Times tables (age 7+)

PROCEDURAL

Mathematics›Multiplication & Division|Ages 7—8|ID: mt_wQ89AEXhz3

Recall and use multiplication and division facts for the 3, 4, and 8 multiplication tables

Mastery Evidence

Recall 3 × 1 through 3 × 12 and corresponding division facts
Recall 4 × 1 through 4 × 12 and corresponding division facts
Recall 8 × 1 through 8 × 12 and corresponding division facts

Assessment Prompt

“Can [child] quickly recall facts from the 3, 4, and 8 times tables — like '8 × 7 = 56' or '36 ÷ 4 = 9' — without having to work them out each time?”

Curriculum Standards1 alignment

Ma/KS2/Y3/MD/1The national curriculum in England

Recall multiplication/division facts

recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables

Mathematics · Key Stage 2

Prerequisites2

Times tables
hardAges 6—7
Skip Counting (4s, 8s, 50s, 100s)
softAges 7—8

Show full prerequisite tree

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

Unlocks4

Extending Table Patterns
softAges 7—8
Written Multiplication & Division
hardAges 7—8
All times tables to 12×12
hardAges 8—9
Fluent multiplication and division facts
hardAges 8—9