National Curriculum Links

Mathematics – Key Stage 1 (Year 2)

• Multiplication and Division:
  • Pupils should be taught to:
    • Recall and use multiplication facts for the 2, 5, and 10 multiplication tables, including recognising odd and even numbers (NC M2 7)
    • Calculate mathematical statements for multiplication within the multiplication tables and write them using the multiplication (×) and equals (=) signs (NC M2 7)
    • Solve problems involving multiplication using concrete objects, pictorial representations, and arrays (NC M2 8)

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WALT (We Are Learning To)

• Understand and use the mathematical terms factor and product in relation to multiplication.
• Show how multiplication can be represented in different ways (arrays, repeated addition, number sentences).
• Recognise different pairs of factors for a given product.

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Success Criteria

• I can explain what a factor and product are.
• I can show multiplication using arrays, repeated addition, and number sentences.
• I can identify factors of numbers through different representations.
• I can work with a partner or independently to solve factor-related problems.

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Lesson Overview (45 minutes)

Time	Activity	Details	Resources
0-5 min	Starter: Recap of previous multiplication knowledge	Quick mental warm-up quiz on 2, 5, and 10 multiplication tables using a game format (e.g., speedy flashcards).	Flashcards, whiteboard
5-10 min	Introduction of key vocabulary	Introduce factor and product with clear definitions:

• Factor: A number multiplied by another number
• Product: The answer when two numbers are multiplied
  Use simple number sentence: 3 × 4 = 12, where 3 and 4 are factors, 12 is the product. | Visual flashcards with words and number sentence examples |
  | 10-20 min | Activity 1: Representations of multiplication | Show multiplication in three forms:
  1. Array (e.g., 3 rows of 4 dots)
  2. Repeated addition (e.g., 4 + 4 + 4 = 12)
  3. Number sentence (3 × 4 = 12)
     Discuss how all represent the same product. Use interactive whiteboard or magnetic arrays. | Magnetic arrays, whiteboard, counters |
     | 20-30 min | Activity 2: Factor pairs exploration | Give children a product number (e.g., 12) and child-friendly factor cards (numbers 1–12). In pairs, children find all factor pairs of 12 by sorting cards and modelling with mini arrays or drawing dots. Discuss findings together. | Factor cards, paper, pencils |
     | 30-35 min | Differentiated group work | Set tasks based on ability:
• Support Group: Use concrete counters to physically build arrays with factor pairs (e.g., 2 × 6, 3 × 4).
• On-Level Group: Draw arrays and write matching number sentences for given products.
• Extension Group: Investigate if some numbers (like prime numbers) have limited factors and explain why. | Counters, worksheets with factor work |
  | 35-40 min | Plenary: Sharing & Reflection | Students share one factor pair they found. Teacher re-emphasises key vocabulary and how multiplication can look different but mean the same. Use “thumbs-up” self-assessment on understanding. | – |
  | 40-45 min | Assessment and dyslexia-friendly review | Quick worksheet with a range of factors and products – students match multiplication sentences, arrays, and repeated addition. Provide dyslexia-friendly font worksheet versions with clear spacing and colour-coded sections for easier reading. | Worksheets, coloured overlays (optional) |

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Differentiation Strategies

• Use multisensory resources (counters, drawing, movement) for learners who benefit from tactile/visual input.
• Visual supports: Flashcards with images plus words; number sentences colour-coded to highlight factors and product.
• Use step-by-step visual scaffolding for children struggling to grasp abstract concepts.
• Pairing for peer support: strong learners paired with those needing help.
• Provide sentence starters for explanation ("A factor is…", "The product is…").

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Extension Activities for Advanced Learners

• Investigate larger products (up to 50) and find all factor pairs.
• Introduce the idea of commutative property of multiplication (3 × 4 = 4 × 3) using arrays that can be flipped.
• Challenge students to create puzzles where partners guess the product given only one factor.
• Explore factor pairs for prime numbers versus composite numbers.

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Dyslexia-Friendly Reading Options

• Use sans serif fonts such as Comic Sans or Arial.
• Provide coloured overlays to reduce visual stress (choose soft background colours).
• Use bullet points and short sentences in all written instructions.
• Include supportive images or icons alongside words to reinforce meaning.
• Present learning objectives and vocabulary in large print with plenty of spacing.

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Resources Needed

• Flashcards (multiplication facts, factor/product vocabulary)
• Magnetic arrays or counters
• Whiteboard and markers
• Worksheets (standard and dyslexia-friendly versions)
• Factor cards (numbers 1–12)
• Coloured overlays (optional)

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This plan ensures Year 2 students meet the curriculum requirements for multiplication and factor understanding while embedding the new vocabulary of factor and product. It encourages active engagement through exploration and caters to diverse learners with clear visual and tactile supports. The introduction of different representations for multiplication brings a conceptual depth appropriate for this stage.