Maths Year 1 Spring Multiplication

Each unit has everything you need to teach a set of related skills and concepts. 'Teaching for Understanding' provides whole-class teaching and fully differentiated adult-led group activities. ‘Problem-solving and Reasoning’ develops these skills, and includes questions to enable you to assess mastery. Practice sheets ensure procedural fluency. Extra support activities enable targeted work with children who are well below ARE.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of associated documents. These bulk downloads are available to friends and School Subscribers. These bulk downloads are added value for Hamilton Friends and School Subscribers.

Unit 1 Even and odd numbers and doubles (suggested as 3 days)

Objectives

Even and odd numbers and doubles
Unit 1: ID# 1579

National Curriculum
Num (ii)
Mult (i)

Hamilton Objectives
2. Count in 2s.
13. Recognise doubles to double 5 and find related halves (half even numbers up to 10).
14. Solve simple problems involving multiplication/division, find answers with support using objects, pictorial representations or arrays.

Teaching and Group Activities for Understanding

Day 1 Teaching
Show children how to hold up their thumbs. Double 1 is 2. Then they hold up thumbs and 1 finger. Double 2 is 4. Continue like this to double 5 is 10. Explain that a double is adding a number to itself.
Group Activities
Use the ‘Sock doubles’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Find the doubles dominoes and record the double fact.
-- Play doubles bingo.

Day 2 Teaching
Say that Dad is preparing lunches for his twins. Everything must be halved. Find half of 6 tomatoes. It’s 3. Can we find half of 7 tomatoes? No, not without cutting one in half! Find other numbers up to 10 which can be halved.
Group Activities
-- Investigate which numbers of cubes are odd and even numbers.

Day 3 Teaching
Show a large 20-beaded line. Label 2, then 4, then 6. Show how we can hop along the line saying 2, 4, 6, 8, etc. These are the even numbers. Then repeat, but this time hopping along the line saying the odd numbers. These numbers cannot be shared.
Group Activities
-- Game of finding odd and even numbers on a number track.
-- Match up the socks to find the even numbers.

You Will Need

  • Flipchart, sets of dominoes and dice
  • Tomatoes or pictures of tomatoes on IWB
  • Cubes (multilink or unifix)
  • ‘Which numbers can be divided in two?’ sheet (see resources)
  • 1-10 (or 20) track (see resources)
  • Additional activity sheets (see resources)
  • 1-20 cards on washing line and pens (red and blue)
  • Pegs

Mental/Oral Maths Starters

Day 1
Count in 2s (pre-requisite skills)

Suggested for Day 2
Count to at least 20 (simmering skills)

Suggested for Day 3
Count to 100 (simmering skills)

Procedural Fluency

Day 1
Double numbers 1 to 10.

Day 2
Work out odd and even numbers 2 to 15.

Day 3
Recognise and order odd and even numbers 2 to 17.

Mastery: Reasoning and Problem-Solving

  • Draw arrows to match numbers on the left to their double on the right.
44
210
56
32
18
  • Write the missing numbers:
    2, 4, 6, ☐, ☐, ☐
    7, 9, 11, ☐, ☐, ☐
    26, 24, 22, ☐, ☐, ☐
    ☐, 19, ☐, 15, 13, ☐

In-depth investigation: Sock Doubles
Children double numbers 1 to 5 as part of a game, and find which answers from 1 to 10 are possible.

Unit 2 Counting in 2s; even/odd numbers (suggested as 3 days)

Objectives

Counting in 2s; even and odd numbers
Unit 2: ID# 1597

National Curriculum
Num (ii)
Mult (i)

Hamilton Objectives
2. Count in 2s.
14. Solve simple problems involving multiplication/division, find answers with support using objects, pictorial representations or arrays.

Teaching and Group Activities for Understanding

Day 1 Teaching
Tell children that you are going to do some special counting called ‘whisper counting’. Class in two teams who take turns to say the next number in the count. Team A starts saying ‘one’ in normal voices. Team B say ‘two’ but they whisper. Continue like this. The whispered numbers are even! Sit children in a circle with feet in the middle. Count shoes in 2s, moving around the circle. This saves us a lot of time, rather than counting each foot individually! We call it ‘clever counting’ (this is a term that you will revisit in Year 1, as a precursor to talking about times tables).
Group Activities
-- Count sets of 2s - two eyes, feet etc.
-- Count objects in pots in 2s; find pot that contains the most.

