Derived facts tests

How to use them:

The idea is to use them at the end of each times table unit, for children who are at/above expected standard.

For example, at the start of teaching the 2x table to my class:

• I gave the less able children 40 straight multiplication questions
• Middle and top had multiplication and inverse

Based on the score, I grouped them and taught skills accordingly. I actually found these sessions most successful when I halved the class and had one half on TT rockstars for 20 minutes, whilst Jules and I supported and taught the other half, then we swapped. This seemed to have a positive impact.

I taught 4 weeks of times table sessions based upon 2x table, including problem solving and how to answer derived facts questions. I then tested them all again after 4 weeks.

• The children who were secure with multiplication, inverse and problem solving tried the derived facts test
• The rest did the multiplication and inverse (all of these children showed an improvement from their last score)

More about the tests:

I have colour coded them in green (simpler), orange (more tricky and involving decimals), red (much more tricky and involving decimals divided by decimals).

Deriving related multiplication and division facts is non-statutory in Year 3, so Claire you can choose to use this how you wish - you may have some children ready for this who might want to attempt the green questions.

In Year 4, 5, 6 children are expected to be able to use known facts and answer derived facts questions. Year 4 children should be able to answer the green and orange. Depending on your children, Year 5 and 6 could do green, orange and red. The red ones will require a solid understanding before children attempt them, For example

22 ÷ 0.2 = 110

You may wish to encourage children to look at it as 'how many 0.2s are there in 22?' Place value counters are useful for this. e.g. how many 0.2s are there in 1? What about in 10? What about in 20? How about 22?