Year 2 The 5 Times Table Reasoning And Problem Solving
Reasoning and Problem SolvingStep 8: The 5 Times TableNational Curriculum Objectives:Mathematics Year 2: (2C6) Recall and use multiplication and division facts for the 2, 5 and10 multiplication tables, including recognising odd and even numbersMathematics Year 2: (2C7) Calculate mathematical statements for multiplication anddivision within the multiplication tables and write them using the multiplication ( ), division( ) and equals ( ) signsDifferentiation:Questions 1, 4 and 7 (Problem Solving)Developing Use the cards to complete the calculation and identify the card which cannotbe used. Uses knowledge of the 5 times tables and includes number track as support.Expected Use the cards to complete the calculation and identify the card which cannotbe used. Uses knowledge of the 5 times tables.Greater Depth Use the cards to complete the calculation and identify the card whichcannot be used. Uses knowledge of the 5 times tables and related multiplication facts.Questions 2, 5 and 8 (Reasoning)Developing Solve a word problem and explain the answer. Uses knowledge of the 5 timestables and includes pictorial and number track as support.Expected Solve a word problem and explain the answer. Uses knowledge of the 5 timestables.Greater Depth Solve a word problem and explain the answer. Uses knowledge of the 5times tables and related multiplication facts.Questions 3, 6 and 9 (Problem Solving)Developing Find all possibilities using the given clues. Uses knowledge of the 5 times tablesand includes number track as support.Expected Find all possibilities using the given clues. Uses knowledge of the 5 times tables.Greater Depth Find 3 possibilities using the given clues. Uses knowledge of the 5 timestables and related multiplication facts.More Year 2 Multiplication and Division resources.Did you like this resource? Don’t forget to review it on our website. Classroom Secrets Limited 2018classroomsecrets.co.ukReasoning and Problem Solving – The 5 Times Table – Teaching Information
The 5 Times TableThe 5 Times Table1a. Fill in the missing boxes using the digitcards. Use the number track to help you.1b. Fill in the missing boxes using the digitcards. Use the number track to help you.5 10 15 20 25 30 35 40 45 50 55 605 10 15 20 25 30 35 40 45 50 55 60310x1515545 xWhich card cannot be used?D2555930 Which card cannot be used?PS2a. Seth is baking cookies for 5 of hisfriends.DPS2b. Tia is sharing marbles out between 7on her friends.5 10 15 20 25 30 35 40 45 50 55 605 10 15 20 25 30 35 40 45 50 55 60He wants to bake them 5 cookies each.She wants to give them 5 marbles each.How many cookies does he need tobake? Explain your answer.How many marbles must Tia have toshare out? Explain your answer.DR3a. I am thinking of a number in the 5times tables.DR3b. I am thinking of a number in the 5times tables.5 10 15 20 25 30 35 40 45 50 55 605 10 15 20 25 30 35 40 45 50 55 60I multiplied 5 by a number that is biggerthan 5 but smaller than 9.I multiplied 5 by a number that is biggerthan 2 but smaller than 6.The second digit is a 0.The second digit is a 5.What could my number be?Write down all the possibilities.What could my number be?Write down all the possibilities.DPS Classroom Secrets Limited 2018Dclassroomsecrets.co.ukReasoning and Problem Solving – The 5 Times Table – Year 2 DevelopingPS
