels have found another pile of acorns. Can they share
40 acorns equally?
• Ask children to show you with interlocking cubes (or similar).
Let them start to count out 40 cubes, before saying:
It will take a long time to count 40 acorns one at a time. Can we
count them another way?
• Listen for or draw out that we can use blocks (or similar) and that
a 10-rod represents 10 acorns. Ask a child to come and show you
40 using 10-rods.
• Ask a child to model the two squirrels sharing 40 acorns using
10-rods, taking the four 10-rods and sharing them into two
equal groups.
• Reinforce that there are two equal groups. Ask children to write
this. Look out for: Half of 40 is 20. 12 of 40 is 20.
• Ask another child for a picture to represent the two squirrels
sharing 40 acorns, e.g. by drawing four 10-rods and then circling
two of them.
• Reinforce that there are two equal groups. Draw out that: There
are 40 acorns in total. Each group has 20 acorns. We write 12 of
40 is 20.

Small groups/pairs
GOING DEEPER Ask children to find a number like 20 or 30
• Ask children to use 10-rods, first to model and then to draw, a (i.e. a multiple of 10) that is easy to halve but harder to quarter,
picture to record the two squirrels sharing 20 (then 60, then 80) explaining their choice. Can they find a number that is hard to
acorns. halve and even harder to quarter?
• Collect correct examples, to share.
Now can you share 40 or 80 acorns equally between four squirrels? Additional practice worksheet
• Select some pairs also to share 10, 30 or 50 acorns equally
between two squirrels and other pairs to share 20 or 60 acorns
equally between four squirrels.
• Select some correct examples of each sharing task. Reinforce
each time that there are two or four equal groups.
• Listen for pairs saying: We need to exchange one 10-rod for ten
1-cubes to share 50 acorns equally between two squirrels.
• Look out for pairs who have recorded sharing equally an odd
number of 10-rods between two, by drawing one of the 10-rods
being cut into two 5s. Share this with the class.
Whole class
• Ask some pairs to explain, using base-ten apparatus, halving of

20, 60 and 80 and quartering of 40 and 80.
• Ask other pairs to explain halving of 10, 30 and 50 and quartering
of 20 and 60.
• Reinforce their reasoning that each whole 10 also represents
two 5s.
• Model this using cubes or counters on a 10-frame. Reinforce each
time that there are two or four equal groups.
• Draw out the sentence 12 of __ is __ or 14 of __ is __ each time.

Assessment for learning Learning task 2: Halving and quartering

On track: Children practically halve multiples of 10 (up to 50)
2-digit numbers
and quarter multiples of 20 (up to 80). They record the result in a Children use base-ten apparatus concretely and pictorially to
written or spoken number sentence. When halving, e.g. 50, they halve and quarter carefully chosen 2-digit numbers.
describe why they need to exchange one of the 10-rods for
Whole class
ten 1-cubes.
• Tell children that the two squirrels have found another pile
Look and listen for: Children who count in ones, e.g. wanting of acorns.
to halve 40 with 40 individual counters (not four 10-rods). • Ask children to show you with interlocking cubes (or similar) if the
two squirrels can share 26 acorns equally.
If so: Let them collect 40 counters and then ask them to • Look out for children starting to count 26 individual acorns.
put the counters on four 10-frames. Ask them to share Do we have to count every acorn? Can we count them a
the counters into two equal groups by moving the full quicker way?
10-frames. Get them to check that there are the same • Listen for the suggestion to use base-ten apparatus: two 10-rods
number of counters in each group. If they try to count 1 and six 1-cubes. Reinforce out that a 10-rod represents 10 acorns
to 20 in ones, remind them that they have two full frames, and a 1-cube represents 1 acorn.
each of which is worth 10. Support them to count 10, 20 in • Ask a child to model the two squirrels sharing 26 acorns using
each group. base-ten apparatus, taking two of the 10-rods and sharing them
Ask them what else shows ‘10 at a time’. Draw out that into two equal groups, then taking six of the 1-cube and sharing
they could use a 10-rod, because one 10-rod is the same as them equally into the two groups.
a full 10-frame. • Reinforce that there are two equal groups.
• Ask children to write this. Look out for: Half of 26 is 13. 12 of
26 is 13.
• Ask another child for a picture to represent the two squirrels
sharing 26 acorns, e.g. by drawing two rods to represent the two
10-rods and six blobs to represent the six 1-cubes, then circling
one of the rods and three of the blobs.

