1. Multiplication and Division Calculating efficiently and accurately [KS1]

2. The Four Rules Understanding Mental calculations Rapid recall Efficient written methods Models, images & concrete materials Stories / rhymes Problem solving and role play Use of ICT

3. Counting Doubling and halving Multiplication as repeated addition, describing an array and scaling Division as grouping and sharing Understand that multiplication and division are inverses Recall of multiplication and division facts Multiply two / three-digit numbers by 10 / 100 Progression for multiplication and division context Dice race game

4. Counting in context How many 10p coins are here? How much money is that? How many toes are there on 2 feet? How many gloves in 3 pairs? If Sarah counts in 2s and Nigel counts in 5s, when will they reach the same number? How many lengths of 10m can you cut from 80m of rope?

5. Doubling and halving in context There are 8 raisins. Take half of them. How many have you taken? One snake is 20cm long. Another snake is double that length. How long is the longer snake? I double a number and then double the answer. I now have the number 32. What number did I start with?

6. 9465483071 2836569732 1224518219 7763445328 6096751743

7. 2 x 3 or 3 x 2 3 plates, 2 cakes on each plate (Children could draw a picture to help them work out the answer) 2 x 3 or 3 x 2 3 plates, 2 cakes on each plate (Children could use dots or tally marks to represent objects – quicker than drawing a picture) Multiplication pictures symbols

8. Number tracks and number lines (modelled using bead strings) 2 x 3 or 3 x 2 4 620 [two, three times] or [three groups of two]

9. Arrays 5 x 3 or 3 x 5 14 x 2 = 28 x 104 2208 Array creator

10. X 103 4 X 3 4 4012 Answer = 52 13 x 4 = 52

11. 43 x 6 258 1 40 x 6 = 240 3 x 6 = 18 X403 624018 43 x 6

12. 27 x 34

13. 6 ÷ 2 6 cakes shared between 2 6 cakes put into groups of 2 (Children could draw a picture to help them work out the answer) pictures Division

14. 6 ÷ 2 6 cakes shared between 2 6 cakes put into groups of 2 (Children could use dots or tally marks to represent objects – quicker than drawing a picture) symbols

15. Number tracks and number lines - grouping (modelled using bead strings) 8 ÷ 2 = 4 6 ÷ 2 = 3 0 2 4 6

16. Number lines / Arrays 15 ÷ 5 = 3 0 5 10 15 Grouping ITP

17. Number dial ITP 67 ÷ 4 = 16 r 3 67 ÷ 4 4 x 10 = 40 4 x 6 = 24 [64]