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MULTIPLICATION
YR
Count repeated groups
of the same size (1s / 2s
/ 5s / 10s)
Rapid Recall
Recording
AGE-RELATED
EXPECTATIONS
Practical / recorded
using ICT (eg digital
photos / pictures on
IWB)
Pictures / Objects
Symbols
3 plates, 2 cakes on each plate:
3 plates, 2 cakes on each plate:
Y1
Pictures / Symbols
Number tracks / Number line
(modelled using bead strings)
There are three sweets in one
bag.
How many sweets are there in
five bags?
Solve (practical)
problems that involve
combining groups of 2, 5
or 10
2 x 3 or 3 x 2
[two, three times] or [three groups of two]
1
0
Multiplication as
repeated addition and
arrays
Pictures / Symbols
Repeated addition
There are four apples in
each box.
How many apples in six
boxes
5 x 3 or 3 x 5
0
Y2
2
3
4
2
3
6
0
9
5
12
4
5
See models and
images to the left
Choose practical
apparatus to
solve repeated
addition
problems.
Counting on in
1s and 2s (with
socks, pairs of
hands, 2ps etc.,)
Doubles of
numbers to 10
Odd and even
numbers to 20
See models and
images to the left
Choose practical
apparatus to
solve repeated
addition
problems.
Use patterns of
last digits when
counting in
multiples.
(see recording)
Count on / back
in 1s, 2s, 5s and
10s
Derive multiples of
2, 5 & 10
Relate to x facts
using apparatus
Doubles of
numbers to 20
Doubles of
multiples of ten to
50
Use double facts
Use
multiplication
facts to solve
repeated
addition and
array problems
ie. recognise that
there are 15
sweets because
there are 3
packs with 5 in
each
Count in 2s, 5s
and 10s using
counting sticks,
ITPs, apparatus
Derive / recall 2, 3,
4, 5, 6 and 10 times
tables
Use doubles,
knowledge of
even numbers,
Use knowledge
of multiplication
facts,
Counting in 2s,
3s, 4s, 5s, 6s
and 10s from
any multiple of
the above.
Count on (and
back) in
hundreds from
multiples of one
hundred or any
two digit number.
Solving
multiplication by
partitioning ie. 36
x 3 = 30 x 3 plus
6x3
Use knowledge
of multiplication
facts and place
value ie. 70 x 8 =
560
Counting
forwards and
backwards in
1s, 2s, 3s, 4s,
5s, 6s, 7s, 8s, 9s
and 10s starting
and stopping at
various points
X numbers by
10, 100, 1000
Count by
doubling
numbers
Count on (and
back) in
hundreds and
thousands from
any two digit
number.
6
Arrays
5 x 3 or 3 x 5
15
10
15
[ref Multiplication facts ITP]
Also 14 x 2 as (10 x 2 and 4 x 2)
Arrays
Expanded grid method
Compact grid method
13 x 4
13 x 4
13 x 4
TU x U
(eg 13 x 4)
40
Y3
10 x 4 = 40
3 x 4 = 12
12
Partitioning
(possible use of
number line to record
steps)
13 x 4 = 52
Recognise
multiples of 2, 5
and 10 up to 1000
10 x 4 = 40
3 x 4 = 12
[ref Arrays spreadsheet]
Also use of numicon in support.
Record, support and
explain:
Y4
TU x U
(eg 16 x 8; 43 x 6)
Partitioning
Compact grid method
43 x 6
(estimate: 40 x 6 = 240)
43 x 6
40 x 6 = 240
3 x 6 = 18
Derive / recall facts
to 10 x 10
Support this teaching by using tens rods, numicon and place value
equipment.
X
40
3
6
240
18
[ref Multiplication grid
ITP]
Counting
Counting on in 1s
and 2s
ref Overview of learning
5
Practical / recorded
using ICT
Mental calculation
Multiples of
numbers to 10 up
to the 10th multiple
Count on in 10s
from any 2 digit
number using a
hundred square
Count on in 10s
from any two
digit number
using equpiment
Estimate first
Grid method
Expanded vertical
Refine and use efficient
methods:
Y5
Continue to support teaching by using tens rods,
numicon and place value equipment.
HTU x U
TU x TU
U.t x U
Grid method
Expanded vertical
Use efficient methods:
2327 x 8
Y6
Integer x U (eg 2307 x 8)
Decimal x U (eg 31.6 x
7)
TU x TU
HTU x TU
(estimate: 2300 x 10 = 23 000)
x
2327
8
56
160
2400
16000
18616
Support with the use of rods, numicon
and place value should still be used
where necessary. As should the use of
number lines.
Recall quickly facts
to 10 x 10
Use facts to
multiply pairs of
multiples of 10 /
100
Derive and recall
square numbers to
10x10
Derive and recall
percentage
equivalents to onehalf, one quarter,
three-quarters,
tenths and
hundredths
Factor pairs to 100
Compact vertical (Top ability children only)
Use facts up to 10
x 10 to derive facts
involving multiples
of 10 / 100 (eg
80 x 30) and
decimals (eg 0.8 x
7)
Identify factor pairs
and prime numbers
Derive squares of
numbers to 12 x 12
Derive
corresponding
squares of
multiples of 10
Use known facts
to derive other
facts
[Find common
multiples of two
numbers]
Multiply by 4 or 8
by repeated
doubling
Form an
equivalent
calculation e.g to
multiply by 5,
multiply by 10
then halve
Use knowledge
of doubles
Use place value
to solve
multiplication
problems ie. 30 x
40 = 1200
Use knowledge
of equivalence
ie. to find 50, 25
and 10 percent.
Use knowledge
of multiplication
facts and factor
pairs
Use knowledge
of multiplication
facts to scale up
problems ie. if
three oranges
cost 25p six will
cost 50p, 12 will
cost £1 etc.,
Select the most
appropriate
mental strategies
for each
calculation.
Use knowledge
of multiplication,
place value,
percentages,
etc. to solve
problems
Counting in 2s,
5s, 3s, etc. and
in 0.2s, 0. 5s etc
forwards and
backwards
crossing decade
barriers and
going into
negative
numbers (using
ITPs,
beadstrings or
counting sticks
etc.)
Count in tenths.
Count in
intervals of time,
capacity and
measure.
As above
Count in tenths
and hundredths,
fractions,
percentages,
negative
numbers etc.,