Primary National Strategy – Peterborough



Theme: calculation strategies for multiplication and division framework progresson

|Year Target |Group Target |Key Resources / Models and Images |Outcomes |

|Yr 1 |Must |I can count aloud in ones, twos, |Pairs of socks on a line |How far can you count in fives? |One bottle of water will fill 10 cups. How many cups |

| | |fives or tens and share objects |Hands/fingers | |will two bottles fill? |

| | |into equal groups and count how |Dominoes |20, 30, 40, ... Count on to 70. | |

| | |many in each group |Beads | |How many socks are there altogether in these eight |

| | | |0-20 counting frame |I know a secret sequence. It has these numbers in it: |pairs? |

| | | |Bead strings |30, 40, 50, 60. What numbers come next in the sequence? | |

| | | |Interlocking cubes |What if I say the numbers backward: 60, 50, 40, 30 - |How many fingers are there altogether on six hands? |

| | | |Egg trays |what comes next? | |

| | | |Arrays made up of pupils, bean bags, | |There are 10 crayons in each box. |

| | | |cakes etc. |I will clap where a number is missing: 10  20  30  [one |[pic] |

| | | | |clap]  50  60 Tell me the missing number. |How many crayons are there altogether? |

| | | |ICT files | | |

| | | | |Roll this dice and double your number. What score do you|How many 2p coins make 20p? |

| | | |Nrich multiple pack |get? | |

| | | |Share bears | |If we count round the circle this way in tens, starting |

| | | | |Look at these domino doubles. How many spots are there |with Joe, who will say the number 40? Will the number 81|

| | | |Monster |altogether? |appear in the count? Why not? |

| | | |Bean bag buckets | | |

| | | |Gold bars |Count out 70 straws using bundles of ten. How many |Count five hops of 2 along this number line. What number|

| | | |Ones and twos |bundles of ten did you need? |will you reach? |

| | | |Fireworks | | |

| | | |Toy shop |Draw pictures of division calculations |Put these 5p coins in this box. How much have you put in|

| | | |Quack quack |E.g. Millie had 6 toffees, she gave |the box altogether? |

| | | |Caterpillar sequences |half to her friend. How many toffees | |

| | | | |did she have? |[pic] |

| | | |Models and images | |Find out how many sides there are on five triangles. |

| | | |Multiply and divide |( ( |How many bicycles have a total of 12 wheels? |

| | | |Partition and recombine |( ( ( ( ( ( |Here are 20 counters. Arrange them in equal rows. Is |

| | | |Counting on and back | |there a different way to arrange them in equal rows? |

| | | | |Share 8 biscuits between 2 people, so each person has | |

| | | | |the same number each. How many do they have each? |15 children sit at 3 tables. There is the same number of|

| | | | | |children at each table. How many children sit at each |

| | | | |If a domino is a double 4 how many spots has it got? |table? |

| | | | | | |

| | | | |They extend their recall of doubles of numbers up to at | |

| | | | |least 5[pic]5. |1b-1a |

| | | | | | |

| | | | |[pic] | |

| | | | | | |

| | | | |How many gloves in three pairs? | |

| |Should |I can solve practical problems that| | | |

|Calculating strand | |involve combining groups of 2, 5 or| | | |

| | |10, or sharing into equal groups | | | |

|Multiplication and | | | | | |

|division | | | | | |

| | | | | | |

|Further examples of | | | | | |

|pitch and | | | | | |

|expectations: | | | | | |

| | | | | | |

|Foundation to year 1 | | | | | |

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|Year 1 | | | | | |

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|Information | | | | | |

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|- Divide and rule1 | | | | | |

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|- Divide and rule2 | | | | | |

