Maths Statutory Expectations Year 1 To Year 6 (Page 3 of 4) in pdf

MULTIPLICATION

STATUTORY REQUIREMENTS

Rapid Recall/Mental Calculations

Non-statutory guidance

Practical/ recorded using ICT (eg digital

Pictures/Objects

Symbolic

Children … solve

photos / pictures on IWB)

problems, including

How many socks in three pairs?

3 pairs, 2 socks in each pair:

doubling, halving and

How many 10p coins are here? How much

sharing. [Expected]

money is that?

Solve practical

This domino is a double 4. How many spots

problems that involve

does it have?

combining groups of

2/5/10. [Exceeding]

Solve one-step

Practical/recorded using ICT

Visual (eg modelled using bead strings)

Arrays

Doubling numbers/quantities

problems using

Pictures/Symbolic

x 3 or 3 x

[two, three times] or [three groups of two]

5 x 2 or 2 x 5

concrete objects,

Count on/back in 2s, 5s and 10s

There are five cakes in each bag.

pictorial

How many cakes are there in three bags?

representations and

arrays (with the

support of the

teacher)

Pupils … practise to become

Calculate statements

Pictures/Symbolic

Repeated addition

Arrays

Recall and use multiplication facts for

Pupils use a

fluent in the 2/5/10 multiplication

for multiplication

the 2, 5 and 10 multiplication tables,

There are four apples in each box.

variety of

5 x 3 or 3 x 5

6 x 4 or 4 x 6

tables and connect them to

within the

(including recognising odd and even

How many apples in six boxes

language to

each other.

multiplication tables

numbers).

They connect the 10x table to

and write them using

describe

the multiplication and

place value, and the 5x table to

Use commutativity/inverse relations to

multiplication.

equals signs.

divisions on the clock face.

develop multiplicative reasoning

They begin to use other

(eg 4 × 5 = 20 and 20 ÷ 5 = 4).

[Show multiplication of

multiplication tables and recall

two numbers can be

facts, including using related

done in any order.]

division facts to perform written

and mental calculations.

Through doubling, they connect

Write/calculate

Recall and use multiplication facts for

36 x 4 = 144

Pupils develop reliable

36 x 4 = 144

statements using the

36 x 4 = 144

the 3, 4 and 8 multiplication tables.

the 2/4/8 multiplication tables.

written methods for

multiplication tables

Pupils develop efficient mental

that they know

multiplication, starting with

methods, using commutativity

(progressing to

(eg 4 × 12 × 5 = 4 × 5 × 12 = 20

calculations of TU by U

formal written

× 12 = 240) and multiplication

(progressing to formal

methods).

and division facts (eg using 3 ×

written methods of short

2 = 6, 6 ÷ 3 = 2 & 2 = 6 ÷ 3) to

TU x U

multiplication).

derive related facts (30 × 2 =

(multiplier is

60, 60 ÷ 3 = 20 & 20 = 60 ÷ 3).

2/3/4/5/8/10)

Practise mental methods and

Use formal written

43 x 6 = 258

43 x 6

24 x 6 = 144

Recall multiplication facts to 12 × 12.

extend this to HTU numbers to

layout:

(estimate: 40 x 6 = 240)

342 x 7 = 2394

Use place value, known & derived

342 x 7 = 2394

derive facts, for example 200 ×

facts to multiply mentally, including x

TU x U

3 = 600 into 600 ÷ 3 = 200.

40 x 6 = 240

by 0/1; x 3 numbers.

HTU x U

Write statements about equality

3 x 6 = 18

Recognise/use factor pairs and

of expressions [eg 39 × 7 = 30 ×

commutativity in mental calculations.

Convert between

7 + 9 × 7 and (2 × 3) × 4 = 2 ×

different units of

Pupils use multiplication to convert

(3 × 4)]. Combine knowledge of

measure [eg km to m;

from larger to smaller units.

facts and arithmetic rules to

hr to mi]

solve mental/written calculations

(eg 2 x 6 x 5 = 10 x 6 = 60).

Identify multiples/factors, including

Pupils … apply all the x tables

Use a formal written

47 x 36 = 1692

27 x 34 = 918

2741 x 6 = 16446

24 x 16 = 384

124 x 26 = 3224. [see Y6]

Pupils connect

finding all factor pairs of a number, &

method (including

(estimate 50 x 40 = 2000)

(estimate 30 x 30 = 900)

(estimate 3000 x 6 = 18000

(estimate 25 x 15 =

multiplication by a fraction

frequently, commit them to

common factors of two

numbers.

long x for TU nos)

375)

124

to using fractions as

memory and use them to make

Know/use vocabulary of prime

operators (fractions of),

larger calculations.

TU x TU

numbers, prime factors and composite

744

and to division. This

They understand the terms

HTU x U / HTU x TU

(non-prime) nos.

relates to scaling by

factor, multiple/prime,

x 16

1 2

ThHTU x U

2480

Establish if a number up to 100 is

simple fractions, including

square/cube numbers & use to

144

Convert between units

prime; recall prime numbers to 19.

those > 1.

construct equiv. statements

3224

of measure (eg km/m;

240

x nos mentally using known facts.

Find fractions of numbers

(eg 4 x 35 = 2 x 2 x 35; 3 x 270

m/cm; cm/mm; kg/g;

384

Multiply whole numbers and those

and quantities, writing

= 3 x 3 x 9 x 10 = 9² x 10).

litre and ml)

involving decimals by 10/100/1000.

remainders as a fraction.

Perform mental calculations, including

Use a variety of images to support

Undertake mental calcs with

Multi-digit numbers

256 x 18 = 4608

4.7 x 8 = 37.6

5.65 x 9 = 50.85

124 x 26 = 3224.

with mixed operations/large numbers.

understanding of x with fractions. Use

increasingly large numbers and

(up to 4 digits) x TU

(estimate 250 x 20 = 5000)

(estimate 5 x 8 = 40)

(estimate 6 x 9 = 54)

Identify common factors/multiples and

understanding of relationship between

more complex calculations.

whole number using

124

prime numbers.

the formal method of

unit fractions and ÷ to work backwards by

Continue to use all x tables to

Use knowledge of order of operations

x a quantity that represents a unit fraction

calculate statements in order to

long multiplication.

744

to carry out calculations.

to find the whole quantity (eg if ¼ of a

maintain their fluency.

1 2

Multiply one-digit

Use estimation to check answers to

2480

length is 36cm,whole length 36 × 4 =

Explore the order of operations

numbers with up to

calculations and determine an

[Or compute 565 x 9, then

144cm).

using brackets.

two decimal places by

appropriate degree of accuracy.

divide the solution by 100.]

x numbers with up to 2dp by U/TU whole

Common factors can be related

whole numbers

Identify value of each digit to 3dp and

nos (starting with simplest cases eg 0.4 ×

to finding equivalent fractions.

[Or 47 x 8, then divide

x nos by 10/100/1000 (ans to 3dp)

2 = 0.8, and in practical contexts).

the solution by 10.]

[NB See Y5 method]

Maths Statutory Expectations Year 1 To Year 6 Page 3

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