The slides are comprehensively linked to associated pedagogical guidance in theĀ NCETM Primary Mastery Professional Development materials. There are also links to the ready-to-progress criteria detailed in theĀ 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 |