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| | | | | | |

|- teaching mental | | | | | |

|calculation strategies| | | | | |

| | | | | | |

| | | | | | |

|- teaching written | | | | | |

|strategies | | | | | |

| | | | | | |

|- exemplification of | | | | | |

|standards | | | | | |

| |Could |I use knowledge of the 2, 5 and 10 | | | |

| | |multiplication tables to solve | | | |

| | |problems and work out divisions | | | |

| | |that go with them. | | | |

| | |I can do multiplication and | | | |

| | |division in different ways and show| | | |

| | |how I do them and work out the | | | |

| | |missing numbers in number sentences| | | |

|Yr 2 |Must |I can solve practical problems that|Pairs of socks on a line |Calculate quickly: |Suppose 15 pencils were to be shared out between three |

| | |involve combining groups of 2, 5 or|Hands/fingers |Two fives 8 [pic]2 Double 7 Half of 20 |children. How many pencils would each child get? Explain|

| | |10, or sharing into equal groups |Dominoes |Roll these two dice and add the numbers together. Now |to me how you could work it out. |

| | | |Beads |double your number. What score do you get? | |

| | | |0-20 counting frame |I'm thinking of a number. If I halve it my answer is 9. |Explain to me how you would work out 20p divided equally|

| | | |Bead strings |What number was I thinking of? Explain how you know. |among five people. How could you write it down? |

| | | |Interlocking cubes | | |

| | | |Egg trays |Two identical books cost [pic]12. How much does one book|What about 18 sweets between two people? |

| | | |Jumps on a number line |cost? Write a number sentence that shows what you did. |How many more sweets would you need to give them 10 |

| | | |Arrays made up of pupils, beanbags, | |sweets each? |

| | | |cakes etc. |How could you work out the cost of 3 pencils each | |

| | | | |costing 5p? How could you write this in a number |How many [pic]2 coins do you get for [pic]20? How do you|

| | | | |sentence? |know? |

| | | | |What does this mean? 2 [pic]2 [pic]2 [pic]2 [pic]2 | |

| | | |ICT files |[pic]2. Is there another way of recording this? |Show me on the number line what 3 [pic]8 would look |

| | | | |Look at these jumps on a number line. What does it show?|like. |

| | | |Nrich multiple pack |How could you record that? Is there another way that you| |

| | | | |could record it? |What about 5 [pic]8? How different would 8 [pic]5 look |

| | | |Lara’s letter | |on a number line? |

| | | |Birthdays | | |

| | | |Toy shop | |I have 20 counters here. Show me what 20 [pic]5 means |

| | | |Ravis coins |Show me on a number line how you could do: 3 [pic]4, 2 |with these counters. |

| | | |Monster |[pic]6 | |

| | | |Bean bag buckets |Show me on a number line how you could do: 14 [pic]2, 15|Explain how you worked out the missing number in this |

| | | |Gold bars |[pic]3, 20 [pic]5 |number sentence: |

| | | |Ones and twos | |24 [pic][pic][pic]6 |

| | | |Fireworks |Look at these diagrams: | |

| | | |Toy shop |[pic] |Explain how you work out how many dots there are without|

| | | |Quack quack | |counting them all. |

| | | |Caterpillar sequences |Is 2 [pic]4 the same as 4 [pic]2? How do you know? | |

| | | | | |Here are 20 counters. How could you arrange them in |

| | | | |Look at these problems. What number sentences could you |equal rows? |

| | | | |write to record them? | |

| | | | | |How could you use a number sentence to show your |

| | | | |How many tens make 80? |arrangement? |

| | | |Models and images |Jo's box is 5 cm wide. Mary's box is twice as wide as |4 [pic]4 [pic]4 [pic]4 [pic]4 [pic]20 |

| | | |Multiply and divide |Jo's box. How wide is Mary's box? |Write this addition fact as a multiplication fact. |

| | | |Partition and recombine |How many wheels are there on 3 cars? |[pic][pic][pic][pic][pic] |

