Learn Its are number facts that we expect the children to learn and recall instantly; they should be practiced for 10 minutes at least twice a day – little and often! They are part of our Big Maths programme.
Why practice Learn Its?
Children who have a strong grasp of their times tables are more confident when learning new mathematical concepts and, importantly, enjoy the subject more.
Knowledge of number facts enhances understanding and fluency. When a child doesn’t know their times tables, it can obstruct progress as they can’t draw on this knowledge to solve other maths problems – try multiplying 70 x 80 without knowing 7 x 8! A strong knowledge of number facts can help lead to high attainment.
Being able to memorise things quickly – like the times tables – is not the same thing as being good at maths, but it is important and it takes practice.
Which Learn Its should my child know?
By the end of each term, your child should be able to instantly recall the Learn Its listed below.
As the saying goes, ‘The best way to eat an elephant is one bite at a time’ – each step should be secured before moving on to the next so that the child is not overwhelmed. Keep it fun!
|Step||Addition||Multiplication||Double||Halves||Year & Term|
|15||x12 Table||Year 4, Term 3|
|14||x11 Table||3, 5, 7, 9||Year 4, Term 2|
|13||The Six Fact Challenge!||Year 4, Term 1|
|12||x8 Table||Year 3, Term 3|
|11||x4 Table||Year 3, Term 2|
|10||x3 Table||Year 3, Term 1|
|9||5+9, 6+9, 7+9, 5+7, 5+8, 6+8||x2 Table||300, 500, 700, 900||Year 2 Term 1|
|8||5+4, 5+6, 6+7, 8+7, 8+9||x5 Table||Year 2, Term 2|
|7||3+8, 3+9, 4+7, 4+8, 4+9||x10 Table||50, 60, 70, 80, 90||30, 50, 70, 90||Year 2, Term 1|
|6||6+6, 7+7, 8+8, 9+9||Multiples of 2 - In counting||3,5,7,9||Year 1, Term 1|
|5||4+2, 5+2, 6+2, 7+2, 9+2, 4+3, 5+3, 6+3||5, 6, 7, 8, 9||Year 1, Term 2|
|4||1+9, 2+8, 3+7, 4+6, 5+5||Multiples of 5 - In counting||10, 20, 30, 40||Year 1, Term 1|
|3||2+1, 2+3||Multiples of 10 – In counting||1, 2, 3, 4||Reception, Term 1|
|2||3+3, 4+4, 5+5||Reception, Term 2|
|1||1+1, 2+2||Reception, Term 1|
Take it in turns to count up from 1. When you reach a multiple of the times table you are practicing, instead of the number, say ‘Fizz’.
If the number is a multiple of both, then say ‘Fizz Buzz’.
This can be extended to practice two times tables at once, e.g. for the 3 times table and the 5 times table: 1, 2, Fizz, 4, Buzz, Fizz, 7, 8, Fizz, Buzz, 11, Fizz, 13, 14, Fizz Buzz.
Deal your child 2 cards, and ask them to multiply them.
How many questions can you answer orally in a minute? Alternatively there is an online version here.
Create ‘tricks’ and funny rhymes
e.g. I ate and I ate until I was sick on the floor. Eight times eight is sixty four.
7 x 8 = 56 is easy to remember because 5 and 6 come before 7 and 8.
Would you like me to pass the salt? Enter a room? Get on the bus? First you must give the password by answering a multiplication question.
Can the child work out what the question should be? E.g.
Child: 3 x 5!
Pass the Teddy
Pass the Teddy between parent and child, or between a group of children. Whoever has the teddy speaks, counting up in multiples of the times table.
- Friends of Ten
- That Makes Ten
- Mr. DeMaio on YouTube does covers of pop songs for each times table, e.g. the 6 times table to ‘Cheerleader’.
Laughalongandlearn on YouTube have some very fun and memorable songs:
Multiple: multiples are a sequence of products using the same base number multiplied by different numbers. Therefore, for example, all multiples of 2 are in the 2 times table.
Factor: a whole number that divides exactly into another number without a remainder. It is also a whole number that multiplies with another number to make a third number.
Product: the result when two numbers are multiplied together.
Multiplicand: the number being multiplied.
Multiplier: the number doing the multiplying.