Multiplication and division: practical problems
Year 1 Summer 12
Share up to 20 objects into two equal groups in a context
Previous learning
Core for Year 1
Extension
Understand and use these words:
Understand and use these words:
Understand, use and begin to read these words
halve, share equally, …
lots of, groups of, share equally, …
lots of, groups of, times, multiply, share equally, divide,
remainder, …
and understand the × and ÷ signs.
Understand the idea of sharing equally: we know how many
groups there are and want to find out how many there are in
each group, e.g.
Understand division as grouping, or repeated subtraction: we
know how many there are in each group and want to find out
how many groups there are, e.g.
• 6 apples are shared equally between 2 children.
How many apples does each child get?
• There are 6 apples in a box.
How many packs of 2 apples can you make?
Record … × 2 = 6, saying ‘How many 2s make 6?
Solve problems involving halving or sharing equally in
everyday life in the classroom, or in role play, e.g.
Share objects into two equal groups in a context, e.g.
Find how many groups there are in a context, e.g.
• Put these socks in two equal piles.
• How many pairs of socks are there?
• Share out these cakes fairly among the group.
How shall we do it?
• Put half of: the sheep in the field… cars in the garage…
dinosaurs in the forest… animals in the ark…
by sharing them out ‘one for you’ and ‘one for you’.
• How should we plant the daffodil bulbs in these two pots?
Is there a way of doing it so that each pot has the same
number of bulbs?
How many socks are there in each pile?
How many twos make 16?
Record half of 16 = 8
Record 16 ÷ 2 = 8
• The school tuck shop has 18 apples.
Red class and Blue class each want some apples.
How many apples should each class get if the apples are
shared fairly between them?
© 1 | Year 1 | Summer TS12 | Multiplication and division: practical problems
• The school tuck shop has 18 apples.
How many children can have 2 apples each?
Examples adapted from the Framework for teaching mathematics from Reception to Year 6, 1999
Use counting in 2s, 5s or 10s to solve a practical problem involving repeated addition
Previous learning
Core for Year 1
Extension
Solve problems involving repeated addition, halving or
doubling in everyday life in the classroom, or in role play, e.g.
Use counting in 2s, 5s or 10s to solve a practical problem
involving repeated addition, or halving or doubling, e.g.
Solve one- and two-step word problems involving
multiplication or division of numbers, money or measures,
choosing appropriate calculations and showing working, e.g.
Practical problems
One step practical problems
One step problems
• How many slices of bread do we need to make 4 whole
sandwiches for the ‘café’?
• There are 10 crayons in each box.
• There are 2 apples in each pack.
Rick buys 7 packs of apples.
How many apples does he buy?
• How many wheels do we need for these three Lego cars?
• Share these 10 crayons fairly between two children.
How many crayons will each child get?
• Pick out all the double dominoes.
How many spots are there altogether on ‘double 4’?
How many crayons are there altogether?
Record 5 lots of 10 crayons are 50 crayons.
• Leroy has eleven 2p coins.
How much money does he have altogether?
• Sienna puts these coins in a box.
• In this game your score is double the number you roll on
the dice. What is your score when you roll 3?
• There are 6 tarts in the tine.
Fill half with strawberry jam and half with lemon curd.
How many tarts are filled with lemon curd?
• How many eggs are in the box? Take half of them out.
How many did you take out? How many are left?
• Anna has 45 pencils.
She puts 5 pencils in each party bag.
How many bags does she put pencils in?
Problems with more than one step
How much does she put in the box altogether? Record 6
lots of 5p are 30p.
• There are 7 cages, with 2 rabbits in each cage.
How many rabbits altogether?
• A pencil costs 10p.
Amy has 54p. She buys as many pencils as she can.
How much money will she have left?
• Liam and Thomas share this money equally.
• A full jug hold 5 cups of water.
How many cups of water do 4 full jugs hold?
Problems with more than one step
• A chew costs 2p.
Sam buys 6 chews.
How much change does he get from 20p?
How much do they each get?
• There are 12 cakes in a box.
Half of the cakes have been eaten.
How many cakes are left?
© 2 | Year 1 | Summer TS12 | Multiplication and division: practical problems
Examples adapted from the Framework for teaching mathematics from Reception to Year 6, 1999