| | | |Counting on and back | | |

| | | | | |What could the missing numbers be? |

| | | | | |[pic][pic][pic][pic]20 [pic][pic][pic][pic]5 |

| | | | | | |

| | | | | |How can you record the solution to this problem? |

| | | | | |I am thinking of a number. I divide it by 5 and the |

| | | | | |answer is 3. What is my number? |

| | | | | |Make up some 'missing-number' problems for others to |

| | | | | |solve. |

| | | | | |2c-2b |

| |Should |I use knowledge of the 2, 5 and 10 | | | |

|Know by heart facts | |multiplication tables to solve | | | |

|for the 2 and 10 | |problems and work out divisions | | | |

|multiplication tables.| |that go with them. | | | |

| | |I can do multiplication and | | | |

|FW Section 5 p. 53 | |division in different ways and show| | | |

| | |how I do them and work out the | | | |

|Further examples of | |missing numbers in number sentences| | | |

|pitch and | | | | | |

|expectations: | | | | | |

| | | | | | |

|year 2 | | | | | |

| | | | | | |

|Further | | | | | |

|Information | | | | | |

|- Divide and rule1 | | | | | |

| | | | | | |

|- Divide and rule2 | | | | | |

| | | | | | |

| | | | | | |

|- teaching mental | | | | | |

|calculation strategies| | | | | |

| | | | | | |

| | | | | | |

|- teaching written | | | | | |

|strategies | | | | | |

| | | | | | |

|- exemplification of | | | | | |

|standards | | | | | |

| |Could |I use practical and informal | | | |

| | |written methods to support | | | |

| | |multiplication and division of | | | |

| | |two-digit numbers (e.g. 13 × 3, 30 | | | |

| | |÷ 4) and round remainders up or | | | |

| | |down, depending on the context. I | | | |

| | |can also give the multiplication | | | |

| | |fact that is linked to a division | | | |

| | |fact | | | |

|Year Target |Group Target |Key Resources / Models and Images |Outcomes |

|Yr 3 |Must |I use knowledge of the 2, 5 and 10 |Autumn unit9 |How many fives make the same number as three tens? |42 crayons are divided equally between six pots. How |

| | |multiplication tables to solve problems|Summer unit9 | |many crayons are there in each pot? |

| | |and work out divisions that go with | |What multiplication and division facts does this array | |

| | |them. |Springboard 3 Unit 4 lessons 1 and |show? |Three children want to buy their grandmother a present |

| | |I can do multiplication and division in|2 Springboard 3 Unit 7 lessons 1 |[pic] |costing [pic]1.50. They each give the same amount. How |

| | |different ways and show how I do them |and 2 | |much does each child give? |

| | |and work out the missing numbers in | |Complete this division fact in as many ways as you can: | |

| | |number sentences |Jumps on a number line |12[pic][pic][pic][pic] |An 80 cm length of ribbon is cut into four equal pieces.|

| | | |Arrays made up of pupils, bean | |How long is each piece? |

| | | |bags, cakes etc |Paul buys 12 lollies that cost 5p each. Work out how | |

| | | |Counting stick/hoop |much this will cost altogether. How did you find the |Nutty lollies cost 35p each. How much do 3 Nutty lollies|

| | | |1-100 bead bar |answer? Did you jot anything down? |cost? |

| | | |Follow me cards | | |

| | | |Triangular multiplication and |You are given that 10[pic]3[pic]30 and 3[pic]3[pic]9. |It costs 75p for a child to go swimming. How much does |

| | | |division fact cards |How many threes are there in 39? |it cost for 2 children? |

| | | | | | |

| | | |ICT files |How many teams of 3 people can be made from 10 people? |Alan has 45 beans. He plants 3 beans in each of his |

| | | |Nrich multiple pack |Draw a picture that shows that your answer is correct. |pots. How many pots does he need? |

| | | | | | |

| | | |Division problems |Find 6 fours by making 6 hops of 4. |What is the remainder when twenty-seven is divided by |

| | | |Lara’s letter |[pic] |five? |

| | | |Birthdays | | |

| | | |Toy shop |13[pic]4[pic]3 R 1: |Circle the two divisions which have an answer of 5 |

| | | |Ravis coins |[pic] |remainder 2 |

| | | |Monster | |17 ÷ 5    7 ÷ 3    22 ÷ 4    22 ÷ 5 |

| | | |Bean bag buckets |How many sides do six triangles have? | |

| | | |Gold bars | |Ten children can sit at one table. There are 43 |

| | | |Ones and twos |Rulers are 30 cm long. If you place six of them end to |children. How many tables are needed so that each child|

| | | |Fireworks |end, how long a line will they make? |can sit at a table? |

| | | |Toy shop | | |

| | | |Quack quack |Explain how you solved this problem. Did you write |A carton of orange fills 6 cups. Mrs Green wants to fill|

| | | |Caterpillar sequences |anything down? |50 cups with orange. How many cartons of orange does |

