To become twice as many / to multiply by two.

One of two equal parts of a whole / To divide into two equal parts.

To evaluate working, ensuring our response provides an answer to the given problem.

Use knowledge of doubling, halving and the 2 times table to solve problems

Maths

In this unit pupils will learn how multiplication with 2 as a factor relates to doubling and how we can see halving as the inverse of doubling, deriving the related halving fact from a known double. In the future unit pupils will double and halve 2 digit numbers. Pupils will use knowledge of doubling and halving and the 2x table to solve problems.

In the prior unit pupils represented the 2x 10x table in different ways. They explained the relationship between adjacent multiples of 2/10 and how factor pairs can be written in any order. In this unit pupils will learn how multiplication with 2 as a factor relates to doubling and how we can see halving as the inverse of doubling, deriving the related halving fact from a known double. 

Multiplying by 2, doubling and halving (factors and products)

There are 13 biscuits in a packet. How many biscuits will be in two packets? {{ }} biscuits

Find the missing factor in each equation.

Which of these numbers are examples of a double of a whole number?

If there are 28 pencils in two packets, how many pencils are in one packet? {{ }} pencils.

Match the statements to find half of each number.

What number goes in both sentences to make them correct?

Which of these problems could I use halving to find the missing factor?

What is the missing factor in this equation? 2 × {{ }} = 16

Find the missing factor is this equation. {{ }} × 2 = 26

There are 18 socks in a drawer. How many pairs of socks can be made? {{ }} pairs

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