Teaching for mastery in primary maths

In this chapter, pupils learn the 2, 5 and 10 times tables.

Pupils represent the 2, 5 and 10 times tables in a variety of ways, including through the use of equal grouping, arrays and number lines. They skip-count in 2s and 5s from 0. They also start to do this with 3s in connection with finding a third of an amount. Pupils count forwards and backwards in 10s from any number and connect this with their knowledge of place value.

To ensure confident recall, pupils practise these tables regularly. They develop an understanding of the meaning of multiplication and division, using structures such as repeated addition and stretching for multiplication.

Once their understanding is secure, pupils use times tables facts to derive a variety of other multiplication and division facts. They use language such as “multiply”, “times” and “product” to communicate them.

In this chapter, pupils learn the 3, 4, 8, 50 and 100 times tables.

Pupils represent the 3, 4 and 8 times tables in a variety of ways, including through the use of equal grouping, arrays and number lines. They skip-count in 3s, 4s and 8s from 0. They also count forwards and backwards in 50s and 100s from any number and connect this with their knowledge of place value.

To ensure confident recall, pupils practise these tables regularly. They develop an understanding of the meaning of multiplication and division, using structures such as repeated addition and stretching for multiplication.

Once their understanding is secure, pupils use times tables facts to derive a variety of other multiplication and division facts. They use language such as “multiply”, “times” and “product” to communicate them.

In this chapter, pupils learn the 6, 7, 9, 25 and 1,000 times tables.

Pupils should represent the 6, 7 and 9 times tables in a variety of ways, including through the use of equal grouping, arrays and number lines. They skip-count in 6s, 7s and 9s from 0. They also count forwards and backwards in 25s and 1,000s from any number and connect this with their knowledge of place value.

To ensure confident recall, pupils practise these tables regularly. They develop an understanding of the meaning of multiplication and division, using structures such as repeated addition and stretching for multiplication.

Once their understanding is secure, pupils use times tables facts to derive a variety of other multiplication and division facts. They use language such as “multiply”, “times” and “product” to communicate them.

In this chapter, pupils count forwards or backwards in steps of powers of 10 from any given number up to 1,000,000.

With regular practice, pupils develop fluency and flexibility in counting forwards and backwards in steps of powers of ten. They make connections with their previous work on number and place value.