• Reinforce that there are two equal groups. Draw out that: There
GOING DEEPER Share 42 then 44 then 46 acorns between two
are 26 acorns in total. Each group has 13 acorns. We write 12 of
squirrels. Then share 42, 44 and 46 acorns between four squirrels. What
26 is 13.
patterns have you noticed? Listen out for: The number of acorns goes
Small groups/pairs up by 2 and the half goes up by 1 and The number of acorns goes up
by 4 and the quarter goes up by 1. Ask children to predict the result of
• Write on the board some even numbers that also have an even halving and quartering the next numbers in the pattern (48, 50, and
number of tens, e.g. 22, 28, 42. so on) and to confirm using base-ten apparatus.
• Ask children to use base-ten apparatus first to model and then
to draw a picture to represent the two squirrels sharing these Additional practice worksheet
numbers of acorns.
Now can you share 28 acorns equally between four squirrels?
• Select some pairs also to share, for example, 32 or 36 acorns
equally between two squirrels and other pairs to share 24 acorns
equally between four squirrels.
• Select some correct examples of each sharing task. Reinforce
each time that there are two or four equal groups.
Whole class
• Ask some pairs to explain, using base-ten apparatus and also a

picture, their halving of 22 and quartering of 28, for example. Ask
other pairs to explain their halving of 32 and quartering of 24, for
example.
• Draw attention to and reinforce where they have reasoned that
each whole 10 also represents two 5s.
• Model this using cubes, or counters on a 10-frame. Reinforce each
time that there are two or four equal groups.
• Draw out the sentence 12 of__ is __ or 14 of __ is __ each time.

Assessment for learning Learning task 3: Halving and quartering

On track: Children practically halve 26 and quarter 28, for
without counting
example, and express the result in a written or spoken number Children practically halve and quarter quantities that cannot
sentence. When quartering 28, they describe how to share two sensibly be counted.
10-rods between four squirrels.
Whole class
Look and listen for: Children who distribute the 10-rods and • Tell children that two squirrels have found a bag of sunflower
1-cubes into two logical but unequal groups, e.g. when sharing seeds. Show them your bag of sunflower seeds.
26 they might make a group of the two 10-rods and a group of How can the squirrels share the seeds equally?
the six 1-cubes, or two groups each with four ‘pieces’ in them. • Listen for the suggestion of counting the seeds. If this does not
arise, start counting out the seeds from your bag.
If so: Ask children how much is represented by the base-ten Surely there is a better way to halve the seeds?
apparatus in each group. If they respond with how many • Listen for the suggestion of emptying the bag and making two
items there are (e.g. 2 here and 6 here or 4 in both), ask them, equal piles (on plates or in bowls).
What is the same and what is different? about rods and cubes • Ask a child to do this. Ask the class to say if they agree with the
and draw out that they represent different values. sharing.
Then ask again how much is in each group, and draw out that • Draw out that it is hard to agree or disagree because we do not
the value of the pieces in each group is not equal. Ask them to know the exact number of seeds.
move pieces from the high-value to the low-value group until • Remind children about pan balance scales, what they measure
they can explain with confidence that they have two equal- (weight) and how we use them.
value halves. How can we use the scales to show that the two piles are the same?
• Listen for, or draw out, the method: Split the pile between the two
pans and check if they balance. If not, move some seeds from the
lower pan to the higher pan, until they are level.

