Whole School Target: Written multiplication
Mathematical explanation and discussion and the using and applying of skills are to be built
into the learning connected with this target
Reception:
I must
I should
Count repeated groups of the same size..
I can add groups of the same size together by counting on. e.g.
What is my puppet doing wrong? (Have it,
for example, count nine but say there are
ten.)
How can you be sure you have counted all
the cubes? Can you check in a different
way?
I could
Have we got enough plates for all the
toys to have tea? How do you know?
I must
Whole School Target: Written multiplication
Mathematical explanation and discussion and the using and applying of skills are to be built into
the learning connected with this target
Year 1:
Count repeated groups of the same size..
I can add groups of the same size together by counting on. e.g.
I should
Solve practical problems than involve combining groups of 2,5 or 10
I can add the same number several times.
How many socks are there altogether in
these eight pairs?
How many fingers are there altogether on
six hands?
There are 10 crayons in each box.
How many crayons are there altogether?
How many 2p coins make 20p?
Count five hops of 2 along this number
line. What number will you reach?
I could
Represent repeated addition and arrays as multiplication
Use practical and informal written methods to support multiplication
Use the symbols x and = to record number sentences
I can use an array and talk about what an array shows.
I can record calculations using number lines, picture or x and =
Put these coins in this box. How much
have you put in the box altogether?
I must
Whole School Target: Written multiplication
Mathematical explanation and discussion and the using and applying of skills are to be built
into the learning connected with this target
Year 2:
Solve practical problems than involve combining groups of 2,5 or 10
I can add the same number several times.
Look at these jumps on a number line.
What does it show? How could you
record that? Is there another way
that you could record it?
5
I should
Represent repeated addition and arrays as multiplication
Use practical and informal written methods to support multiplication
Use the symbols x and = to record number sentences
I can use an array and talk about what an array shows.
I can record calculations using number lines, picture or x and =
5
5
Show me on a number line how you
could do:
3 4, 2 6
How could you use a number sentence
to show your arrangement?
4 4 4 4 4 20 Write this addition
fact as a multiplication fact.
Look at these diagrams: What
multiplication fact do they show?
I could
Use practical and informal written methods to multiply two digit numbers by one digit
numbers
Multiply one and two digit numbers by 10 or 100, and describe the effect..
I can work out calculations using a number line (2 digit x 1 digit numbers e.g. 15 x 5)
I can explain what happens when you multiply a number by 10 or 100
Is 2 4 the same as 4 2? How do you
know?
I must
I should
I could
Whole School Target: Written multiplication
Mathematical explanation and discussion and the using and applying of skills are to be
built into the learning connected with this target
Year 3:
Represent repeated addition and arrays as multiplication
Use practical and informal written methods to support multiplication
Use the symbols x and = to record number sentences
I can use an array and talk about what an array shows.
I can record calculations using number lines, picture or x and =
Use practical and informal written methods to multiply two digit numbers by one digit
numbers
Multiply one and two digit numbers by 10 or 100, and describe the effect..
I can work out calculations using a number line (2 digit x 1 digit numbers e.g. 15 x 5)
I can explain what happens when you multiply a number by 10 or 100
Develop and use written methods to record, support and explain multiplication of a two
digit number by a one digit number.
Multiply numbers to 1000 by 10 or 100 and understand the effect
I can use the grid method to multiply a two-digit number by a single digit. e.g. 35 x 6
I can explain what happens when you multiply a number up to 1000 by 10 or 100
An egg weighs about 50g. Roughly, how much do
6 eggs weigh? Jot down how you worked this
out.
What is 20 4? What is 6 4? What is 26 4?
Rulers are 30 cm long. If you place six of them
end to end, how long a line will they make?
Explain how you solved this problem. Did you
write anything down?
How can you use 4 6 24 to work out 4 60?
Paul buys 12 lollies that cost 5p each. Work out
how much this will cost altogether. How did you
find the answer? Did you jot anything down?
What is 7 x 10, 7 x 100?
What is 23 x 10? 23 x 100?
I must
Whole School Target: Written multiplication
Mathematical explanation and discussion and the using and applying of skills are to be
built into the learning connected with this target
Year 4:
Use practical and informal written methods to multiply two digit numbers by one digit
numbers
Multiply one and two digit numbers by 10 or 100, and describe the effect..
