Times tables
and skip
counting
Teaching for mastery in
primary maths
Contents
Times tables and skip counting
Introduction3
01. 2s, 5s and 10s4
02. 3s, 4s, 8s, 50s and 100s
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03. 6s, 7s, 9s, 25s and 1,000s
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04. 10s, 100s, 1,000s5
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Times tables and skip counting
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Times tables and skip counting
Introduction
Throughout these chapters, pupils recall multiplication facts and use them to derive
related facts.
The fluent recall of multiplication facts is absolutely necessary for mastery of
mathematics and pupils will learn to use them to quickly derive related facts. For
example, from 6 × 9 = 54, they know that 9 = 54 ÷ 6, 60 × 900 = 54,000, 0.6 = 54 ÷ 90 etc.
Pupils will practise times tables regularly, while building up their understanding of
multiplication and division through a range of contexts. By working with a variety
of representations, pupils become aware of the different structures of multiplication
and division. They learn to use language such as “multiply”, “times” and “product” to
communicate multiplication facts.
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Times tables and skip counting
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Chapter 1:
2s, 5s and 10s
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.
Chapter 2:
3s, 4s, 8s, 50s and 100s
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.
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Times tables and skip counting
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Chapter 3:
6s, 7s, 9s, 25s and 1,000s
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.
Chapter 4:
10s, 100s, 1,000s…
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.
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Times tables and skip counting
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Times tables and skip counting
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