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I should Whole School Target: Multiplication (and Division); including rapid recall of facts Mathematical explanation and discussion and the using and applying of skills are to be built into the learning connected with this target Reception Count aloud in 1s, 2s, 5s or 10s I could I must I should I could I must I should I could I will clap where a number is missing. 1 2 3 [one clap] 5. Tell me the missing number. I will clap where a number is missing. 20 40 60 [one clap] 100 Tell me the missing number. Year 1 I must I should Questions to support teaching and learning Count aloud in 1s, 2s, 5s or 10s Count on or back in 1s, 2s, 5s and 10s and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple Derive and recall multiplication facts for the 2, 5 and 10 times tables; recognise multiples of 2, 5 and 10 up to 100 Year 2 Count on or back in 1s, 2s, 5s and 10s and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple Derive and recall multiplication facts for the 2, 5 and 10 times tables and the related division facts; recognise multiples of 2, 5 and 10 up to 100 Derive and recall multiplication facts for the 2, 3, 4, 5 and 6 and 10 times tables and the corresponding division facts; recognise multiples of 2, 5 and 10 up to 1000 Year 3 Derive and recall multiplication facts for the 2, 5 and 10 times tables and the related division facts; recognise multiples of 2, 5 and 10 up to 100 Derive and recall multiplication facts for the 2, 3, 4, 5 and 6 and 10 times tables and the corresponding division facts; recognise multiples of 2, 5 and 10 up to 1000 Count five hops of two along this number line. What number will you reach? Derive and recall multiplication facts up to 10 x 10 , the corresponding division facts and multiples of numbers to 10 up to the tenth multiple Write the missing number in the box. ÷ 2 = 7 How much money is in the money box? Write the missing number in the box. ÷ 2 = 7 Write the missing number in the box. 5 × 4 = 10 × Draw rings around all the multiples of 5 45 20 54 17 40 Write the missing number in the box. 5 × 4 = 10 × 20 children sit at tables in groups of 4. How many groups will there be? I must I should I could I must I should I could I must I should I could Whole School Target: Multiplication (and Division); including rapid recall of facts Mathematical explanation and discussion and the using and applying of skills are to be built into the learning connected with this target Year 4 Derive and recall multiplication facts for the 2, 3, 4, 5 and 6 and 10 times tables and the corresponding division facts; recognise multiples of 2, 5 and 10 up to 1000 Derive and recall multiplication facts up to 10 x 10 , the corresponding division facts and multiples of numbers to 10 up to the tenth multiple Recall quickly multiplication facts up to 10 x 10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts Year 5 Derive and recall multiplication facts up to 10 x 10 , the corresponding division facts and multiples of numbers to 10 up to the tenth multiple Recall quickly multiplication facts up to 10 x 10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts Use knowledge of place value and multiplication facts to 10 x 10 to derive related multiplication and division facts involving decimals (e.g. 0.8 x 7, 4.8 ÷ 6) Year 6 Recall quickly multiplication facts up to 10 x 10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts Use knowledge of place value and multiplication facts to 10 x 10 to derive related multiplication and division facts involving decimals (e.g. 0.8 x 7, 4.8 ÷ 6) Use knowledge of place value and multiplication facts to 10 x 10 to derive quickly related multiplication and division facts involving decimals (e.g. 0.8 x 0.4, 3.6 ÷ 0.4) Questions to support teaching and learning What is double sixty-seven? What is half of eight hundred and sixty? What is twice five hundred and forty? Continue the sequence 17, 34, □, □ Divide ninety by three. How many forties are there in eight hundred? Write in the missing numbers. 5ﾗ 4ﾗ What is nought point four multiplied by nine? Divide four point two by seven. What number multiplied by eight equals four point eight?
