All times tables to 12×12

PROCEDURAL

Mathematics›Multiplication & Division|Ages 8—9|ID: mt_K5jM7vlVhA

Recall multiplication and division facts for multiplication tables up to 12 × 12

Mastery Evidence

Recall any fact from the 1–12 times tables rapidly
Recall the corresponding division fact for any multiplication fact
Use known facts to check or derive answers in calculations

Assessment Prompt

“Can [child] recall any multiplication or division fact from all the times tables up to 12 — like '9 × 8 = 72' or '132 ÷ 12 = 11' — quickly and accurately?”

Curriculum Standards1 alignment

Ma/KS2/Y4/MD/1The national curriculum in England

Recall multiplication/division facts

recall multiplication and division facts for multiplication tables up to 12 × 12

Mathematics · Key Stage 2

Prerequisites2

Counting in 6s
softAges 8—9
Times tables (age 7+)
hardAges 7—8

Show full prerequisite tree

Counting in 6s soft
Counting in 6s/7s/9s supports learning those table facts
- Skip Counting (4s, 8s, 50s, 100s) hard
  Counting in 6s/7s/9s/25s/1000s extends counting in 4s/8s/50s/100s
  - Counting in 2s hard
    Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s
    - Rote counting to 100 hard
      Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
      - One-to-one counting hard
        One-to-one correspondence requires knowing the number name sequence
Times tables (age 7+) hard
All tables to 12×12 extends knowledge of 3/4/8 tables
- Times tables hard
  3, 4, 8 times tables build on known 2, 5, 10 tables
  - Counting in 2s hard
    Times tables for 2, 5, 10 build on skip counting in 2s, 5s, 10s
    - Rote counting to 100 hard
      Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
      - One-to-one counting hard
        One-to-one correspondence requires knowing the number name sequence
  - Multiplication as repeated addition hard
    Recalling times table facts requires understanding multiplication as repeated addition/grouping
    - Counting in 2s soft
      Skip counting supports understanding equal groups (2s, 5s, 10s)
      - Rote counting to 100 hard
        Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
        
        One-to-one counting hard
        One-to-one correspondence requires knowing the number name sequence
    - Addition as combining or putting together two hard
      Multiplication as repeated addition requires understanding addition as combining groups
      - How Many in Total? hard
        Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Skip Counting (4s, 8s, 50s, 100s) soft
  Counting in 4s and 8s supports learning those table facts
  - Counting in 2s hard
    Counting in 4s and 8s extends prior skip counting in 2s, 5s, 10s
    - Rote counting to 100 hard
      Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
      - One-to-one counting hard
        One-to-one correspondence requires knowing the number name sequence

Unlocks5

Written Multiplication
hardAges 8—9
Factors, multiples, and primes
hardAges 9—11
Square and cube numbers
hardAges 9—10
Factor Pairs & Commutativity
hardAges 8—9
Mental multiplication and division
hardAges 8—9