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St Thomas of Canterbury RC Primary School

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"Teach us to count up the days that are ours, and we shall come to the heart of wisdom.”


Psalms 90.12

Multiplication and Division Facts



These children have already achieved their end of year expectations and have joined the STOC World Cup. A huge well done for all of your hard work in noticing patterns, developing a deep understanding of the concept and practising, practising and practising!

Year 3

Year 4

Year 5

Each class spends some time, daily, to develop each child's understanding of multiplication and division. This builds upon what the children already know by exploring and noticing patterns (including equivalence), counting groups and counting on, and developing a deep conceptual understanding of the concept.


Every week, the children's understanding is assessed through a 3 minute test. For each individual child, this highlights the areas they need to explore further in order to progress through the curriculum.


The National Curriculum sets out the year group expectations and using research of how best to learn the concepts and facts, we teach them in the following order:


Year 1 - Multiplying by 0, 1 and 10

Year 2 - Multiplying and Dividing by 10, 5 and 2

Year 3 - Multiplying and Dividing by 4, 8 and 3

Year 4 - Multiplying and Dividing by 6, 9,12, 11 and 7


By Year 5, the children are able to readily draw upon all of their known facts to solve more complex problems. 


To support the learning of multiplication and division facts at home

All Children in Years 3-6, have their own person login for TTRockstars to practise the recall of their multiplication and division facts. Weekly year group tournaments are set and the challenges are personalised for each individual child.






Intent Statement for Mathematics


Our vision and culture provides all children with an inter-connected and creative mathematics curriculum that excites curiosity and equips them for today and long into the future.


Everyone can do Maths! Each and every one of our children are on the same learning journey, with the same learning opportunities, throughout our school. We recognise that children grasp concepts at different paces yet all children become masters of the curriculum, with those who rapidly grasp a concept delving deeper.


Problem solving is central to the learning journey. This provides our children with a purpose to develop their fluency in the fundamentals of mathematics. The learning journey includes a concrete-pictorial-abstract approach, with language and reasoning being a key feature throughout, thus supporting our children in developing a deep, conceptual understanding and making rich connections across mathematical ideas.


We recognise the important role that a good vocabulary and reading comprehension plays in solving problems. They help our children to understand the issues being presented to them by distinguishing between what is known and what is being asked. This aids our children in being able to translate problems into mathematical models.


Our children apply and develop their numeracy and mathematical reasoning across the curriculum. Examples of this include: using reasoning skills to decipher what a number of Neolithic artefacts are and their purpose, in history; understanding and using measures in geography; making estimates of time/distance/weight in design and technology, geometric understanding in art; algebraic understanding in music; understanding the cycle of collecting, presenting and analysing data in science.


Through the maths curriculum, that we provide, our children are building a solid foundation for understanding the world, appreciating the beauty and wonder of mathematics and becoming equipped for life today and long into the future.



Everyone can do maths!


We believe that everyone can learn maths to the highest level. Mathematics is a creative subject, where children are continually making connections and sense of concepts. It is essential for everyday life and key to children’s wellbeing. Therefore, it is our aim to ensure every child is numerate by the end of their primary education.


All of our children are following the National Curriculum programmes of study for mathematics. Every child masters each concept, by developing a deep understanding, before moving onto new learning. The National Curriculum states: ‘Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.’ Grasped concepts are revisited and applied daily to embed the learning, build fluency and to continually make connections. 


Throughout the learning journey, new language is explicitly modelled and explored with the children. They are provided with rich opportunities and are encouraged to use the language of mathematics so they become fluent in its use.


We use a highly effective approach to teaching mathematics, throughout our school, which develops a deep and sustainable understanding of maths. Our children learn new ideas and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way. Thus, connections are made and each new step makes sense.


Every new concept is brought to life through children experiencing and handling physical objects. Children will ‘do’ the mathematics using concrete objects (often referred to as models). This enables the children to build upon their prior knowledge, expose connections and begin to grasp the concept.


This is deepened through the next stage, where children visualise the concept. Children will ‘see’ the maths using representations/images of the objects. The children build a mental connection between the concrete and pictorial representations, which enables them to visualise problems and make them more accessible. At this stage, children often draw images and make jottings when looking for solutions.


Once children understand and can visualise the concept, they then move to a more abstract approach. At this stage, problems are solved in a more efficient and abstract manner, using symbols. The children build mental connections between the concrete, pictorial and abstract. At this stage, children often use mental methods, formal written methods and jottings when looking for solutions.


Our aims, adopted from the National Curriculum for mathematics are for pupils to:

  • Be fluent in the fundamentals of mathematics

  • Reason mathematically

  • Solve problems by applying their mathematics


    These are at the core of our mathematics culture. We are confident that, by following these aims, we enable children to develop their cognitive skills which can be applied to other curriculum areas and all aspects of life.

Mathematics Policy - updated September 2021

Our Curriculum Maps