Introduction to multiplication
Unit 5 – 7 weeks
Primary
KS1
Year 2
Curriculum
The PowerPoint file contains slides you can use in the classroom to support each of the learning outcomes for this unit, listed below.
The slides are comprehensively linked to associated pedagogical guidance in the NCETM Primary Mastery Professional Development materials. There are also links to the ready-to-progress criteria detailed in the DfE Primary Mathematics Guidance 2020.
Learning outcomes
| # | Title |
|---|---|
| 1 | Pupils explain that objects can be grouped in different ways |
| 2 | Pupils describe how objects have been grouped |
| 3 | Pupils represent equal groups as repeated addition |
| 4 | Pupils represent equal groups as repeated addition and multiplication |
| 5 | Pupils represent equal groups as multiplication |
| 6 | Pupils explain and represent multiplication when a group contains zero or one items |
| 7 | Pupils identify and explain each part of a multiplication equation |
| 8 | Pupils use knowledge of multiplication to calculate the product |
| 9 | Pupils represent the two times table in different ways |
| 10 | Pupils use knowledge of the two times table to solve problems |
| 11 | Pupils explain the relationship between adjacent multiples of two |
| 12 | Pupils explain that factor pairs can be written in any order |
| 13 | Pupils represent counting in tens as the ten times table |
| 14 | Pupils represent the ten times table in different ways |
| 15 | Pupils explain the relationship between adjacent multiples of ten |
| 16 | Pupils represent counting in fives as the five times table |
| 17 | Pupils represent the five times table in different ways |
| 18 | Pupils explain the relationship between adjacent multiples of five |
| 19 | Pupils explain how groups of five and ten are related |
| 20 | Pupils explain the relationship between multiples of five and ten |
| 21 | Pupils use knowledge of the relationships between the five and ten times tables to solve problems |
| 22 | Pupils explain how a factor of zero or one affect the product |
| 23 | Pupils represent multiplication equations in different ways |
| 24 | Pupils use knowledge of the two, five and ten times tables to solve problems (1) |
| 25 | Pupils use knowledge of the two, five and ten times tables to solve problems (2) |
| 26 | Pupils explain what each factor represents in a multiplication story |
| 27 | Pupils explain what each factor represents in a multiplication story when one of the factors is one |
| 28 | Pupils explain how a multiplication equation with two as a factor is related to doubling |
| 29 | Pupils double two-digit numbers |
| 30 | Pupils multiply efficiently when one of the factors is two |
| 31 | Pupils explain how halving and doubling are related |
| 32 | Pupils explain the relationship between factors and products |
| 33 | Pupils halve two-digit numbers |
| 34 | Pupils use knowledge of doubling, halving and the two times table to solve problems |