| | | |Spaceship | |she need to buy? |

| | | |Pentabods and bipods |How can you use 4 [pic]6 [pic]24 to work out 4 [pic]60? | |

| | | |Suzi snake | |Sadi needs 26 cartons of juice for her party. There are |

| | | |Stamps |How many threes make 36? |four cartons in a pack. How many packs does she need to |

| | | |Maisie mouse | |buy? |

| | | |Stickers |How many 5-minute cartoons can I watch in 20 minutes? | |

| | | |More stamps |What division calculation matches this problem? |Sita has 3m 60cm of ribbon. She cuts it into 3 equal |

| | | |Footsteps in the snow | |pieces. How long is each piece? |

| | | |Lighthouses | | |

| | | |Clock face | |One side of a square is 5cm long. |

| | | |Pigeons and hedgehogs | |What is the total length around all it sides? |

| | | | | |2a-3c |

| | | |Models and images | | |

| | | |Multiply and divide | | |

| | | |Partition and recombine | | |

| | | |Counting on and back | | |

|Further examples of |Should |I use practical and informal written | | | |

|pitch and | |methods to support multiplication and | | | |

|expectations: | |division of two-digit numbers (e.g. 13 | | | |

| | |× 3, 30 ÷ 4) and round remainders up or| | | |

|year 3 | |down, depending on the context. I can | | | |

| | |also give the multiplication fact that | | | |

| | |is linked to a division fact | | | |

|Information | | | | | |

|- Divide and rule1 | | | | | |

| | | | | | |

|- Divide and rule2 | | | | | |

| | | | | | |

| | | | | | |

|- teaching mental | | | | | |

|calculation strategies| | | | | |

| | | | | | |

| | | | | | |

|- teaching written | | | | | |

|strategies | | | | | |

| | | | | | |

|- exemplification of | | | | | |

|standards | | | | | |

| |Could |I can use my knowledge of all the | | | |

| | |multiplication facts up to 10x10 and | | | |

| | |have a written method to multiply and | | | |

| | |divide a two-digit number by a | | | |

| | |one-digit number and find the | | | |

| | |remainder. Also, if you give me a | | | |

| | |multiplication fact I can give you one | | | |

| | |or two division facts to go with it | | | |

|Yr 4 |Must |I use practical and informal written |Autumn unit9 |Leila puts 4 seeds in each of her pots. She uses 6 pots |Two of these numbers divide by 5 with no remainder. |

| | |methods to support multiplication and |Spring unit 9 |and has 1 seed left over. |Circle the two numbers. |

| | |division of two-digit numbers (e.g. 13 |Spring unit 10 |How many seeds did she start with? |67 33 25 57 13 60 |

| | |× 3, 30 ÷ 4) and round remainders up or|Summer unit1 |How does 6[pic]4 [pic]  24 help you to know the answer | |

| | |down, depending on the context. I can |Summer unit9 |to 6[pic]40? And the answer to 240[pic]6? |8 metres of rope is cut into 4 equal lengths to make |

| | |also give the multiplication fact that |Summer unit10 |A box holds 6 eggs. How many eggs are in 7 boxes? |skipping ropes. How long is each skipping rope? |

| | |is linked to a division fact | | | |

| | | |Springboard 4 Unit 6 |Calculate 27 [pic]6? |A can of soup holds 400 ml. How much do 5 cans hold? |

| | | |Springboard 4 Unit 5 |How does knowing that 10 [pic]6 [pic]60 help you to |Each serving is 200 ml. How many cans would I need for |

| | | | |calculate the answer to 72 [pic]6? |servings for 15 people? |

| | | |Jumps on a number line | | |

| | | |Arrays |When calculating 38 [pic]7 approximate first |A shop sells flowers. |

| | | |Counting stick/hoop |(approximately 40 [pic]10 [pic]400), partition into 30 |[pic] |

| | | |1-100 bead bar |[pic]7 and 8 [pic]7 and represent this on a grid. |99p 40p |

| | | |Follow me cards | |bunch each |

| | | |Triangular multiplication and |X | |

| | | |division fact cards |30 |John buys 3 bunches of daffodils. How much does he pay |

