Y2 A2 Mathematics therapy

Commissioned by The PiXL Club Ltd.November 2019

© Copyright The PiXL Club Limited, 2018

This resource is strictly for the use of The PiXL Club Ltd member schools during the life of the membership only. It may

NOT be copied, sold, or transferred or made available by whatever means to a third party non-member during or after

membership. Until such time it may be freely used within the PiXL member school by their teachers and authorized staff

and any other use or sale thereof is strictly prohibited.

All opinions and contributions are those of the authors. The contents of this resource are not connected with, or endorsed

by, any other company, organisation or institution. Images from getty.co.uk unless otherwise stated.

PiXL Club Ltd endeavour to trace and contact copyright owners. If there are any inadvertent omissions or errors in the

acknowledgements or usage, this is unintended and PiXL will remedy these on written notification.

Y2 A2 M3c Can solve problems involving multiplication using concrete objects or pictorial

representations

= Teacher Notes

Teacher Information

The A2 version of this therapy is intended to support teachers in ensuring that a pupil is secure within the Expected Standard for Year 2, as well as providing additional challenge (Think It) to move pupils towards Above Expected standard.

The component parts are:

• Expected standard therapy

• Expected standard Show Me tasks

• Think It questions

• Above Expected Show Me tasks (within this therapy)

• Above Expected therapy test (separate resource)

How to use this resource

The A2 resources are flexible in their use. However, some suggestions are:

a) If needed, the Expected Standard therapy could be delivered, followed by the Show Me tasks. If a pupil demonstrates security, they could move on to the Think It section in the next session.

b) Deliver only the Expected Standard Show Me tasks to check on security then move straight on to the Think It section (should pupils be able to perform the taught skill independently and consistently).

c) Should there already be sufficient evidence of security within the Expected Standard, it may be appropriate to move straight to the Think It section.

Teacher information

To make the most of this therapy please have some practical resources available to allow the children to practise their skills. This could include: number lines, counters, base ten equipment, Numicon and multilink cubes.

Solving multiplication problems

Once we know how to calculate multiplication statements we can practise and use our multiplication skills to solve problems.

For example: Year 2 are making flowers. They need to have 5 petals to make each flower. How many petals do they need to

make 6 flowers?

Solving multiplication problems

Read the problem a few times to make sure you understand it. Then underline the numbers and

important information.

For example: Year 2 are making flowers. They need to have 5 petals to make each flower. How many petals do they need to

make 6 flowers?

I know this part is important as it tells me

what to do. I need to find how many.

The numbers tell me my number sentence.

6 x 5 =

Solving multiplication problems

Once you have your number sentence you choose your favourite method to solve it.

6 x 5 = ?

I arranged them in an order to make it easier to

count.6 x 5 = 30

Practise

Year 2 need to have 10 buttons to make each flower. How many buttons do they need to make

6 flowers?

I used some base ten equipment to help solve

the problem.6 x 10 = 60

Do you understand the problem?

Have you underlined the numbers and important information?

Write the number sentence to solve the problem.

Solving multiplication problems

Farmer Bill planted 2 rows of 12 carrots. How many carrots will he have altogether?

You can also draw the problem to help you solve it.

My drawing looks like an array so I can see the number sentence will be 12 x 2 = ?

Practise

Farmer Bill planted 4 rows of 5 lettuces. How many lettuces will he have altogether?

Do you understand the problem?Have you underlined the important information?

Can you draw this problem?Did that help you find the number sentence?

4 x 5 = 20

Solving multiplication problems

Farmer Bill planted 3 rows of 10 cauliflowers. How many cauliflowers will he have altogether?

3 x 10 = 30He has 30 cauliflowers.

You can also use objects such as counters or cubes to help you solve the problem.

Hazma picks up 8 toffee apples for her friends. They cost £2 each. How much money does she need to pay

for them?

8 x 2 = 16 £16

Even though the problem involves a

measure, the steps to solve the problem do

not change.