• Model this. Assessment for learning

• Draw out that: The piles are equal because they balance each
On track: Children practically find one half of an amount of seeds,
other. There are two equal parts so each part is one half of
by reasoning that balanced pans means ‘equal parts’. They also
the whole.
have a sensible strategy for finding one quarter of their seeds.
Small groups/pairs
Look and listen for: Children who make two groups but do
• Give each group a pile of seeds and a pan balance scale. Ask them
not use the pan balance scales to verify that they have made
to use the scales to halve the pile.
two groups that are equal.
• Ask them to swap piles with another pair and repeat.
• Now ask confident groups to split the pile into four equal parts. If so: Model two examples of ‘halving’: one in which you
• Take note of strategies they use to do this: halving each half, or create two groups that are clearly unequal, and one in
making and checking four separate piles. They might ask for more which it is hard to decide equality by eye. What is the same
scales, to make the comparing easier. and what is different about my examples here?
Listen for, or draw out, the language of ‘equal groups’. Once
Whole class
children use this, ask them how to use the pan balance
• If a pair has successfully shared a pile into four equal parts, ask scales to show that the first pair of groups is unequal. Then
them to explain to the whole class how they did it. ask them how to use the pan balance scales to decide
whether the second pair of groups is equal or not. Observe
GOING DEEPER Give children a small pile of sunflower seeds and how they do this, correcting any errors or uncertainties.
say that this is half (or a quarter) of a whole pile. Ask them to use the
scales to make the whole pile and explain to you how they do it.

Bigger thinking for all: Halving and quartering at Whole class

the same time
• Share some examples, with reasoning, of possible numbers of
Children find examples of numbers that they can work out one half acorns in each bag. Also share some of the comments you took
and also one quarter of. note of.
Whole class Front-of-class slides • Ask children if they agree with or want to challenge these. Draw
out their reasoning, either way.
• Show Slide 1 with two bags tied at the top. Tell them there are the • Reveal that when you looked in the bag, actually there were ... no
same number of acorns in each bag. Tell them that one bag can acorns at all! (Slide 4.)
be shared equally between two squirrels (Slide 2) and one bag can
• Discuss whether two or four squirrels can share zero acorns
be shared equally between four squirrels (Slide 3).
equally.
Small groups/pairs
SUPPORT Tell children to start with 9, then 10, then 11, then
• Ask children to explain, with reasoning, how many acorns they 12 acorns: Which of these amounts can the two squirrels share
think are in each bag. equally? Which of these can four squirrels share equally? Then ask
• Ask them to use 10-rods and 1-cubes to model this and then draw them to choose another four numbers ‘next to each other’, and
pictures to represent the successful sharing of the acorns by two answer the same questions.
and four squirrels.
• Look out for children getting different answers, e.g. 12 and 16. DEEPEN Ask children to choose a number of acorns less than
20 and tell them that this is how many acorns one of the four
• Share these with the whole class, so that all pairs know there is
squirrels has. Ask them to work out, explaining their reasoning,
not a unique solution.
how many acorns each of the two squirrels will have.
• Take note, for later sharing, of any comments such as: Two
squirrels can share six acorns equally but four squirrels cannot.
There is a pattern to the number of possible acorns 4, 8, 12, 16,
20 … The number of possible acorns goes up in fours.

Week 10 overview Halves and quarters are all around us

Halves and quarters are all around us Sub-objectives
• Recognize, find and name a half as one of two equal parts of an
Launch task: Fraction hunt object, shape or quantity.
Children leave the classroom and look for and record examples • Recognize, find and name a quarter as one of four equal parts of
of wholes that have two or four equal parts. an object, shape or quantity.
Learning task 1: Halves and quarters do not always look
What you will need
the same
• Examples or photographs of individual objects that can be
Children have identical squares of paper and divide each one halved ‘by eye’, e.g. leaf, apple, square paving stone.
into halves and quarters in different ways.
• Examples or photographs of groups of objects that can be halved
Learning task 2: Time for halves or quartered physically, e.g. flower with 6 petals, a collection of
Children use a circle alongside the language of telling the time. 8 pebbles.
• whiteboard, checklist, camera
Bigger thinking for all: One whole, but how many different
• identical squares of paper (plain and squared)
halves?
• squared paper, colouring pencils
Children choose half of a group of four different fruits, and try to
• chalk, display clock
find all the different ways of doing so.
• two sticks/garden canes of different lengths
• different colours of interlocking cubes or counters
Key vocabulary
• part, equal parts
• fraction, one whole, one half, two halves, the notation 1
2
• one quarter, four quarters, the notation 14