| | | | |8 |altogether? Karpal has £4.00 to spend on roses. How many|

| | | | | |roses can she buy for £4.00? |

| | | |ICT files |7 | |

| | | |Nrich multiple pack |210 |Sarah’s cat eats one tin of this cat food each day. |

| | | |Problems solving materials: |56 |[pic] |

| | | | | |How much does it cost to feed Sarah’s cat for 1 week? |

| | | |Pentabods and bipods | |You save £1.50 per week. |

| | | |Suzi snake |When dividing 64 by 4 children approximate first. They |How many weeks before you can buy this book? |

| | | |Stamps |recognise that the answer must lie between 40 [pic]4 | |

| | | |Maisie mouse |[pic]10 and 80 [pic]4 [pic]20, and use this | |

| | | |Stickers |approximation to do a calculation such as: |Each side of a pentagon is 12cm. What is the perimeter |

| | | |More stamps |[pic] |of the pentagon? |

| | | |Footsteps in the snow | | |

| | | |Lighthouses | |How many different rectangles can you draw with an area |

| | | |Clock face |A piece of rope 204 cm long is cut into 4 equal pieces. |of 12cm2? |

| | | |Pigeons and hedgehogs |What is the length of each piece in centimetres? |Rosie spent [pic]2 on 10p and 20p stamps. She bought |

| | | | | |three times as many 10p stamps as 20p stamps. How many |

| | | |Calculator activities |[pic][pic]7 [pic]35 9 [pic][pic][pic]72 |of each stamp did she buy? 3c-3b |

| | | |Consecutive numbers |[pic][pic][pic][pic]36 | |

| | | |Blockbusters |What numbers are missing? | |

| | | |Invaders | | |

| | | | |If 7 [pic]9 [pic]63, what is 63 [pic]7? What other facts| |

| | | | |do you know? | |

| | | |Using a calculator booklet | | |

| | | |Reasoning about numbers booklet |One length of the swimming pool is 25 metres. Jane swims| |

| | | | |5 lengths of the pool. How far does Jane swim | |

| | | | |altogether? | |

| | | | |Kiz swims 225 metres in the pool. | |

| | | | |How many lengths does he swim? | |

|Calculate efficiently |Should |I can use my knowledge of all the | | | |

|and accurately | |multiplication facts up to 10x10 and | | | |

| | |have a written method to multiply and | | | |

|Further examples of | |divide a two-digit number by a | | | |

|pitch and | |one-digit number and find the | | | |

|expectations: | |remainder. Also, if you give me a | | | |

| | |multiplication fact I can give you one | | | |

|year 4 | |or two division facts to go with it | | | |

| | | | | | |

|Information | | | | | |

|- Divide and rule1 | | | | | |

| | | | | | |

|- Divide and rule2 | | | | | |

| | | | | | |

| | | | | | |

|- teaching mental | | | | | |

|calculation strategies| | | | | |

| | | | | | |

| | | | | | |

|- teaching written | | | | | |

|strategies | | | | | |

| | | | | | |

|- exemplification of | | | | | |

|standards | | | | | |

| |Could |I can multiply mentally TU × U and use | | | |

| | |a written method to multiply and divide| | | |

| | |a three-digit number (including | | | |

| | |decimals to 1 place) by a one-digit | | | |

| | |number and explain each step when | | | |

| | |solving problems | | | |

|Year Target |Group Target |Key Resources / Models and Images |Outcomes |

|Yr 5 |Must |I can use my knowledge of all the |Autumn unit1 |Respond rapidly to oral or written questions, |Cinema tickets cost £3.65 each. |

| | |multiplication facts up to 10x10 and |Autumn unit2 |explaining the strategy used. For example: |Hannah buys 4 tickets. |

| | |have a written method to multiply and |Autumn unit3 |• Two twelves. Double 32. 7 times 8… 9 multiplied by |How much does Hannah pay? |

| | |divide a two-digit number by a |Spring unit3 |7.Multiply 31 by 8… by zero… by 1.What is the product of| |

| | |one-digit number and find the |Summer unit2 |25 and 4? Find all the different products you can make | |

| | |remainder. Also, if you give me a |Summer unit3 |by using three of these: 6, 7, 8, 9, 11. Share 48 |The perimeter of a regular pentagon is 285cm. What is |

