Primary National Strategy.
Theme: Rapid Recall of Multiplication and Division Facts
Year Target
Yr 1
Know simple
multiplication
and division
facts by heart.
Group Target
Must
Should
Give the double of any
number to 5 and half of
even numbers to 10. Begin
to know doubles to 10.
Could
Know doubles to 15 + 15
and corresponding halves.
Identifying near doubles
using doubles already
known.
FW Section 5
p. 30 & 52
Yr 2
Know by heart
facts for the 2
and 10
multiplication
tables.
Must
Should
FW Section 5
p. 53
*Renewed F’work
Know by heart
facts for the 5
times table.
Moved from Y3
Understand and use
‘double’ and ‘half’ in
practical contexts.
Could
Be able to count in 2s and
10s to/from at least the 10th
multiple.
Be able to quickly answer
questions from the 2 and
10 times table. Begin to
know related division facts.
Know and be able to recall
rapidly multiplication and
division facts for the 2 and
10 times tables. *Know by
heart facts for the 5 times
table.
Key Resources / Models
and Images
Outcomes
Pairs of socks on a line
Hands/fingers
Dominoes
Beads
0-20 counting frame
Bead strings
Interlocking cubes
Egg trays
Arrays made up of pupils,
bean bags, cakes etc.
Most pupils will be able to answer questions such as:
 What is double 2?
 Share 6 biscuits between 2 people, so each person has the same
number each. How many do they have each?
 If a domino is a double 4 how many spots has it got?
 How many gloves in three pairs?
Pairs of socks on a line
Hands/fingers
Dominoes
Beads
0-20 counting frame
Bead strings
Interlocking cubes
Egg trays
Jumps on a number line
Arrays made up of pupils,
beanbags, cakes etc.
ITP – Multiplication facts
ITP - Grouping
Most pupils will be able to answer questions such as:
Higher attaining pupils will also be able to answer questions
such as:
 18 ÷ 2
 Multiply 4 by 2
 How many twos in 12?
 If double 11 is 22 what is half of 22?
 What double would help us to work out 6 + 7? 14 + 15?





What numbers go in these boxes?
6÷2=
20 ÷
=2
6x2=
x 10 = 40
÷ 10 = 3,
x ∆ = 12.
What number sentences could we write about this array?
20 children sit at tables in groups of 4, how many groups will there be?
A giant is twice as tall as a 10m high house, how tall is the giant?
Put a ring round the numbers that cannot be divided exactly by 10
60 110
80
120
101
95
Higher attaining pupils will also be able to answer questions
such as:
 How many lengths of 10cm can you cut from 80m of rope?
 If you put 25 eggs in boxes of 10 how many boxes would you fill?
 How many eggs would be left over?
 Is 35 a multiple of 5? How do you know?
Theme: Rapid Recall of Multiplication and Division Facts
Year Target
Yr 3
Know by heart
facts for the 2,
3,4, 5 and 10
multiplication
tables.
FW Section 5
p. 53 &
Section 6 p. 58
*Renewed F/work
Know by heart x3
x4 and begin to
know x6 moved
from Y4
Yr 4
Know by heart
facts for the
2,3,4,5, 6 and
10 times table.
Group Target
Must
Should
Could
* Be able to answer quickly
questions from the 2, 3, 4
5 and 10 times table and
know associated division
facts.
Know by heart facts for the
2, 3, 4, 5 and 10 times
tables and derive quickly
associated division facts.
*Begin to know 6 times
table
Must
Know multiples of 2, 3, 4, 5
and 10 up to at least the
10th multiple.
Should
Know by heart facts for the
2, 3, 4, 5 , 6 and 10 times
tables and derive quickly
associated division facts.
FW Section 6
p. 58
*Renewed F/work
Know by heart all
multiplication facts
& corresponding
division facts
moved from Y5
Be able to count in 2s, 5s
and 10s to/from at least the
10th multiple. Recall some
facts from the 2, 5 and 10
times table.
Key Resources / Models
and Images
Jumps on a number line
Arrays made up of pupils, bean
bags, cakes etc
Counting stick/hoop
1-100 bead bar
Follow me cards
Triangular multiplication and
division fact cards
10
÷
Could
Derive quickly
corresponding division
facts.
x
5
80
÷
÷
x
Most pupils will be able to answer written or oral questions such as?
 5 x 4 = 10 x
∆=8
 Count a handful of pasta pieces by grouping them in 4s. How many 4s are
there? How many left over? How many pasta pieces altogether? What
division sentence could you write?

Higher attaining pupils will also be able to answer questions such as:
 What numbers go in the boxes?
x 6 = 54
6=3
x
= 24
 If you add 10 x 5 and 8 x 5 what multiple of 5 do you get?
What is:
36 ÷ 4 ?