I can work out calculations using a number line (2 digit x 1 digit numbers e.g. 15 x 5)
I can explain what happens when you multiply a number by 10 or 100
I should
Develop and use written methods to record, support and explain multiplication of a two
digit number by a one digit number.
Multiply numbers to 1000 by 10 or 100 and understand the effect
I can use the grid method to multiply a two-digit number by a single digit. e.g. 35 x 6
I can explain what happens when you multiply a number up to 1000 by 10 or 100
I could
Refine and use efficient written methods to multiply of HTU by U and TU by TU
Use understanding of place value to multiply whole numbers and decimals by 10, 100 or
1000.
I can use a grid method to multiply a two digit number by a single digit and also a threedigit number by a single digit.
I can explain what happens when I multiply whole numbers and decimals by 10,100 or
1000
How would partitioning help you to calculate
27 6?
How does knowing that 10 6 60 help you to
calculate the answer to 72 x6?
Talk me through the method that you use to
calculate 56 7.
What is 456 x 10? 456 x 100?
Which is bigger; 45 x 100 or 452 x 10? How
did you work this out?
I must
I should
I could
Whole School Target: Written multiplication
Mathematical explanation and discussion and the using and applying of skills are to be
built into the learning connected with this target
Year 5
Develop and use written methods to record, support and explain multiplication of a two
digit number by a one digit number.
Multiply numbers to 1000 by 10 or 100 and understand the effect
I can use the grid method to multiply a two-digit number by a single digit. e.g. 35 x 6
I can explain what happens when you multiply a number up to 1000 by 10 or 100
Refine and use efficient written methods to multiply of HTU by U and TU by TU
Use understanding of place value to multiply whole numbers and decimals by 10, 100 or
1000.
I can use a grid method to multiply a two digit number by a single digit and also a threedigit number by a single digit.
I can explain what happens when I multiply whole numbers and decimals by 10,100 or 1000
Use efficient written methods to multiply integers and decimals and also to multiply two
and three digit integers by a two digit integer
I can use a written method to multiply a two digit number by a two digit number or a
three-digit number.
I can also multiply numbers with 1 or 2 decimal places by whole numbers.
I have 9 parcels each weighing 346g. How
much do they weigh altogether?
72 boxes of dog food weigh 38kg each. How
much do they weigh altogether?
What is 35 x 46?
What tips would you give to someone to help
them to multiply one two-digit number by
another?
25 18 is more than 24 18. How much
more?
What is the total mass of 235 screws each
weighing 6 grams?
What is 2.34 x 10? What is 3.45 x 100?
What is 4.76 x 1000? What is 73 x 1000?
What is 43 x 100? What is 29 x 10?
I must
I should
Whole School Target: Written multiplication
Mathematical explanation and discussion and the using and applying of skills are to be
built into the learning connected with this target
Year 6 :
Refine and use efficient written methods to multiply of HTU by U and TU by TU
Use understanding of place value to multiply whole numbers and decimals by 10, 100 or
1000.
I can use a grid method to multiply a two digit number by a single digit and also a threedigit number by a single digit.
I can explain what happens when I multiply whole numbers and decimals by 10,100 or 1000
Use efficient written methods to multiply integers and decimals and also to multiply two
and three digit integers by a two digit integer
I can use a written method to multiply a two digit number by a two digit number or a
three-digit number.
I can also multiply numbers with 1 or 2 decimal places by whole numbers.
How would you work out 125 29?
What is 1.3 multiplied by 4? How can you
check that your answer is correct?
The answer to a multiplication calculation is
18.6. What is the question?
How can you multiply 27 by 62?
A boy has £1.50 pocket money each week.
How much does he have at the end of a
year (52 weeks)?
A packet of crisps costs 32 pence. Josh
buys twelve packets. How much change
does he get from five pounds?
What is the largest total you can make
using multiplication and the digits 3,4,5,6?
What is the total capacity of 9 cups of
juice, if each cup holds 0.27 litre?
What is the total length of 7 pens, if each
pencil measures 16.5cm?
I could
Use column method to multiply two and three digit integers by a one or two digit integer.
Use a written method to multiply integers and decimals
I can use a standard written method to multiply two and three digit numbers by one or
two digit numbers.
I can use a written method to multiply numbers with 1 or 2 decimal places