# We can do Maths 4

Multiplying and Dividing can be fun too.

This week we are going to start our journey into the wonderful world of multiplying and division. This is a very big step for someone who struggles with maths and has no confidence in their own abilities.

For that reason - we are going to take the first couple of days very slowly and make it as much fun as possible. First a review of last weeks work.

**Last weeks review.**

__Money__

This was very difficult.

We spent a lot of time the first 2 days counting money. He forgets very easily the value of the coins - this is going to need a lot more work before he is secure with this.

Once reminded of the coins value he was very able to count up in 2's, 5's and 10's. We even, with a bit of practise, managed to count up in 20's.

The drawing of the pound symbol is a bit of a wobble.

**We are going to make a maths poster this week showing all the symbols we know so far. He can do this with paints or tissue and glue. They effect should be good and he will enjoy doing this. Will post picture next week if finished.**

This task went well as we made it into a game. We just kept putting different amounts on each side and tried to find the correct symbol for the middle.

Playing shops was great fun but Tiny found the giving change a little difficult so his task was to find the correct amount.

The problem solving he really enjoyed.

## 1p - 2p - 5p - 10p - 20p ** Take 3 coins. You can use the coins more than once.**

**What totals could you make?**

**What is the lowest total you could make?**

**What is the greatest total you could make?**

**Write down all your answers.**

## Money Problems - Notes

We made some simple 5 - 10 - and 20 pound notes out of coloured paper and put the numeral on each to remind us what they represented.

Now for some problem solving.

Talk about this problem or one like it.

Why would I say that I think its £13?

We did this one together. Then we went on to lay some different amounts of coins down.

I ask the true false questions and he tried to work out the answer.

£2 - £4 - £6 - £7 - £8 £10

Show the mistake using £2 coins This went well and did more work with 5's

We did some simple worksheets adding coins to jars to make the correct amount. This was very hard for him to do and he lost interest very quickly.

He started to feel that he could not do it - so we did not continue for too long on this.

We have had a lot of fun with money last week, but the week has not been easy for Tiny.

Playing with number.

Use 3 blank cards or 3 post-it notes and write 6 - 7 - 8 on each of them.

Now ask them to put the cards into a number sentence including one ten's number and one units number.

e.g. 67 + 8 = or 86 + 7 =

How many different number sentences can they make?

How many different totals did they find?

What was the largest total?

What was the smallest total?

Can they talk about their answers? Did they find any kind of pattern?

Tiny loved this. We will be doing this again with different numbers this week

__Multiplication and Division__

We are going to start really easy this week with some visual images drawn in his maths book.

I started by drawing these problems in his book plus two more slightly harder. I'm hoping that these will be very simple for Tiny and he will remember from doing this kind of problem before. This is more of a confidence booster than anything else.

Draw some groups in their books. Make them as easy or as hard as you want but remember you are trying to boost their confidence.

Numicon play

Lay out 3 Numicon tiles ( It doesn't really matter what ones you choose I'm starting with fives because I know he can count well in groups of five.)

Ask how many more do you need to show 7 groups of five?

Now write:

5+5+5+5+5+5+5=

Talk about another way of writing this down that is a lot shorter.

Ask if he can think of what that way might be.

7 X 5 =

Play this game a few more times changing the numbers each time.

Reinforce the fact that multiplying is the same as repeated addition.

Use these symbols to make these statements correct.

3 X 5 ____ 5 + 5 + 5 + 5

2 X 2 ____ 2 + 2

Write as many of these type of problems.. I will encourage Tiny to put the answer to each side of the equation on the side of the page so that he can compare.

Using Arrays

Using arrays allows children to explore the commutative relationship between multiplication facts - i.e. 5 X 2 = 2 X 5

Talk about arrays they might find all around them (egg boxes, doughnut boxes, muffin cake trays etc.)

Now for some array challenges... ( I use Twinkl to print out some challenges but they are easy to draw in the book yourself ).

Pose as many challenges as you want. I will be be giving Tiny about 5 plus challenges.

The challenges are pictures of arrays (for instance it could be 10 stamps in a row, and 6 rows). Using this images work out what the number sentence will be - 10 X 6 =

Now make an array town. Tiny has done this before, but he loved doing it so we will be doing it again with more emphases on harder arrays.

You will get the ideas from this picture I found on the internet. Don't forget to put the maths sentence at the bottom (i.e. the first one in this picture would be

4 X 3 = 12 or 3 X 4 = 12

**Problem Solving**

**Problem Solving**

## (Draw an image and write a calculation to represent the problem)

1. With ten cubes how many arrays can you make?

2. There are 3 dolls in each basket. There are four baskets.

How many dolls are there all together?

3. There are 5 children sitting down for tea. They all have 3 sandwiches each. How many cakes did they eat altogether?

https://nrich.maths.org/14052

Birthday problems on the NRich site. Good and fun to do.

Write these down as multiplications

3 + 3 + 3 + 3 + 3 + 3 + 3 =

2 + 2 + ...........etc.

Ask questions like 'How many petals altogether?'

'If there were 30 petals, how many flowers would there be?

There are 35 fingers. How many hands?

Write and draw the calculations.

__Sharing is Caring__

__Sharing is Caring__

### Tiny needs to be able to make equal groups using one to one correspondence. First in practical contexts and then pictorially.

### Now is the time to introduce the division symbol.

### This is the kinds of things we will be talking about: How many do you have to start? How many equal groups are you sharing between? How many are in each group? etc.

### Can You share 12 cubes into 3 groups?

### How many do you have in each group?

### Draw what you have just done.

Continue with sharing problems and discuss them being related to multiplying.

Have fun with numbers, counters, objects, cakes and chocolate this week.

Whatever you can share (divide) is good. Even dividing up the dinner into equal portions is great for the concept of sharing.