The 5 Times TableThe 5 Times Table4a. Fill in the missing boxes using the digitcards below.4b. Fill in the missing boxes using the digitcards below.987x5453550 xWhich card cannot be used?E551051260 Which card cannot be used?PSEPS5a. Danny is planting seeds to growflowers.5b. Lisa is sharing out the glue sticks in herclassroom.He wants to plant 8 seeds into 5 flowerboxes.There are 6 tables and each table needs5 glue sticks.How many seeds with does Danny need?Explain your answer.How many glue sticks will Lisa need?Explain your answer.ERE6a. I am thinking of a number in the 5times tables.6b. I am thinking of a number in the 5times tables.I multiplied 5 by a number that is biggerthan 3 but smaller than 7.I multiplied 5 by a number that is biggerthan 7 but smaller than 11.What could my number be?Write down all the possibilities.What could my number be?Write down all the possibilities.EPS Classroom Secrets Limited 2018Eclassroomsecrets.co.ukReasoning and Problem Solving – The 5 Times Table – Year 2 ExpectedRPS
The 5 Times TableThe 5 Times Table7a. Using the calculation 3 x 5 15,create related multiplications using thedigit cards below.645x125607b. Using the calculation 4 x 5 20,create related multiplications using thedigit cards below.308 xWhich card cannot be used?GD804051612 Which card cannot be used?PSGDPS8a. Bella has pack of 90 chocolate chipsto decorate cookies and cupcakes.8b. Oscar has a bag of 75 carrots to sharebetween the horses and pigs.Cookies and cupcakes get 5 chips each.All the animals get 5 carrots each.Bella decorates 11 cookies.Oscar feeds 7 horses.ChocolateChipsCarrotsHow many cupcakes can she decoratewith the remaining chocolate chips?Explain your answer.GDHow many pigs can he feed with theremaining carrots? Explain your answer.RGDR9a. I am thinking of a number in the 5times tables.9b. I am thinking of a number in the 5times tables.I multiplied 5 by 2 numbers that are bothbigger than 6 but smaller than 11.I multiplied 5 by 2 numbers that are bothbigger than 8 but smaller than 12.I added my answers together to make mynumber.I added my answers together to make mynumber.What could my number be?Write 3 possibilities.What could my number be?Write 3 possibilities.GDPS Classroom Secrets Limited 2018GDclassroomsecrets.co.ukReasoning and Problem Solving – The 5 Times Table – Year 2 Greater DepthPS
Reasoning and Problem SolvingThe 5 Times TableReasoning and Problem SolvingThe 5 Times TableDeveloping1a. 3 x 5 15, 1 x 5 5; 10 cannot beused.2a. Seth needs to bake 25 cookiesbecause 5 x 5 25.3a. The number could be 30 or 40because 5 must have been multiplied by6, 7 or 8; 6 x 5 30, 7 x 5 35, 8 x 5 40.Only 30 and 40 end in a 0.Developing1b. 9 x 5 45, 5 x 5 25; 30 cannot beused.2b. Tia needs 35 marbles to share with herfriends because 7 x 5 35.3b. The number could be 15 or 25because 5 must have been multiplied by3, 4 or 5; 3 x 5 15, 4 x 5 20, 5 x 5 25.Only 15 and 25 end in a 5.Expected4a. 9 x 5 45, 7 x 5 35; 8 cannot beused.5a. Danny needs 40 seeds to be able toplant 8 in 5 flower boxes because 8 x 5 40.6a. The number could be 20, 25 or 30because 4 x 5 20, 5 x 5 25, 6 x 5 30.Expected4b. 12 x 5 60, 10 x 5 50; 55 cannot beused.5b. Lisa needs 30 glue sticks to be able toput 5 on 6 tables because 6 x 5 30.6b. The number could be 40, 45 or 50because 8 x 5 40, 9 x 5 45, 10 x 5 50.Greater Depth7a. 6 x 5 30, 12 x 5 60; 45 cannot beused.8a. Bella can decorate 7 cupcakesbecause she has already used 55 of thechocolate chips; 11 x 5 55, 90 – 55 35.She has 35 chips left; 35 7 x 5.9a. Various answers, for example: Thenumber could be 85 because 7 and 10are both bigger than 6 but smaller than 11;7 x 5 35, 10 x 50 50, 30 50 85.Greater Depth7b. 8 x 5 40, 16 x 5 80; 12 cannot beused.8b. Oscar can feed 8 pigs because he hasalready used 35 of the carrots; 7 x 5 35,75 – 35 40. He has 40 carrots left; 40 8 x5.9b. Various answers, for example: Thenumber could be 95 because 9 and 10are both bigger than 8 but smaller than 12;9 x 5 45, 10 x 5 50, 45 50 95. Classroom Secrets Limited 2018classroomsecrets.co.ukReasoning and Problem Solving – The 5 Times Table ANSWERS
Step 8: The 5 Times Table National Curriculum Objectives: Mathematics Year 2: (2C6) Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers Mathematics Year 2: (2C7) Calculate mathem
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
