Errors and misconceptions: Year 2 multiplication and division
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 1 Errors and misconceptions: Year 2 multiplication and division
 2 Objective 1: The relationship between multiplication and repeated addition
 3 Objective 2: Counting up in twos and tens from zero
 4 Objective 3: An array as a repeated addition and as a multiplication
 5 Objective 4: Doubling and multiplying by two are the same
 6 Objective 5: Use knowledge of doubles to find half of a number
 7 Objective 6: The relationship between sharing equally and division
 8 Objective 7: Understand division as repeated subtraction or grouping
Understand the operation of multiplication as repeated addition or as describing an array, and begin to understand division as grouping or sharing; know by heart facts for the 2 and 10 multiplication tables; and know and use halving as the inverse of doubling. (National Numeracy Strategy (NNS) Framework for teaching mathematics, supplement of examples, section 5, pages 47, 49, 53, 57)
Associated knowledge and skills  Errors and misconceptions  Tracking charts  Teaching sequences and spotlights 


Still counts in ones to find how many there are in a collection of equal groups; does not understand vocabulary, for example, ‘groups of’, ‘multiplied by’. 
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Does not link counting up in equal steps to the operation of multiplication; does not use the vocabulary associated with multiplication. 
tracking chart 


Does not focus on ‘rows of’ or ‘columns of’, but only sees an array as a collection of ones. 
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Has difficulty relating multiplying by 2 to known facts about doubles; records double 4 as 4 + 4. 
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Does not use knowledge of doubles to find half of a number; for example, continues to find half by sharing using a ‘one for you’ approach and cannot apply knowledge of doubles. 



Is not systematic when sharing into equal groups, using a ‘one for you’ approach; does not use the language of division to describe the process. 
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Does not understand that ‘sets of’ or ‘groups of’ need to be subtracted to solve the problem. 
tracking chart 
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