Expectations
Y R  Count in multiples of 1,2,5 and 10
 Use rhymes, songs, stories etc. to support as well as a range of visual aids
Progression in recording
Pupils can double numbers practically.
Pupils can combine groups of numbers
(2s, 5s and 10s) practically
Vocabulary
Double
Pictures, objects and
symbols are used
Double 4 is 8
3 groups of 2 makes 6
Y1
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Count in multiples of 1,2,5 and 10
With teacher support:
 Solve 1 step problems involving X by calculating the answer using
concrete objects, pictorial representations and arrays
Y2
Y3
Y4
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Y5
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Y6
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Count in multiples of 2,3, 5 and 10 from 0 to 100
Recall and use X and division facts for the 2, 5 and 10 times tables
Show that X of two numbers can be done in any order
Calculate X statements using X and =. (Use the inverse for checking)
Solve X problems using repeated +, materials, arrays and mental
strategies
Practically combine groups of objects and numbers
Begin to become familiar with arrays with support of
and record what has been found out.
the teacher.
Mum washes 5 pairs of
socks, how many socks 5 + 5 + 5 =15
did she get out of the
2 + 2 + 2 + 2 + 2 = 10
3 + 3 + 3 + 3 + 3 = 15
machine?
Use arrays for repeated addition and relate to Use a number line for repeated addition.
the X calculation.
6 lots of 3
5 + 5 + 5 =15
3 + 3 + 3 + 3 + 3 = 15
6 X 3 = 18
5 X 3 = 15
3 X 5 = 15
+3
+3
+3
+3
+3
+3
0
3
6
9
12
15
Arrays
Multiply
Multiple
Arrays
Multiply
Multiple
18
Count in multiples of 4,8,50 and 100 from 0
Recall and use X facts for 3,4 and 8 times tables
Continue to solve increasingly complex missing number problems
solve positive integer scaling problems and correspondence problems in
which n objects are connected to m objects
Introduce grid method by linking to arrays initially and
further to base 10.
12 X 3 = 36
X
10
2
Use grid multiplication to multiply TU X U for
known table facts e.g. 12 X 3 = 36
Count in multiples of 6, 7, 9, 25 and 100
Recall tables and use facts for all tables up to 12 X 12
Multiply 2 and 3 digit numbers by single digit using formal layout ( HTU X
U and TU X U )
Use knowledge of X facts to multiply 3 single digit numbers in the most
appropriate order (e.g. 7 X 8 X 2 not 2 X 8 X 7 )
Consolidate grid method from Y3. Extend to HTU X
U. Use base 10 or place value counters if needed.
412 X 3 = 1236
1200
X
400
10
2
30
+
6
3
1200
30
6
1236
Move to short multiplication ( TU X U and HTU X U)
24
452
X 6
X 3
144
1356
Ensure links are made
2
1
between grid and short X
to aid understanding
Formal column X
Identify all multiples and factors including finding factor pairs and
common facts of 2 numbers
Recall prime numbers to 19
Calculate prime numbers to 100
Multiply whole numbers and those involving decimals by 10, 100 and
1000
Recognise, use and solve problems using square numbers and cube
numbers
Multiply proper fractions and mixed numbers by whole numbers
For short multiplication use the grid method moving
towards the standard method—see Y4. Introduce
long multiplication using the grid method.
Move to formal long multiplication with simple
numbers (ThHTU X U or ThHTU X TU)moving to more
complex.
Prime numbers
Prime factors
Composite numbers
(non- prime numbers)
Square numbers
Cube numbers
Proper fractions
Mixed number
Remainder
Multiply multi-digit numbers up to 4 digits by a 2 digit whole number
using long multiplication
Identify common factors, common multiples and prime numbers
Perform mental calculations, including mixed operations and large
numbers
Short and long multiplication as in Year 5, but apply to numbers with decimals. Extend with algebra.
3.19
X
8
25.52
1 7
3
X
40
2
20
800
40
3
120
6
800
120
40
+
6
966
34
X 13
102
340
442
X
10
2
3
30
6
30 + 6 = 36
X
(34 X 3)
(34 X 10)
Grid method
Integer
Scaling
Correspondence
1234
8
9872
123
Common factors
Common multiples