• group, groups of, equal groups
• divide, share, share equally
• This is a representation of 12 / 14 because __.
• Each part is one half of the whole __ (or of all the __).
• When the tip of the minute hand goes half way round the clock,
21 AxisMaths Teacher Planner the time is half past __ o’clock AxisMaths Teacher Planner 22
Launch task: Fraction hunt • Tell children what you want them to look for on their fraction
Children leave the classroom and look for and record examples of hunt. You might give them photographs, descriptions or the
wholes that have two or four equal parts. approximate location of the examples you have already identified,
or you might give them more freedom to find their own.
Whole class Front-of-class slides • Remind them that they need to be able to explain why their
example shows the fraction they claim it does.
• You may want to split this task into two lessons: a lesson of
hunting, and a lesson of showing, describing and discussing back Small groups/pairs
in the classroom.
• Tell children that they are going to go on a fraction hunt. To • Set children off on their fraction hunt with a way to record their
prepare them, show them some of your examples or photographs findings, e.g. blank whiteboard, checklist, camera, etc.
of what they might find. • During the hunt, take note of interesting examples they find, for
• Draw out the description of the halves or quarters of the whole-class sharing later.
examples, e.g. by splitting a leaf into two equal parts, or sharing
Whole class
the 12 petals of the flower into 4 groups of 3.
• Listen for the misconception that the halves or quarters have to • After the hunt, ask selected children to share their examples with
be the same shape and size (i.e. that they have to be congruent: the class.
for example, the 8 pebbles can be split into two groups of 4, but • Ask children if they agree, or if they want to challenge, that the
the pebbles in each group do not have to be identical): this will be examples represent the fractions as claimed.
explored in the next task. • The speaking frames on the slide might be useful for this.
• Draw out, or model if necessary, language to describe the part-
part-whole relationship, such as:
This is a representation of 12 because the leaf can be folded into
two equal parts. Each part is one half of the whole object.
This is a representation of 14 because the petals can be shared
into four equal groups. Each group has one quarter of all the
petals.

Learning task 1: Halves and quarters do not always Whole class Front-of-class slides
look the same
• Share selected examples with the class: some showing two
Children have identical squares of paper and divide each one into halves, and some non-examples that do not.
halves and quarters in different ways.
• Share any halving strategies you observed.
• Draw out why the non-examples are not correct representations.
Whole class
For the examples, ask: What is the same? What is different?
• Draw a square on the board and ask a child to show you exactly • Draw out that the examples look different but they all represent
half of it. the same fraction.
• It is likely that they will draw a line across or down through the • Show the class the slide with two examples on a grid.
centre of the square. What is the same? What is different?
• Prompt the child to shade or label one half. • Draw out that in both examples there are 8 yellow squares and 8
• Ask another child for a different way of showing half the square. blue squares.
• Ask for, and model if necessary, a non-example: a square cut by a • Listen for children saying: There are equal parts yellow and blue.
straight line but into two unequal parts. • Draw out that the yellow squares are half of all the squares in
• Draw out the difference between the examples and the ‘non- both examples, even though the yellow shape in the second
example’. example is not the same as the blue shape.
• Using squared paper cut out the shapes to show that they do not
Small groups/pairs
overlay exactly. Contrast with the first example.
• Give each pair some identical squares of papers and say:
Small groups/pairs
Draw a line on each square to show one half. Halve each square
differently. • Give each pair more identical squares, this time of squared paper,
• Take note of strategies you see children using, e.g. folding before showing 4 by 4 (16) or 6 by 6 (36) small squares.
drawing the line. Colour in two halves of each paper square so that each half looks
• Discuss with each pair how to justify that each part is a half. different.
Listen for, e.g. It is one piece out of two equal pieces. • Listen for children reasoning to justify that they have represented
two halves each time, e.g. counting 8 (or 18) squares in each part.

