Stage Counting Derive factor of numbers Recall & use Relate multiplying Relate multiplying a 3/2-digit by 1-digit number, 4: forwards using models and images, e.g. multiplication a 3/2-digit by now also setting it out as short multiplication. and facts for all digit number with backwards Know what happens when a times-tables arrays towards in 2s, 3s, number is multiplied by zero or up to 12 X using long/short 7 X 13 = 91 4s, 5s, 7s, one. 12. multiplication: 7 X 10 = 70 8s, 10s, 25s 7 X 3 = 21 and 1000s Use reordering to multiply three _____ = 91 from zero. numbers. At this stage, the guidance in non-statutory Count up the national curriculum suggests teaching short and down in multiplication; however, the team feel that an tenths and expanded form of calculation (as set out hundredths. above) is be a better lead into long/short multiplication. Stage Counting Identify multiples and factors, Recall & use Relate multiplying 5: forwards including finding all factor pairs multiplication a 4/3/2-digit by 18 and of a number, and common facts for all 1/2-digit number X13 backwards factors of two numbers. times-tables with grid to using 24 in 2s, 3s, up to 12 X long 30 4s, 5s, 6s, 12. multiplication: 80 7s, 8s, 9s, 100 10s, 25s 234 and 1000s from zero. Stage Consolidate Perform mental calculations, Recall & use Relate multiplying 6: all previous including with mixed numbers multiplication a by 18 counting, and operations. facts for all number with X13 including times-tables grid to using short 54 forwards up to 12 X multiplication: 2 180 and 12. In 234 backwards addition, use in fractions. facts confidently
digit Stage 4: Counting forwards and backwards in 2s, 3s, 4s, 5s, 7s, 8s, 10s, 25s and 1000s from zero. Count up and down in tenths and hundredths. Derive factor of numbers using models and images, e.g. Know what happens when a number is multiplied by zero or one. Use reordering to multiply three numbers. Recall & use multiplication facts for all times-tables up to 12 X 12. Relate multiplying a 3/2-digit by number with arrays towards using long/short multiplication: Relate multiplying a 3/2-digit by 1-digit number, now also setting it out as short multiplication. 7 X 13 = 91 7 X 10 = 70 7 X 3 = 21 _____ = 91 At this stage, the non-statutory guidance in the national curriculum suggests teaching short multiplication; however, the team feel that an expanded form of calculation (as set out above) is be a better lead into long/short multiplication. Stage 5: Counting forwards and backwards in 2s, 3s, 4s, 5s, 6s, 7s, 8s, 9s, 10s, 25s and 1000s from zero. Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers. Recall & use multiplication facts for all times-tables up to 12 X 12. Relate multiplying a 4/3/2-digit by 1/2-digit number with grid to using long multiplication: 18 X13 24 30 80 100 234 Stage 6: Consolidate all previous counting, including forwards and backwards in fractions. Perform mental calculations, including with mixed numbers and operations. Recall & use multiplication facts for all times-tables up to 12 X 12. In addition, use facts confidently Relate multiplying a by number with grid to using short multiplication: 18 X13 54 2 180 234
Badgemores-Calculation-Policy.docx