# Year 2

#### FREE maths resources for all

Year 2 Menu

### We understand division and that it is the inverse of multiplication.

### We understand the division statements in the 2, 5 and 10 times tables.

### We understand that division cannot be done in any order.

##### Year 2 Unit 10

#### What we are learning:

Understanding that division is the inverse of multiplication (i.e. division

‘undoes’ multiplication) and that multiplication is the inverse of division is

something that your child needs to experience. They need to have

experience of ‘seeing’ this before they understand it.

Division will ‘undo’ multiplication. So if you have 4 piles of 3 sweets you will

have 12 sweets altogether. If we divide or share the 12 sweets into 4

piles, we will have the 3 sweets in each we started with.

Multiplication will ‘undo’ division. So if you have 20 sweets which you share

or divide between 5 people you will have 4 sweets each. If you put the 5

lots of 4 sweets back together, then you will have the original amount you

started with (20).

Make sure that your child has lots of opportunities to do this with

practical objects

Writing this in number sentences will help to build your child’s confidence in number. It will also help them to make mathematical connections.

Remind your child that multiplication can be done in any order e.g. 3 x 5 =

15, 5 x 3 = 15 then challenge your child by setting out 15 objects to divide

by 3 i.e. 15 ÷3 = 5… asking Can we turn that around to 3 ÷15 =… is it

possible? Set out 3 objects and prove that they cannot be divided into 15

piles, it is not the same sum.

##### ACTIVITY 1: MULTIPLICATION AND DIVISION SENTENCES

##### ACTIVITY 2: USING TABLES FACTS TO WORK OUT DIVISION

#### Activities you can do at home:

**Activity 1 Multiplication and division sentences**

From a starting point, e.g. 6 x 2 = 12 ask your child to write down other related number sentences, i.e. 2 x 6 =12, 12 ÷ 2 = 6, 12 ÷ 6 = 2

Do this for other starting sentences. Remember to start with division sentences first sometimes, e.g. 20 ÷ 4 = 5

**Activity 2 Using tables facts to work out division**

Ask division questions from the 2, 5 and 10 times tables and link them to their multiplication facts e.g.

If 5 x 3 = 15, what is 15 divided by 3?

If 12 ÷ 4 = 3, what is 3 x 4?

If 15 ÷ 3 = 5, what is 5 x 3?

#### Good questions to ask:

What is 12 divided by 3?

What is 12 shared into 3 groups?

If I divide 12 by 3 what do I get?

If 3 x 4 = 12 what is 12 ÷ 3?

#### If your child:

Finds it difficult to see the link between multiplication and division

Model the process with objects, e.g. take 8 objects and sort them so that you can see that two groups of 4 make 8.

We can now explore this and say that:

2 x 4 = 8 and that 8 ÷ 2 = 4

If we regroup them we can also explore the fact that:

4 x 2 = 8 and that 8 ÷ 4 = 2

If we regroup them again we can show that:

1 x 8 = 8 and 8 ÷ 1 = 8

##### Extension Activity

Please use this activity when you think your child understands the unit of work. It will deepen and extend your child’s understanding of this unit.