Day 2 Teaching
Place lots of socks on the floor; divide the flipchart into 2 columns labelled odd and even. Pick out 4 socks. Is 4 an odd or even number? Children discuss. Repeat for other numbers, showing how even numbers make pairs of socks and odd numbers have an odd sock! Can you predict where we will write 11? Why? What about 12? Write: Numbers ending in 0, 2, 4, 6, 8 are even. Numbers ending in 1, 3, 5, 7, 9 are odd. Using these patterns, you are going to sort some bigger numbers…
Group Activities
Use the ‘Odds and Evens’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities.
-- Sort numbers into odd and even numbers.
-- Work out odd and even numbers by pairs of socks.

Day 3 Teaching
Use two hoops to sort numbers 1-20 into even and odd. Repeat, sorting into greater than 10 and less than 10. We have sorted the same set of numbers, but in a different way.
Group Activities
-- Sort numbers in different ways.

You Will Need

  • Flipchart
  • Numbered pots with counting objects inside
  • Socks
  • Number cards 1 to 50 (see resources)
  • A large sheet of paper divided into two columns
  • ‘Odd and even numbers’ sheet (see resources)
  • Hoops

Mental/Oral Maths Starters

Suggested for Day 1
Count in 10s (simmering skills)

Suggested for Day 2
Count in 10s (simmering skills)

Suggested for Day 3
Whisper counting (simmering skills)

Procedural Fluency

Day 1
Count in 2s: How many eyes, shoes and gloves are in the pictures?

Day 2
Colour in odd numbered balloons.
Sort odd and even numbers into a table.

Day 3
Sort odd and even numbers into hoops.
Sort numbers into hoops using other properties.

Mastery: Reasoning and Problem-Solving

  • True or false?
    An even number is always followed by an odd number.
    One more than an odd number is an even number.
    2 less than an even number is another even number.
  • Who has an odd number of socks?
    Sam: 20 socks
    Ann: 17 socks
    Amit: 16 socks
    Bella: 10 socks
    Chaz: 7 socks
  • Tick each even number. Put a cross by each odd number.
10244
311318
  • Tina starts counting in 2s from 7. Will she say 51? Will she say 34? Explain your ideas.

In-depth investigation: Odds and Evens
Children use number shapes to find totals of odd and even numbers, to see if they can find any rules.

Extra Support

Snap Maths
Finding doubles from double 1 to double 6

Unit 3 Doubling and halving (suggested as 2 days)

Objectives

Doubling and halving
Unit 3: ID# 1607

National Curriculum
Fr (i) (ii)

Hamilton Objectives
13. Recognise doubles to double 6 and find related halves (half even numbers up to 12).
14. Solve simple problems involving multiplication/division, find answers with support using objects, pictorial representations or arrays.

Teaching and Group Activities for Understanding

Day 1 Teaching
Show children 2 sweets. What is double this number of sweets? Model by bringing out another 2 sweets. Remind children that when we double a number, we add that amount again, e.g. 2 doubled is 2+2=4, 3 doubled is 3+3=6 etc. Repeat with other numbers of sweets.
Group Activities
-- Pick a number card and work out double that number.
-- Count a handful of cubes and find double that number.

Day 2 Teaching
Give children 1 min to write the digits that even numbers end in: 0, 2, 4, 6, 8. How about odd numbers? 1, 3, 5, 7, 9. Remind children that we double odd and even numbers but when we halve it gets tricky if the number is odd. Show how we can halve 12 three times to end up with 1½ sweets.
Group Activities
-- Systematically find halves of numbers to 30.
-- Describe patterns; make generalisations.

You Will Need

  • Sweets, whiteboards and pens
  • ‘Doubles’ sheet (see resources)
  • Cubes
  • Number cards 1-30
  • Sticky notes
  • ‘Halve’ sheet (see resources)
  • Base-10 equipment or number shapes

Mental/Oral Maths Starters

Suggested for Day 1
Whisper counting (simmering skills)

Suggested for Day 2
Count in 10s (simmering skills)

Procedural Fluency

Day 1
Double numbers 6 to 11.
Double numbers 13 to 19.

Day 2
Halve 2 to 12.
Help Mrs White halve the number of cakes she has made, numbers 6 to 20.

Mastery: Reasoning and Problem-Solving

  • Draw lines from each double to its matching half.

46
1210
162
88
203
144
67
  • How many times can we halve 24 biscuits before we have to break a biscuit in half to share it equally?
  • Harry says that he always gets the bigger half of pudding than his sister. Is he correct?

In-depth investigation
Complete whole class investigative activity for Day 2.

Extra Support

Squabbling Squirrels
Halving even numbers up to 12