Understand division as inverse of multiplication - Teaching Presentation - Year 2

This presentation provides three days of teaching that cover the objectives:

• Solve multiplication and division using beaded lines.
• Understand division as the inverse of multiplication.
• Work out division using beaded lines.
• Using beaded lines to solve multiplication and division questions.

It includes starter activities, whole class teaching, group activities, practice sheets and mastery questions. It can be used on a variety of interactive whiteboards.

Day 1 Teaching
Display a beaded line with 3 hops of 5 (see resources). Children think, pair, share what multiplication is shown. Discuss how division is also shown. How many 5s are in 15? Repeat with 4 hops of 2. How many 2s in 8? Write 4 × 2 = 8 and 8 ÷ 2 = 4. Repeat with multiplications (times 2 and times 5, products up to 30). Write each multiplication with a corresponding division, e.g. 5 × 2 = 10, 10 ÷ 2 = 5.

Day 2 Teaching
Write 20 ÷ 5 = . How many lots of 5 are there in 20? Display a 0–30 beaded line and ring 20. Model drawing hops of 5 to 20. Count hops to find that 20 ÷ 5 = 4, i.e. there are four 5s in 20. Say matching multiplications and divisions. Repeat with 12 ÷ 2 and 25 ÷ 5.

Day 3 Teaching
Show ‘Mystery Multiplications and Divisions’. Explain that children need to be detectives to find the missing numbers. Work as a class to find the missing numbers in the first two Qs, using the knowledge that division is the inverse of multiplication. Children solve the next question in pairs.

This teaching is part of Hamilton’s Year 2 Calculation block. Each Hamilton maths block contains a complete set of planning and resources to teach a term’s worth of objectives for one of the National Curriculum for England’s maths areas.