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