To become twice as many / to multiply by two.

Explain how a multiplication equation with 2 as a factor is related to doubling

Maths

In this unit pupils will represent the 5x in different ways. They will explain the relationship between adjacent multiples of 5 and how 5x and 10x are related. In the future unit pupils will learn how a multiplication equation with 2 as a factor relates to doubling and how a division equation with 2 as a divisor relates to halving. They will explain the relationship between factors and products.

In the prior unit pupils represented the 2x 10x table in different ways using 2x 10x table to solve problems. They explained the relationship between adjacent multiples of 2/10 and that factor pairs can be written in any order. In this unit pupils will represent the 5x in different ways. They will explain the relationship between adjacent multiples of 5 and how 5x and 10x are related.

Representing counting in 5s as the 5 times table and link to the 10 times tables

Look at the image below. There are 2 groups of {{ }}

The image can be seen as 2 groups of 4   This is the same as double {{ }}

Look at the image below. You can say 5 + 5 = 10 is the same as __________

Select the correct multiplication equations which represent the image below.

Match the expressions and descriptions so they are equal in value.

Aisha picks a number card between 1 and 12, and doubles it. The product is 14    What card did Aisha pick? 

Laura is counting in 2s. What multiple of 2 will Laura say next? 4, 6, 8, {{ }}

Look at the image. It shows 5 groups of {{ }}

Select the correct way to complete this sentence. 2 groups of 5 can be represented as __________

Which grouping of coins shows 1 group of 10?

Match the expression to the groupings it is equal to.

Aisha has 5 of the same coin. Laura has one coin. Laura has the same amount of money as Aisha. If Aisha’s coins are 2 p each, what is Laura’s coin? {{ }} p.

Exit Quiz