| | |multiplication fact I can give you one | |between 8. Divide 56 by 7. Divide 3 into 72. How many |the length of each side? Explain your method. |

| | |or two division facts to go with it |Springboard 5 unit 6 |groups of 8 can be made from 73? What is the remainder | |

| | | |Springboard 5 unit 9 |when 74 is divided by 8? How many lengths of 20 cm can |Some children go camping. |

| | | |Springboard 5 unit 10 |you cut from 270 cm? Tell me two numbers with a quotient|It costs £2.20 for each child to camp each night. They |

| | | | |of 100 |go for 6 nights. How much will each child have to pay |

| | | |games |56x 27 |for the 6 nights? |

| | | |Long jump challenge |[pic] | |

| | | |Pole climber |196 [pic]6 |There are 70 children. Each tent takes up to 6 children.|

| | | |Swimming race |180 (6x30) |What is the least number of tents they will need? |

| | | | |16 | |

| | | |ICT files |12 (6x2) |There are 12 pencils in a box. A school buys 24 boxes. |

| | | | |4 |How many pencils does the school buy? |

| | | |Maze | | |

| | | |Age old problems |Chris saves 50p coins. He has saved 45 of them. How much|The perimeter of a regular octagon is 40cm. What is the |

| | | |Zids and zods |money has Chris saved? |length of each side? |

| | | |A bit fishy |Michelle has saved £8.40 in 20p coins. How many 20p | |

| | | |Shape puzzle |coins does Michelle have? |A spoonful is 5ml. |

| | | |Eggs | |How many spoonfuls can you |

| | | |Spendthrift |A ribbon one hundred and eighty-six centimetres long is |get from this bottle? |

| | | |Millennium |cut into six equal pieces. |Multiply sixty by fifty |

| | | |Oranges and lemons |How long is each piece? | |

| | | |Library area | |Parveen buys 3 small bags of peanuts. |

| | | |Roses for sale |What is three point eight multiplied by one hundred? |[pic] |

| | | |Bunches of grapes | |She gives the shopkeeper £2 and gets 80p change. What is|

| | | |Ages to ages |Emma saves £3.50 each week. How much has she saved after|the cost in pence of one bag of peanuts? |

| | | |Prehistoric monster |16 weeks? | |

| | | |Ages and ages | |Cinema tickets cost £3.65 each. Hannah buys 4 tickets. |

| | | |Fruit bowl |A pen costs ninety-nine pence. What do six pens cost? |How much does she pay? |

| | | |Arithmagons 3 |Give your answer in pounds and pence. | |

| | | | | |Know how to use calculator to solve problems including: |

| | | |Calculator activities |Calculate 847 ÷ 7 |23.5 [pic][pic][pic]176.25 |

| | | |Consecutive numbers | |How many cartons of juice costing 30p each can I buy |

| | | |Blockbusters | |with [pic]2? 3a-4c |

| | | |Nines and elevens | | |

| | | |Invaders | | |

| | | |Investigating consecutive numbers | | |

| | | | | | |

| | | |Using a calculator booklet | | |

| | | |Reasoning about numbers booklet | | |

|Calculate efficiently |Should |I can multiply mentally TU × U and use | | | |

|and accurately | |a written method to multiply and divide| | | |

| | |a three-digit number (including | | | |

|Further examples of | |decimals to 1 place) by a one-digit | | | |

|pitch and | |number and explain each step when | | | |

|expectations: | |solving problems | | | |

| | | | | | |

|year 5 | | | | | |

| | | | | | |

|Further | | | | | |

|Information | | | | | |

|- Divide and rule1 | | | | | |

| | | | | | |

|- Divide and rule2 | | | | | |

| | | | | | |

| | | | | | |

|- teaching mental | | | | | |

|calculation strategies| | | | | |

| | | | | | |

| | | | | | |

|- teaching written | | | | | |

|strategies | | | | | |

| | | | | | |

|- exemplification of | | | | | |

|standards | | | | | |

| |Could |I can calculate mentally and using an | | | |

| | |efficient written method when solving | | | |

| | |problems involving two and three digit | | | |

| | |whole numbers and decimals. | | | |

|Yr 6 | |Must |I can multiply mentally TU × U and use |Autumn unit1 |Respond rapidly to oral or written questions, |There are a number of equal angles around a point. The |

