Free Printable Year 2 Multiplication and Division Facts for Twos Worksheets

About This Year 2 Maths Topic

In this unit, children develop fluency with multiplication facts for twos and use doubling and halving to understand related division facts.

Children connect the terms:

• double;
• twice;
• multiply by 2;
• halve;
• divide by 2.

For example:

Double 6 is 12.

This can also be represented as:

2 × 6 = 12

The related division fact is:

12 ÷ 2 = 6

Children use counters, connecting cubes, number lines, hundreds charts, virtual manipulatives and games to develop accurate and efficient recall.

These activities support Australian Curriculum Version 9.0 content descriptor AC9M2A03 and its associated elaborations.

The Big Idea for Parents

For example:

Double 7 is 14.

Therefore:

Half of 14 is 7.

This relationship helps children connect multiplication and division rather than learning the facts as unrelated calculations.

Learning Intentions

Children will learn to:

• recognise equal groups of two;
• understand double as two equal quantities;
• connect double, twice and multiply by 2;
• understand half as one of two equal parts;
• connect halve and divide by 2;
• recall multiplication facts for twos;
• develop related division facts;
• double collections using physical materials;
• halve collections into two equal groups;
• identify doubles on a hundreds chart;
• use known doubles to find new doubles;
• use near doubles to support calculation;
• double and halve numbers within 20;
• explain connections between multiplication and division;
• develop fluency through games and repeated practice.

Student Success Criteria

Key Vocabulary

Teacher Guide for Parents

Teachers introduce doubling and halving through equal groups and practical materials before expecting rapid recall of number facts.

At home, follow this sequence: make it, share it, record it, connect it and recall it.

1. Begin with Equal Groups of Two

Use counters, blocks or household objects to make groups of two.

Ask your child to make:

• 1 group of 2;
• 2 groups of 2;
• 3 groups of 2;
• 4 groups of 2;
• 5 groups of 2.

Count the totals:

2, 4, 6, 8, 10

2. Explain the Meaning of Double

Doubling means making two equal copies of a quantity and combining them.

To double 4:

1. make a collection of 4;
2. make another equal collection of 4;
3. combine the collections;
4. count the total.

4 + 4 = 8

Therefore:

Double 4 is 8.

3. Connect Double, Twice and Multiply by Two

Use several phrases for the same relationship.

These statements have the same meaning:

• double 5 is 10;
• twice 5 is 10;
• 2 groups of 5 make 10;
• 2 × 5 = 10;
• 5 + 5 = 10.

Regularly changing the language helps children recognise the relationship in different types of questions.

4. Explain the Meaning of Halving

Halving means separating a quantity into two equal parts.

To halve 12:

1. begin with 12 objects;
2. share the objects equally between two groups;
3. count the objects in each group.

Each group contains 6.

Therefore:

Half of 12 is 6.

5. Connect Halve and Divide by Two

These statements have the same meaning:

• half of 16 is 8;
• halve 16 to get 8;
• divide 16 into 2 equal groups;
• 16 ÷ 2 = 8.

Use physical sharing so children understand that the two groups must be equal.

6. Connect Doubling and Halving

Doubling and halving undo each other.

If:

Double 8 is 16

then:

Half of 16 is 8.

Ask children to write both facts together:

2 × 8 = 16

16 ÷ 2 = 8

7. Develop the Two Times Table

Build each fact with materials before recording it.

8. Use Skip Counting by Twos

Skip counting supports the two times table when it is connected to equal groups.

Point to each pair while counting:

2, 4, 6, 8, 10, 12, 14, 16, 18, 20

Each count represents one additional group of two.

9. Use a Hundreds Chart

Colour the multiples of two on a hundreds chart.

Children should notice that:

• the coloured numbers are even;
• the ones digits repeat 2, 4, 6, 8 and 0;
• the numbers increase by 2;
• each coloured number can be divided into two equal groups.

Ask your child to choose an even number and identify its half.

10. Relate Different Multiplication Facts

Children may use the commutative relationship to recognise:

8 groups of 2

and:

2 groups of 8

both have a total of 16.

This can be recorded as:

8 × 2 = 16

and:

2 × 8 = 16

11. Double Collections

Give your child a collection of objects and ask them to make a second identical collection.

For a collection of 7:

7 + 7 = 14

Record the doubling fact and related multiplication fact.

12. Halve Collections

Begin with an even collection and deal the objects one at a time between two groups.

For 18 objects:

each group receives 9.

Record:

18 ÷ 2 = 9

and:

Half of 18 is 9.

13. Use Known Doubles to Find New Doubles

A known double can help children find a nearby double.

If:

Double 5 is 10

then double 6 is two more because both equal groups increased by one:

10 + 2 = 12

Therefore:

Double 6 is 12.

14. Use Double Five to Find Double Four

Double 4 is two less than double 5 because both groups contain one fewer object.

Double 5 = 10

10 − 2 = 8

Therefore:

Double 4 is 8.

15. Explore Near Doubles

Near doubles involve two quantities that differ by one.

For:

6 + 7

use:

Double 6 = 12

and add one more:

12 + 1 = 13

Physical or virtual cube towers can make this difference visible.

16. Build Related Fact Families

Use a double and its total to write related multiplication and division facts.

