Examples of what pupils should know and be able to do
Probing questions
Show statements with missing numbers such as: 
× 5 = 35 and 10 × 
= 90 and ask: What's the missing number?
How do you know?
Show × = 30 and ask: What could the missing numbers be?
NOTE: The easiest way to establish whether a pupil knows all the facts for the 2, 5 and 10 multiplication tables is to look for evidence of rapid recall in a range of contexts.
What if pupils find this a barrier?
Use sequences strips to reinforce patterns in multiples:
2, 4, 6, 8, 10, ...
5, 10, 15, 20, 25, ...
Use a counting stick and ask pupils to chant multiplication tables forwards, backwards.
Use multiplication grids with missing numbers.
Number dials ITP - Zip file (458Kb) is useful to practise facts, quickly.
Give pupils a set of numbers that are related by multiplication and division facts along with the multiplication, division and equals signs. Ask them to form some multiplication and division statements. Ask them to match the ones that are linked in some way and to explain why.
Look for patterns in multiplication tables, e.g. all multiples of 5 end in a 0 or 5, using Number Grid ITP - Zip file (462Kb).
Refer to Teaching mental calculation strategies to L5 pp. 31-44.- Acrobat pdf document (218Kb)
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