Plan: Abacus Year 2 Term: Summer 2 Week: 2
Class: SEN GROUP
Date: 15/06/15 School Name: Windmill Primary School Teacher: Rachel Gomersall
Strands: Mental multiplication and division (MMD); Problem solving, reasoning and algebra (PRA)
Week summary: Count in 3s, recognising numbers in the 3 times-table; write multiplications to go with arrays and use arrays to solve multiplication problems; understand
that multiplication is commutative and that division and multiplication are inverse operations; solve divisions as multiplications with a missing number; count in 2s, 3s, 5s and
10s to solve divisions and solve division problems in contexts
1
Main Focus
Starter
Teaching Summary
Task Descriptions
Count in 3s, begin to
recognise numbers in the 3
times-table
ST 2.27.1 Count in 10s from
0–100 using Counting stick
tool 2.27.1 with only the
ends and midpoint labelled.
Ask some ×10 facts.

Core: GP.C 2.27.1 Children work
through questions 1–6 of GP 2.27.1
ʻCounting in 3sʼ. Use beaded lines
(Resource sheet 290) if necessary.
Support: (T) Gui 2.27.1 Children
make ten towers of 3, count and
record the multiplication sentences.
Chant the facts and test each other.
Extend: GP.E 2.27.1 Children work
through questions 1−9 of GP 2.27.1
ʻCounting in 3sʼ.
Outcomes
Children can:
Ask children what numbers they can
count in and relate to the two and
 begin to count in
five times tables. Explain that they
3s.
will learn how to count in 3s.
 begin to solve
 Tell children that Jamal the
multiplications in
kangaroo is going to help them
3 times-table by
count in 3s on the 0−30 number line
counting in 3s.
on Number line tool 2.27.1. Ask one
child to draw the hops while other
children check. Circle the multiples
of 3 and discuss patterns.
 Count in 3s without using the
number line. Show the line and as
questions about where Jamal will be
after a certain number of jumps.
Write the number sentences.
 How many jumps will Jamal need to
reach 12? 18? Write number
sentences with a hole.
Objectives: MMD.29 Count in 3s; MMD.30 Recall multiplication and division facts for the ×3 table
Key Vocabulary: tens; twos; fives; threes; multiple; pattern; times; multiply
Physical Resources: bead strings; counting stick; cubes; Photocopiables: Resource sheet 290; Digital Resources: Counting stick tool 2.27.1; GP 2.27.1; Lesson: Year 2
Lesson 131; Number line tool 2.27.1
ST 2.27.2 Count through the  Ask children how many stars are in
Core: (T) Gui 2.27.2 As a group,
2 Write multiplications to go
Children can:
with arrays and understand
5 times-table, asking 5
make a poster with an array for each  understand the ×
the array on Multiplication and
that multiplication is
children to show a hand with
multiple of 3 to 30, with the
division modeller tool 2.27.2. Ask if
sign.
commutative
each count. Take a number
multiplications by the side. Cover
there is an easy way of counting
 begin to know the
card (Resource sheets 77–
first and last numbers in the
them. Write the multiplication
3 times-table.
85 and 107), children work
sentence and test each other.
sentence.

