National curriculum content
- Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
- Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progression to formal written methods
- Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects
- Multiplication – equal groups
- Multiplication using the symbol
- Using arrays
- 2 times-table
- 5 times-table
- Make equal groups – sharing
- Make equal groups – grouping
- Divide by 2
- Divide by 5
- Divide by 10
- Multiply by 3
- Divide by 3
- The 3 times-table
- Multiply by 4
- Divide by 4
- The 4 times-table
- Multiply by 8
- Divide by 8
- The 8 times-table
What we want children to know
- Recognise and make equal groups
- Make links between repeated addition and multiplication sentences
- Use concrete resources and pictorial representations when answering questions
- Confidently recall the 2, 5 and 10 times table
- Understand that the = sign means ‘equals to’ and can be found at both ends of a calculation
- Use concrete and pictorial representations to share objects into equal groups
- Use knowledge of grouping and sharing to divide by 2, 5 and 10
- Draw on previous knowledge of the two times table to multiply by 4 and 8
- Use knowledge of the inverse to check their answers
What skills we want children to develop
Use knowledge to solve Reasoning and Problem Solving questions such as:
Cards come in packs of 4. How many packs do I need to buy to get 32 cards?
How close can you get?
_ _ x _
Using the digits 2, 3 and 4 in the calculation above, how close can you get to 100? What is the largest product? What is the smallest product?
True or False?
There are no numbers in the three times table that are also in the two times table.
- What is the same and what is different between each of the groups?
- What does ‘lots of’ mean?
- What is different about sharing into two groups and grouping in twos?
- Can you represent the problem in a picture?
- Can you use concrete apparatus to solve the problem?
- What other times tables will help you with this times table?