41 ÷ 10 ?
÷3=7?
2
Beat the calculator games
ITP – Multiplication facts
ITP - Grouping
Jumps on a number line
Arrays
Counting stick/hoop
1-100 bead bar
Follow me cards
Triangular multiplication and
division fact cards
4
* Know by heart all
multiplication facts to
10x10.
÷
Outcomes
20
Beat the calculator games
ITP – Multiplication facts
ITP – Grouping
ITP – Number dials
Most pupils will be able to answer questions such as:
Within 5 seconds
 How many 5s in 45?
 What is half of 18?
 What is ¼ of 24?
 What are nine fives?
 Divide 35 by 5
Within 10 seconds
 I have £36. Tickets cost £6 each. How many tickets can I buy?
 A regular pentagon has sides of 8cm long. What is the perimeter of the
pentagon?
Higher attaining pupils will also be able to answer questions such as:
 What is 48 shared between 6?
 What is the product of 8 and 7?
 What is 1/6 of 24?
 What is 7², 5², 3²?
 Divide 320 by 6
 There are 6 eggs in a box. How many eggs in 9 boxes?
Theme: Rapid Recall of Multiplication and Division Facts
Year Target
Yr 5
Be able to
quickly recall
multiplication
and
corresponding
division facts up
to 10 x 10.
Apply this
knowledge to
calculate with
decimals.
FW Section 6 p.
59
* Renewed F/work
Group Target
Must
Should
Could
Multiply & divide
decimals by 10 and
100 moved from Y6
Yr 6
Use knowledge
of multiplication
facts to multiply
and divide
numbers
mentally
including
decimals
FW Section 6 p.
59
Must
Should
Could
Know by heart all
multiplication facts to
10x10.
Derive quickly
corresponding division
facts.
Be able to quickly recall
multiplication and
corresponding division
facts up to 10 x 10. Apply
this knowledge to
calculate with decimals.
Key Resources / Models and
Images
Arrays
Counting stick/hoop.
Follow me cards
Triangular multiplication and
division fact cards
Beat the calculator game
ITP – Multiplication facts
ITP – Grouping
ITP – Number dials
ITP- Moving digits
Most pupils will be able to answer questions such as:
Within 5 seconds
 Divide 36 by 4
 What is 1/6 of 30?
 How much will three T-shirts cost if they are £6 each?
 What is 6 times 7?
Within 10 seconds
 What are the factors of 24?
Most pupils will be able to work mentally to answer written questions
such as:
 What is the missing number? 0.8 x 10 = ,
x 8 = 56, 6 x
= 42
 Write four multiplication / division facts using these numbers 4, 5 & 20
Higher attaining pupils will also be able to answer questions such as:
 Divide 36 by 1000
 What is 88 shared by 8?
 What is one tenth of 360?
 Know by heart the squares of all numbers from 1x1 to 12 x 12
* Multiply & divide
decimals by 10 and 100
and integers by 1000 and
explain the effect
Know multiplication facts
up to 10 x 10 and
corresponding division
facts.
Use knowledge of
multiplication facts to
multiply and divide
numbers mentally
including decimals to 2
decimal places
Use knowledge of
multiplication facts to
multiply and divide
numbers mentally
including decimals to 3
decimal places
Outcomes
Counting stick/hoop
Follow me cards
Triangular multiplication and
division fact cards
Beat the calculator game
ITP – Multiplication facts
ITP – Grouping
ITP – Number dials
ITP – Moving digits
Most pupils will be able to answer questions such as:
Within 5 seconds:
 6 multiplied by 8
 What is the product of 9 and 6?
 36 divided by 4
 Divide 48 by 8
Within 10 seconds:
 What is one twentieth of 240? (Find one tenth, then halve)
 Five times a number is two hundred. What is the number?
 1.5 x 4 =
Higher attaining pupils will also be able to answer questions such as:
 What is:
0.66 x 3
8 x 0.125,
0.04 x 9,
7 x 0.03
 What is the missing number? 0.7 x 20 =
0.3 x
= 2.4
Year Target
Group target
We will be able to:
Year R
Count in twos
Must
Join in rhymes involving counting in twos.
FW: Sec 4 p 7
Should
Count in twos and tens
Could
Understand and use ‘double’ and ‘half’ in
practical contexts.
Key Resources / Models and
Images
Practical resources and big booksNoah’s Ark, counting fruit, children
to go to sand pit etc
ICT- Longmans Big Book
ITP - Counting
Spreadsheet-Estimation
Most pupils will be able to :
 Count rhythmically in 2’s
 Count pairs/2’s in familiar
context i.e. in stories,
rhymes, pictures as well as
sounds and movements
(hops)
 Count in 10’s using fingers,
money.
 Continue the counting
pattern both forwards and
backwards.
 Talk about and recognise
patterns