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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.,