| | | |a written method to multiply and divide|Autumn unit2 |explaining the strategy used. For example: |size of each angle is 24[pic]. How many equal angles are |

| | | |a three-digit number (including |Autumn unit3 |• Two nineteens; Double 75; 11 times 8… 9 multiplied |there? |

| | | |decimals to 1 place) by a one-digit |Spring unit2 |by 8.; Multiply 25 by 8… by zero… by 1. What is the | |

| | | |number and explain each step when |Spring unit3 |product of 125 and 4?; Find all the different products|Write in the missing numbers in this multiplication grid. |

| | | |solving problems |Summer unit6 |you can make using two of these: 0.2, 1.4, 0.03, 1.5, | |

| | | | | |0.5. | |

| | | | |Springboard 6 unit 2 | | |

| | | | |Springboard 6 unit 3 |A tree trunk is 6.5 metres long. Frank cuts the tree | |

| | | | |Springboard 6 unit 4 |trunk into four equal lengths. How long is each |Here is an equilateral triangle inside a square. |

| | | | |Springboard 6 unit 20 |length? | |

| | | | | | |The perimeter of the triangle is 48 cm. What is the |

| | | | |games |There are 12 pencils in a box.A school buys 24 |perimeter of the square? |

| | | | |Long jump challenge |boxes.How many pencils does the school buy? | |

| | | | |Pole climber | |The dimensions of my garden are 6.7 m by 6 m. What is its |

| | | | |Swimming race |Each brick is 12cm long. Martin makes a line of bricks|area? |

| | | | | |132cm long. | |

| | | | |ICT files | |A bottle holds 1 litre of lemonade. Rachel fills 5 glasses|

| | | | | |[pic] |with lemonade. She puts 150 millilitres in each glass. How|

| | | | |Maze | |much lemonade is left in the bottle? |

| | | | |Age old problems |How many bricks does he use? | |

| | | | |Zids and zods | |Eggs are put in trays of 12. |

| | | | |A bit fishy |272 children and 26 adults from Hill School go on a |[pic] |

| | | | |Shape puzzle |coach trip. How many 42-seat coaches does the school | |

| | | | |Eggs |need to hire? |The trays are packed in boxes. Each box contains 180 eggs.|

| | | | |Spendthrift | |How many trays are in each box? |

| | | | |Millennium |Calculate 31.6x7 | |

| | | | |Inkblots | |847÷7; 531÷9; 644÷5; 322÷8; 765÷5; 874÷6 |

| | | | |Compound area |509x24; 288x25; 342.6x5; 431x16; | |

| | | | |Multiplication grid | |A session at a gym club lasts for 1 hour and 15 minutes. |

| | | | |Multiplication-division |A pizza costs £3.49. How much do 9 pizzas cost? |To move up to an advanced group, children have to attend |

| | | | |Oranges and lemons | |sessions for 675 minutes. For how many weeks will children|

| | | | |Library area |The product of two prime numbers is 437. What could |have to attend before they can progress to the advanced |

| | | | |Roses for sale |the prime numbers be? |group? |

| | | | |Bunches of grapes |Two square numbers have a product of 576. What are |4b-4a |

| | | | |Ages to ages |they? | |

| | | | |Prehistoric monster | | |

| | | | |Ages and ages |Write in the missing number. | |

| | | | |Fruit bowl |50 ÷ Δ = 2.5 | |

| | | | |Arithmagons 3 | | |

| | | | | |A bottle holds 1 litre of lemonade. | |

| | | | |Calculator activities |Rachel fills 5 glasses with lemonade. | |

| | | | |Consecutive numbers |She puts 150 millilitres in each glass. | |

| | | | |Blockbusters |How much is left in the bottle? | |

| | | | |Nines and elevens | | |

| | | | |Invaders |There are nine equal angles around a point. What is | |

| | | | |Investigating consecutive numbers |the size of each angle? | |

| | | | |Using a calculator booklet | | |

| | | | |Reasoning about numbers booklet | | |

|Calculate efficiently |Should |I can calculate mentally and using an | | | |

|and accurately | |efficient written method when solving | | | |

| | |problems involving two and three digit | | | |

|Further examples of | |whole numbers and decimals. | | | |

|pitch and | | | | | |

|expectations: | | | | | |

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|year 6 | | | | | |

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|Further | | | | | |

|Information | | | | | |

|- Divide and rule1 | | | | | |

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|- Divide and rule2 | | | | | |