• Ask pairs who have made a few correct examples to represent two Assessment for learning
halves on a rectangular grid, e.g. 5 by 4 or 2 by 6. Then ask them
On track: Children show at least two divisions of a square into
to represent four quarters on a square grid. In each instance, the
equal-looking halves, and create at least two examples on a grid
fractional parts they represent should not be the same shape.
where the halves are not the same shape.
Whole class
Look and listen for: Children who say that two unequal parts
• Ask selected pairs to share, with their explanation, a
are actually halves.
representation of two halves on a square grid, two halves on a
rectangular grid or four quarters on a square grid.
If so: Children may not recall that the parts have to be
• Also show some non-examples, either that you have seen in the
equal, or they may not have the fine motor skills with a pen
class or that you have created.
to divide the square accurately. To ascertain which, show
them three squares, one that has been halved in a similar
way to theirs but accurately, one that has been divided in
GOING DEEPER Ask children to represent two halves or four
the same way but clearly inaccurately and one that has
quarters on a grid with an odd number of squares, e.g. 5 by 5 or 3
been divided into more than two parts. Ask What is the
by 7. Ask for a number sentence: 12 of __ is __ or 14 of ___ is ___.
same and what is different about all three?
Listen for, or question to draw out, language such as ‘equal

parts’. If children use this, ask them whether their own
representation has ‘equal parts’, and work out from their
response whether they intended it to have.

Learning task 2: Time for halves • Reinforce that the hour hand should be halfway between the
Children use a circle alongside the language of telling the time. stated hour and next hour.
Small groups/pairs Practice worksheet

Whole class
• Draw a large circle on the floor. Ask two children to stand together • Provide pairs with the worksheet of blank clock faces. Ask them
on the edge of the circle. to write a time of their choice, e.g. 7 o’clock or half past 5, and
represent this on a clock face.
• Ask one child to walk halfway round the circle from the other, and
to stop when they think they have done so. • Select some examples to share with the whole class.
• Ask the class if they agree with the stopping point. • Look out for, and share:
• Listen for their reasoning that the distance between the children ◦ the strategy of marking 12, 3, 6 then 9 before the other
is the same ‘on either side’. Model a ‘non-example’ with the numbers
children closer together, and draw out that ‘it is longer one way ◦ examples where the hands of the clock are not clearly
round than the other’. distinguished (e.g. very similar lengths)
• Write 12 where one child stands. ◦ examples of ‘half past’ times where the hour hand is pointing
• Ask what number should be where the other child stands: listen to the hour, and is not halfway between the current and next
out for 6, and children saying that the circle is like a clock. hour. Draw out how these should be improved.
• Write the numbers 1 to 5 and 7 to 11 around the circle, where
they would appear on a clock face. GOING DEEPER Get pairs to play a game. In turns, Player A
draws only the hour hand onto a clock (either pointing to a
• Ask a third child to choose a number and stand there.
number, or halfway between two numbers), and Player B adds the
• Ask a fourth child to use two sticks or garden canes (of different
minute hand correctly (either pointing to 12 or 6).
lengths) first to make the hands of a clock showing the o’clock
position and then the half past o’clock position, with the third
child’s chosen number being the hour.
Do the sticks correctly represent the hour and minute hands?
• Reinforce which is the longer hand on a standard clock.
• Summarize with a sentence frame:
When the tip of the minute hand goes halfway round the clock,
the time is half past __ o’clock.
Assessment for learning Bigger thinking for all: One whole, but how many
On track: Children draw and say that half past o’clock is halfway
different halves?
round a circle. Children choose half of a group of four different fruits, and try to
find all the different ways of doing so.
Look and listen for: Children who draw ‘half past’ times in Small groups/pairs
the ‘o’clock’ position.
• Give children four interlocking cubes or counters or similar small
objects, each one a different colour.
If so: Set up a time, e.g. 5 o’clock. Ask children to put a
• Tell children that the cubes represent four different fruits in a fruit
fingertip on the minute hand at 12 and slide it all the way
bowl: a green cube represents an apple, a yellow cube represents
round the clock (12 to 1 to 2, etc.) until they come back
a banana, and so on.
to 12. Ask what the time is now. Repeat twice more. Now
ask children to slide their fingertip halfway round from 12; • Ask them to agree with their partner which four different fruits
ask them to predict where their finger will stop. Reinforce their cubes represent.
that this time is, for example, half past 5 o’clock. Continue • Share a few examples, to ensure that all children understand
sliding round in ‘halfway’ intervals, drawing out from what to do.
children how we say the time: 5 o’clock, half past 5 o’clock, • Now say that you want them to choose half of the fruits.
6 o’clock, half past 6 o’clock. Ask what is the same and How many pieces of fruit is that?
what is different about the times: listen for children saying • Listen out for two pieces or two cubes and ask these children to
that their finger is in a different place for the different demonstrate that half of four pieces is two pieces.
times. • Now ask them to find out and record more than one way of
choosing two fruits from the four, e.g. I could choose the apple and
the pear, or I could choose the apple and the banana, and so on.
• A speaking frame may be helpful:
I could choose the ___ and the ___.
• Children can also, or instead, record using pictorial representations
of their choices.
• Look out for any strategies children use, especially those choosing
systematically. Share these strategies with the whole class.
Year 1 > Term 3 > Unit 19 > Fractions > Week 10
• Look out for children finding more than six ways of choosing two.
This is likely to be because they are counting, e.g. ‘apple, banana’
and ‘banana, apple’ as two distinct choices; draw out from them
why they should not do this.
Whole class
• Bring together and display selected examples showing the six

