Multiple Battle - All Versions

Content Name

Multiple Battle - All Versions

Content Type

Partner Content

Description

In each Multiple Battle, children represent a set of multiples and battle it out with another set of multiples (in a double-header) or against two other sets (in a triple-header). The children count in each multiple and make the connection between their multiples and the set(s) they are battling against.

Curricula

• Country

  England

  Key Stage:

  Key Stage 1, Key Stage 2

  Years:

  Year 2, Year 3, Year 4

  Subjects:

  • Mathematics

  Topics:

  • Number - multiplication and division
  • Number - number and place value

  Programmes of Study:

  • count in multiples of 6, 7, 9, 25 and 1,000
  • count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number
  • count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward
  • recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
  • recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
  • recall multiplication and division facts for multiplication tables up to 12 × 12

• Country

  Northern Ireland

  Key Stage:

  Key Stage 1, Key Stage 2

  Years:

  P3, P4, P5

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • Number

  Programmes of Study:

  • Understand and use multiples and factors.
  • Know and use the multiplication facts up to 10x10.

• Country

  Scotland

  Level:

  First, Second

  Years:

  P3, P4, P5

  Subjects:

  • Numeracy and Maths

  Topics:

  • Number, Money and Measure

  Programmes of Study:

  • Having explored the patterns and relationships in multiplication and division, I can investigate and identify the multiples and factors of numbers.

• Country

  Wales

  Step:

  PS 3, PS 2

  Years:

  Year 3, Year 4, Year 2

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • The number system is used to represent and compare relationships between numbers and quantities.

  Programmes of Study:

  • I can fluently recall multiplication facts up to at least 10 x 10 and use these to derive related facts.
  • I can use my understanding of multiplication to recall some multiplication facts and tables starting with tables 2, 3, 4, 5 and 10 and I can use the term ‘multiples’.

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