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|- teaching mental | | | | | |

|calculation strategies| | | | | |

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|- teaching written | | | | | |

|strategies | | | | | |

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|- exemplification of | | | | | |

|standards | | | | | |

| |Could |I use efficient methods to add, | | | |

| | |subtract, multiply and divide when | | | |

| | |solve multi-step problems in different | | | |

| | |contexts-including converting units and| | | |

| | |rounding remainders up or down after | | | |

| | |division. | | | |

| Yr 6 |Could |I use efficient methods to add, |Autumn unit1 |A yogurt costs forty-five pence. |Write the three missing digits. |

| | |subtract, multiply and divide when |Autumn unit2 |How many yogurts can be bought for five pounds? | |

| | |solve multi-step problems in different |Autumn unit3 | |[pic] |

| | |contexts-including converting units and|Spring unit2 |Six cakes cost one pound eighty. How much do ten cakes| |

| | |rounding remainders up or down after |Spring unit3 |cost? |Shenaz buys a pack of 24 cans of cola for £6.00 |

|Calculate efficiently | |division. |Summer unit6 | | |

|and accurately | | | |What is three thousand divided by twenty? |[pic] |

| | | | | | |

|Further examples of | | |Springboard 6 unit 2 |Ten times a number is eight-six. What is the number? |What is the cost of each can? |

|pitch and | | |Springboard 6 unit 3 | | |

|expectations: | | |Springboard 6 unit 4 |What is twenty-five multiplied by two hundred? |Calculate 431 × 23 |

| | | |Springboard 6 unit 20 | | |

|year 6 into year 7 | | | |Three times a number is one hundred and two. |Calculate 924 ÷ 22 |

| | | |Counting stick/hoop |What is the number? | |

| | | |Follow me cards | |A packet contains 1.5 kilograms of guinea pig food. Remi |

| | | | |What is nought point two six divided by ten? |feeds her guinea pig 30 grams of food each day. |

|Further | | |ICT files | | |

|Information | | | |Write in the missing digit. |[pic] |

|- Divide and rule1 | | |Maze | | |

| | | |Age old problems |[pic] |How many days does the packet of food last? |

|- Divide and rule2 | | |Zids and zods | | |

| | | |A bit fishy |Kim knows that | |

| | | |Shape puzzle |137 x 28 = 3836 |[pic] |

|- teaching mental | | |Eggs | |Nicola has £50. She buys 3 flowerpots and a spade. How |

|calculation strategies| | |Spendthrift |Explain how she can use this information to work out |much money does she have left? |

| | | |Millennium |this multiplication. | |

| | | |Inkblots | |Seeds are £1.45 for a packet. Stefan has £10 to spend on |

|- teaching written | | |Compound area |138 x 28 |seeds. What is the greatest number of packets he can buy? |

|strategies | | |Multiplication grid | | |

| | | |Multiplication-division |427 children visit a castle. They go in groups of 15. |5c-5b |

|- exemplification of | | |Oranges and lemons |One group has less than 15. Every group of children | |

|standards | | |Library area |has one adult with them. How many adults will need to | |

| | | |Roses for sale |go? | |

| | | |Bunches of grapes | | |

| | | |Ages to ages |Mr Todd buys 7 drinks at 48p each and 8 drinks at 52p | |

| | | |Prehistoric monster |each. What is the total cost of the 15 drinks? | |

| | | |Ages and ages | | |

| | | |Fruit bowl |Sima thinks of a number. She divides it by 12. Her | |

| | | |Arithmagons 3 |answer is 26. What is the number Sima thinks of? | |

| | | | | | |

| | | |Calculator activities | | |

| | | |Consecutive numbers | | |

| | | |Blockbusters | | |

| | | |Nines and elevens | | |

| | | |Invaders | | |

| | | |Investigating consecutive numbers | | |

| | | |Using a calculator booklet | | |

| | | |Reasoning about numbers booklet | | |

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