Module 3 Knowing and using number facts
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Can I count on in twos, fives and tens and use this to begin to say multiplication facts?

Example review questions

  • Count in tens along the counting stick until you reach the arrow. What are five tens?
    A counting stick marked in tens with an arrow after the fifth ten
  • Count on in twos from 0 to 12. How many twos did you count? How can you say this as a multiplication fact?
  • What are four fives? Count up in fives to find out. How many fives are in 20?
  • What are three twos? How many twos are there in 6? What number sentences can we write for this?
    A line marked in twos up to ten
  • 2 × 7 = , 6 × 10 = , 5 × 5 =
    How did you work out your answers?
  • What is 5 multiplied by 2? Show me how you can quickly find the answer to this question.

Teaching guidance

This teaching guidance document suggests some of the key vocabulary, models, images and practical equipment that children should experience and be able to use. It also includes some teaching tips to provide a few starting points for ways of supporting children with this area of mathematics.

PDF file Can I count on in twos, fives and tens and use this to begin to say multiplication facts? - teaching guidance | 66KB new window

Consolidation and practice

These resources are to support children in guided or independent work.

PDF file ITP Guide | 4317KB new window

SWF file Multiplication facts ITP | 26KB new window

SWF file Number dials ITP | 39KB new window

SWF file Number grid ITP | 63KB new window

PDF file Ladders game | 24KB new window

Supporting children with gaps in their mathematical understanding

PDF file Has difficulty with counting reliably in tens from a multiple of ten | 69KB new window

PDF file Resource booklet | 501KB new window

Opportunities to use and apply

Possible contexts include:
  • Practical activities, e.g. counting sets of interesting objects (vouchers, marbles, etc.) by putting them into groups of ten and then counting them in tens to find how many there are. Adding small values of coins by putting them into groups of 10p.
  • Word problems, e.g. balloons come in packs of 10. I've bought 6 packs. If 65 children are coming to my party will that be enough for everyone to have a balloon?
    We are planting bulbs, 5 to a pot. How many bulbs do I need to fill 5 pots?
  • Puzzles, e.g. I've got 5 coins in my pocket. They are 5p and 10p coins. How much money could I have? What if I had 6 coins?
  • Patterns in numbers, e.g. On a 100-square count up to 50 in fives. What patterns do you notice? Which of the numbers that you counted are in the ten times-table as well?

Confirming learning

Ask probing questions such as:

  • Think of a number bigger than 50 that would be in the 5 times-table. Why do you think that number would be in the table?
  • What tips would you give someone to help them remember the 10 times-table?
  • If I count from zero in fives which of these numbers will I say: 20, 33, 40, 45? Explain your thinking.
  • How do you know if 16 is in the 2 times-table? What other numbers between 10 and 20 are in the two times-table? How do you know?
  • If there are 30 children in a class, could they get themselves into pairs? What about teams of 10? How many teams would there be? What about teams of 5?
  • 6 × 2. Sam can't think of a quick way to answer this question. How could you help him?
  • What multiplication sentences can you say and write using 4, 5 and 20?