For 7 and 14:

• 2 × 7 = 14
• 7 × 2 = 14
• 14 ÷ 2 = 7
• 14 ÷ 7 = 2

The key Year 2 division connection in this unit is halving:

14 ÷ 2 = 7

17. Double and Halve Numbers within 20

Practise doubling numbers from 0 to 10 and halving even numbers from 0 to 20.

Useful pairs include:

• double 1 is 2; half of 2 is 1;
• double 2 is 4; half of 4 is 2;
• double 3 is 6; half of 6 is 3;
• double 4 is 8; half of 8 is 4;
• double 5 is 10; half of 10 is 5;
• double 6 is 12; half of 12 is 6;
• double 7 is 14; half of 14 is 7;
• double 8 is 16; half of 16 is 8;
• double 9 is 18; half of 18 is 9;
• double 10 is 20; half of 20 is 10.

18. Play Double or Halve Games

Roll a die and choose whether to double or halve the number to move towards a target.

For example, the target is 12.

• rolling 6 allows the player to double to 12;
• starting at 12 allows the player to halve to 6;
• players explain why the chosen operation is useful.

Use only whole-number halves when working at this level.

19. Check Whether a Number Can Be Halved Equally

Even numbers can be separated into two equal whole-number groups.

Use materials to compare:

• 12 can be shared equally into two groups of 6;
• 13 leaves one object after making two equal groups.

This helps children recognise why the halving facts in this unit use even starting numbers.

20. Explain the Strategy

Ask children to explain how they found the answer rather than giving only a number.

Useful explanations include:

• “I doubled 7 by making two groups of 7.”
• “I halved 16 by sharing it into two equal groups.”
• “I knew double 5 was 10, so double 6 was two more.”
• “I used the fact 2 × 8 = 16 to know that 16 ÷ 2 = 8.”

Recommended Teaching Sequence at Home

1. Make equal groups of two.
2. Build doubles with two equal collections.
3. Connect double, twice and multiply by 2.
4. Share even collections into two equal groups.
5. Connect halve and divide by 2.
6. Record related multiplication and division facts.
7. Develop the two times table using groups and skip counting.
8. Use a hundreds chart to identify doubles and halves.
9. Use known doubles to find nearby doubles.
10. Practise doubles and near doubles.
11. Play doubling and halving games.
12. Develop accurate recall of facts within 20.

Common Misconceptions and How Parents Can Help

Simple Home Doubling and Halving Activities

Questions Parents Can Ask

• What does double mean?
• What does twice mean?
• How is doubling connected to multiplying by 2?
• What does half mean?
• How is halving connected to dividing by 2?
• Can you make two equal groups?
• Can you share this collection equally between two groups?
• What is double this number?
• What is half of this number?
• Which multiplication fact matches the double?
• Which division fact matches the half?
• What pattern do you notice on the hundreds chart?
• Can a known double help you find this double?
• How much greater is the next double?
• Is this number even?
• Can it be halved into two equal whole-number groups?
• How many groups of two are there?
• How many objects are in each group?
• Can you show the fact with materials?
• How can you check your answer?

Mathematical Sentence Starters

Supporting Different Learners at Home

Children Who Need More Support

• use physical materials for every fact;
• begin with doubles to 10;
• use matching cube towers;
• practise equal sharing with small even collections;
• use a number line for skip counting by twos;
• highlight multiples of two on a hundreds chart;
• record multiplication and division facts together;
• focus on one fact pair at a time;
• use visual reference cards for doubles within 20;
• allow oral explanations before written answers.

Children Ready for Extension

• recall doubles and halves in mixed order;
• solve missing-number multiplication facts;
• solve missing-number division facts;
• explain more than one way to find a double;
• use known doubles to solve near doubles;
• create multiplication and division fact families;
• identify and correct an unequal halving model;
• design a doubling and halving game;
• explain patterns in multiples of two;
• apply facts for twos in simple word problems.

Quick Parent Check

Use these questions to check whether your child understands the main ideas.

1. Use counters to show double 6.
2. Write the matching multiplication fact.
3. Share 16 counters equally between two groups.
4. Write the matching division fact.
5. Complete: 2, 4, 6, 8, _____, _____.
6. Use double 5 to find double 6.
7. Use double 5 to find double 4.
8. Explain how 2 × 8 = 16 is connected to 16 ÷ 2 = 8.
9. Identify whether 18 can be halved equally.
10. Explain the difference between doubling and adding 2.

A child shows secure understanding when they can recall or efficiently derive multiplication facts for twos, find related division facts and explain the connection between doubling and halving.

Quick Exit Ticket

1. Double 7.
2. Halve 18.
3. Write one multiplication fact and its related division fact.

Printable Teacher, Parent and Student Resources

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Home Learning Summary

Multiplication and division fact fluency develops when children understand equal groups and recognise that doubling and halving are connected.

Use this simple routine:

1. make two equal groups;
2. combine them to find the double;
3. record the multiplication fact;
4. share the total into two equal groups;
5. record the related division fact;
6. explain the connection;
7. practise accurate recall through games.

Related Foundation, Year 1 and Year 2 Maths Topics

Children who need additional support can revisit these earlier grouping, sharing, skip-counting and number-fact topics.