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?