begin to see that
out the number of 5s, check
Abacus Plan © Pearson 2017
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
Core: Y2 TB p22
multiplication is
Children predict how the number
commutative.
sentence will change when the array Support: Y2 WB3 p29
is rotated. Write and emphasise that Extend: IP 2.27.2 Children take two
the answer is the same. Repeat with 2−10 cards (Resource sheet 2) and
a 3 × 10 array.
make a solid array using cubes.
 Write a multiplication sentence in
They write the two matching
the 5 times-table (6 × 5) and ask a
multiplications. Repeat.
child to draw an array. Show how it
can be rotated. Repeat for 6 × 2.
 Show a 4 × 3 array. In pairs,
children write the two
multiplications. Repeat with 4 × 5.
Objectives: MMD.23 Multiply using arrays and friendly numbers; MMD.31 Understand that multiplication is commutative and use it in mental calculations
Key Vocabulary: array; multiply; lots of; equal; multiplication
Physical Resources: interlocking cubes; large piece of paper; stickers or chunky felt tip pens; sticky notes; whiteboards; Y2 Textbook; Photocopiables: Resource sheet 2;
Resource sheet 77; Resource sheet 78; Resource sheet 79; Resource sheet 80; Resource sheet 81; Resource sheet 82; Resource sheet 83; Resource sheet 84; Resource
sheet 85; Resource sheet 107; Digital Resources: Lesson: Year 2 Lesson 132; Multiplication and division modeller tool 2.27.2
ST 2.27.5 Count in 3s to 30
Core: Y2 WB3 p33
3 Count in 2s, 3s, 5s and 10s
Children can:
 Work out how many Pentamons
to solve divisions; understand on Counting stick tool 2.27.5.
have gone swimming if there are 35 Support: Y2 WB3 p32
 record and solve
that division and
Repeat, chanting the 3
shoes in the changing room (Screen Extend: (T) Gui 2.27.5 In pairs,
divisions
multiplication are inverse
times-table. Repeat,
2.27.5). Write ☐ × 5 = 35 and 35 ÷ 5 children investigate which numbers
 recognise that
operations; solve division
stopping to ask questions,
= ☐ . Work out the answer together
of monsters 1−30 can be divided into
multiplication and
such as: How many threes
problems in contexts.
and complete the sentences.
teams of 2, 3, 5 or 10. Record results
division are
are in thirty?
 Repeat for the Triomons' (3-legged
on Resource sheet 794. Predict and
related
monsters) shoes. Write ☐ × 3 = 18
discuss.
 solve division
and 18 ÷ 3 = ☐ .
problems in
 Ask 9 children to pretend to be
contexts.
monsters and to try to get into equal
teams of 2, 3, then 5. Discuss which
team size works. Write the division
and corresponding multiplication.
Repeat with 15 children acting as
monsters.
Objectives: MMD.20 Recall multiplication and division facts for the ×10 table; MMD.26 Count in 2s and recall multiplication and division facts for the ×2 table; MMD.27
Count in 5s and recall multiplication and division facts for the ×5 table; MMD.30 Recall multiplication and division facts for the ×3 table; MMD.37 Understand division as the
inverse of multiplication; PRA.36 Solve missing number multiplications (×2, ×5 and ×10 tables); PRA.37 Solve simple multiplication and division problems in contexts.
Key Vocabulary: multiplication; division; divided by; multiplied by; how many; equal
Physical Resources: counting stick; Y2 Workbook 3; Photocopiables: Resource sheet 794; Digital Resources: Counting stick tool 2.27.5; Lesson: Year 2 Lesson 135;
using hands. Repeat.
Abacus Plan © Pearson 2017
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To revert to the original Word files, re-download them from ActiveLearn Primary.
Screen 2.27.5
Core: (T) PSR.C 2.27.3 Children
Ask children to describe the patterns of
Children can:
the plants on Screen 2.27.3 and record
investigate which numbers of cubes
 write
5 × 10 = 50 . If she sells three bunches
can be made into rectangles, starting
multiplication
of ten plants, how many would this be?
with 1−20 cubes, then 21−25 cubes.
sentences to
Write the number sentence. Work out
Record partner multiplications for
match arrays
how many bunches she could make with each array.
 begin to see
70 plants. Write a number sentence with Support: (T) PSR.S 2.27.3 Children
that
a hole then fill in.
investigate whether 8, 9, 10 or 12
multiplication
cubes can be made into rectangles.
 Look at the array of cabbages on
is
Record partner multiplications for
the next slide. Write the number
commutative
each array.
sentence and rotate the array.
 use arrays to
Children write the matching
Extend: (T) PSR.E 2.27.3 Children
solve
sentence. Children write both
OBSERVED LESSON
investigate which numbers of cubes
multiplication
multiplications sentences for the
can be made into rectangles, starting
problems.
array on the third slide.
with 1−20 cubes, then 21−36 cubes
(in pairs). Record partner
 Write 3 × 5 = ☐ . Children draw the
multiplications for each array. Which
array, rotate, and write the partner
odd numbers can be arranged into
multiplication. Repeat for 8 × 3.
rectangles?
 Write a missing number sentence
for the array on the next slide.
Children complete.
Discuss how children can use the
array on slide 5 to work out an
answer for times tables that they
don't know.
Objectives: MMD.23 Multiply using arrays and friendly numbers; MMD.29 Count in 3s; MMD.30 Recall multiplication and division facts for the ×3 table; MMD.31
Understand that multiplication is commutative and use it in mental calculations; PRA.33 Solve multiplication and division problems using arrays, repeated addition and
mental methods.
Key Vocabulary: array; multiply; equals; multiplication; commutative.
Physical Resources: cubes; large 2p replica coins; pegs; washing line; whiteboards; Photocopiables: Resource sheet 77; Resource sheet 78; Resource sheet 79;
Resource sheet 80; Resource sheet 81; Resource sheet 82; Resource sheet 83; Resource sheet 84; Resource sheet 85; Resource sheet 107; Digital Resources: Lesson:
Year 2 Lesson 133; Screen 2.27.3
5 NO GROUP

4
Write multiplications to go
with arrays and use arrays to
solve multiplication problems,
and understand that
multiplication is commutative
and that division is the
inverse of multiplication
ST 2.27.3 Chant the 2 timestable pointing to a line of 2p
coins. Take a number card
(Resource sheets 77−85 and
107), children find the
number of 2p coins and write
the total. Check on line.
Repeat
Abacus Plan © Pearson 2017
Pearson is not responsible for the quality, accuracy or fitness for purpose of the materials contained in the Word files once edited.
To revert to the original Word files, re-download them from ActiveLearn Primary.
Suggested homework
Activity
Balloon Pop
2.27a
Description
Support: Solve missing number multiplications from the 2, 5 and 10 times-tables up to the 6th multiple, e.g. 2 × 5 = ?;
3 × ? = 6. This is suggested for use in Year 2 Week 27, and focuses on teaching from Lesson 135.
Linked resources
There are no linked resources for
this homework
Balloon Pop
2.27b
Core: Solve missing number multiplications up to the 12th multiple, by counting up in steps of 2, 5 and 10, e.g. ? × 5 =
20. This is suggested for use in Year 2 Week 27, and focuses on teaching from Lesson 135.
There are no linked resources for
this homework
Balloon Pop
2.27c
Extend: Solve missing number multiplications by counting up in steps of 2, 3, 5 or 10, e.g. ? × 3 = 24. This is
suggested for use in Year 2 Week 27, and focuses on teaching from Lesson 135.
There are no linked resources for
this homework
Abacus Plan © Pearson 2017
Pearson is not responsible for the quality, accuracy or fitness for purpose of the materials contained in the Word files once edited.
To revert to the original Word files, re-download them from ActiveLearn Primary.