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 represent counting in threes as the three times table |

2 | Pupils explain the relationship between adjacent multiples of three |

3 | Pupils use knowledge of the three times table to solve problems |

4 | Pupils represent counting in sixes as the six times table |

5 | Pupils explain the relationship between adjacent multiples of six |

6 | Pupils use knowledge of the six times table to solve problems |

7 | Pupils use known facts from the five times table to solve problems involving the six times table |

8 | Pupils explain the relationship between multiples of three and multiples of six |

9 | Pupils use knowledge of the relationships between the three and six times tables to solve problems |

10 | Pupils represent counting in nines as the nine times table |

11 | Pupils explain the relationship between adjacent multiples of nine (1) |

12 | Pupils explain the relationship between adjacent multiples of nine (2) |

13 | Pupils use known facts from the ten times table to solve problems involving the nine times table |

14 | Pupils explain the relationship between multiples of three and multiples of nine |

15 | Pupils explain the relationship between pairs of three and nine times table facts that have the same product (1) |

16 | Pupils explain the relationship between pairs of three and nine times table facts that have the same product (2) |

17 | Pupils use the divisibility rules for divisors of three |

18 | Pupils use the divisibility rules for divisors of six (1) |

19 | Pupils use the divisibility rules for divisors of six (2) |