distinct ways of choosing two fruits from the four.
What is the same and what is different?
• Listen for:
◦ Each time there are two fruits chosen and two left in the
fruit bowl.
◦ The actual fruit chosen are different each time.
◦ The fraction of the whole they represent is the same each time.
• Draw out that the two ‘equal parts’ are the two chosen fruits and
the two left in the bowl. Discuss whether these parts are equal: in
size, in mass, in juiciness.
If not, should we still say that the fruit has been split into two
halves?
SUPPORT Structure children’s recording systematically: If I

choose the apple first, what then might I choose second?
DEEPEN Ask children to choose half of a group of six fruits, two

of which are identical and the other four are all different. Listen
out for discussions that, e.g. ‘Apple, banana, banana’ is the same
as ‘banana, apple, banana’ but not the same as ‘banana, apple,
mango’.
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Year 2

Multiplication Solve one-step problems involving multiplication and division,

Multiplication Solve one-step problems involving multiplication and division,

Week 1 overview Developing flexible counting and number ordering

7 AxisMaths Teacher Planner AxisMaths Teacher Planner 8

Whole class Assessment for learning

If so: Work with children in using the information that is

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Look and listen for: Children who count on or back in ones to

If so: Use the base-ten apparatus to add or subtract

Assessment for learning Learning task 4: Take five blocks

Additional practice worksheet

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• Give pairs a copy of the worksheet, two different coloured pencils

Week 2 overview Deepening addition and subtraction strategies

Deepening addition and subtraction strategies Sub-objectives

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What numbers are we adding? Learning task 1: Fishy problems 2

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flipchart or board. –10

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Small groups/pairs Practice worksheet Assessment for learning

If so: Ask children to use a bead string to model each of

Look at each picture card in turn. Could it be this one? Why?

(writing 14 below the relevant mark).

Small groups/pairs If so: Ask children to use concrete apparatus (e.g.

If so: Give children a series of examples where only 1

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• Give children the addition and subtraction calculation cards cut

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Week 8 overview Solving multiplication from arrays problems

Solving multiplication from arrays problems Sub-objectives

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Launch task: At the market • Leave these models on the desks.

• Give pairs a collection of play fruit and counters.

Learning task 1: Describing arrays Small groups/pairs IWB Tool

Assessment for learning Learning task 2: What is the same?

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• Now ask children to make a row of 2 counters. Once they have

DEEPEN Give pairs blank cards to draw their own arrays on to

Week 7 overview Solving multiplication problems using arrays

Solving multiplication problems using arrays Sub-objectives

Learning task 2: Quick glimpses • individual whiteboards and dry-wipe pens

Children try to work out the number in an array without

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GOING DEEPER Cover up one of the models with a sheet of

Look and listen for: Children counting the total number of

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Learning task 2: Quick glimpses • Record ‘2 groups of 5 = 10’ on the board.

• Repeat this for a 4 by 5 array (4 rows of 5 dots) and for a 5 by

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Small groups/pairs Assessment for learning

Now let us start with a column of counters. Put three

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Bigger thinking for all: How many numbers?