Solving multiplication problems

Practise

Manu was making pancakes. In each batch he uses 10g of butter. On Pancake Day he made 5 batches of pancakes. How many grams of butter does he need?

5 x 10 = 50He needs to use 50g of butter.

Solving multiplication problems

Sometimes we have to dig a little deeper to find information. We know the tickets cost £5 but it did not give us the number of people. We had to work that out by counting the names in

the problem: Tom, Paulo, Sandeep and Viktor = 4 people.4 x 5 =

Tom, Paulo, Sandeep and Viktor were picked to have a tour of the stadium. They each had to pay £5 for

bus fare. How much did the bus trip cost them?

X X X X X X X X X X X X X X XX X X X X

20. It cost them £20

Practise

Cheerleaders Amy, Louise, Hana, Kacey, Mya, Rutendo and Bryoné each needed 2 pompoms for their outfits. How many pompoms are needed in

total?

7 x 2 = 14They need 14 pompoms.

X X X XX X

X X X XX XX X

Teacher information

Show Me Tasks

Once the therapy has been delivered you can use Show Me Tasks to demonstrate that the skill is now secure. They are not intended to be completed all at once and ideally should be done in intervals of a few days after the therapy has been delivered. The challenge in the tasks is progressive.

Show Me Tasks

Can solve problems involving multiplication using concrete objects or pictorial

representationsCommissioned by The PiXL Club Ltd.

February 2018

This resource is strictly for the use of member schools for as long as they remain members of

The PiXL Club. It may not be copied, sold nor transferred to a third party or used by the

school after membership ceases. Until such time it may be freely used within the member

school. All opinions and contributions are those of the authors. The contents of this resource

are not connected with nor endorsed by any other company, organisation or institution.

© Copyright The PiXL Club Limited, 2018

7 children raised £10 each on a sponsored run. How much money

did they raise altogether?

Carl spends £6 on balls for his friends. He gets them all the

same thing. How many friends might he have?

£1 £3 £2

Is there only one possible solution?

Write a multiplication problem for the picture below.

Teacher Guidance

The intention of the Think It section of this resource is to provide greater challenge for pupils who have demonstrated security within the Expected Standard. It is suggested that the Think It questions are best delivered as part of a guided group. In this way, pupils’ verbalisation of their reasoning and mathematical processes can provide valuable assessment information, as well as providing a context for probing questions and additional challenge.

Teacher Guidance

Having worked on the Think It questions, the expectation is the pupil completes the two Show Me tasks independently. The additional A2 therapy test (separate to this resource) is intended to provide a bridge to the Year 3 therapy test format and move pupils towards greater independence.

Additional PiXL resources designed to demonstrate a deeper understanding within subjects are:

The PiXL Progression LaddersThe PiXL Knowledge Mats – Think It

Would you rather have 4 boxes with 10 bouncy balls in them or 5 boxes with 9 bouncy balls in them? Explain your reasoning.

Use practical resources to support finding the solution.

Using practical equipment, can you demonstrate whether the following are true or false? The first one

has been done for you.

3 x 4 = 4 x 3 = true

12 = 123 x 4 = 6 x 2

3 x 4 = 2 x 6

What did you notice? Can you explain why that is?

A group of 6 children have 20 minutes left at the fairground. They have three different activities that they want to do. Which

should they choose? Explain your reasoning.

Use practical resources to support finding the solution.

5 minutes 1 child at a time

4 minutes 6 children at a time

5 minutes 2 children at a time

Can you write four different multiplications that make the same

total as the opposite side? Use practical equipment to explore some

possibilities.

8 x 3 = ________

8 x 3 = ________

8 x 3 = ________

8 x 3 = ________

Show Me TasksY2 A2 M3c Can solve problems involving multiplication using concrete

objects or pictorial representations

Class 2G are helping to put cards into envelopes. Kamil wants the least amount of envelopes. Josh wants the most. Which box of envelopes should they each select?

Explain your reasoning.

A3 boxes of 5

B2 boxes of 10

C4 boxes of 3