MOOR ROW MATHS

WORKSHOP
Fluency of Facts
HOW MOOR ROW DEVELOP FLUENCY
OF FACTS
 Use of Maths – No Problem!
 An award winning scheme based on the principles of
teaching for mastery for all
 Mastering Number
 A scheme for pupils in EY/Y1/Y2 to look at understanding
and recalling facts linked to early number, addition and
subtraction
 Times Tables
 A scheme for pupils in Y3/4/5/6 to support accurate recall of
multiplication facts
EARLY YEARS
 In Early Years the pupils focus on numbers to 10
 Pupils need to be able to subitise numbers confidently

 Children start to understand composition of number

SUBITISING
SUBITISING
SUBITISING
SUBITISING
COMPOSITION OF NUMBER
NUMBERBLOCKS
KEY STAGE 1 – YEARS 1 & 2
 Secure knowledge from Early Years
 Develop knowledge of addition and subtraction facts to
20
 Add 1/2
 Take 1 / 2
 5 and a bit structure
 Doubles
 Near doubles
 Making 10
MAKE IT CONCRETE AND VISUAL
 Pupils will use representations that make the 5 or 10
clear.

 E.g. 10 frames
 Number bonds to 10
 Addition of 2 numbers by making 10

 E.g. Rekenrek
5 and a bit structure
 Doubles
Ten frames

Fundamentals of Maths Mastery Course - INSET | 2022 12

MAKE IT CONCRETE AND VISUAL
 Pupils will use representations that make the 5 or 10
clear.

 E.g. 10 frames
 Number bonds to 10
 Addition of 2 numbers by making 10

 E.g. Rekenrek
5 and a bit structure
 Doubles
HOW WE LEARN MULTIPLICATION
FACTS
 With addition and subtraction we can visualise the
numbers.
 With multiplication this is not so easy.

 Try to visualise 6 x 4
Arrays do help us
to understand that
multiplication is
commutative but
we can’t visualise
accurate images
like this.
BAROODY
PHASE 1: MODELLING AND/OR
COUNTING TO FIND THE PRODUCT
 Make it concrete. Build the maths.
• Children can see how the numbers
grow.
• Children can see that the multiple
before is 2 less and the multiple after
is 2 more
PHASE 1: MODELLING AND/OR
COUNTING TO FIND THE PRODUCT
 Link it to real life where possible
PHASE 1: MODELLING AND/OR
COUNTING TO FIND THE PRODUCT
 Link it to real life where possible….but make sure that
you can see the number!
PHASE 1: MODELLING AND/OR
COUNTING TO FIND THE PRODUCT
 Understand what the numbers represent
 2.7 The 2, 4 and 8 times tables Step 1:2

How many wheels? Count in groups of 4.

There are 20 wheels.

5 × 4 = 20
4 × 5 = 20
www.ncetm.org.uk/masterypd  Spring 2018 pilot © Crown Copyright 2017 
PHASE 1: MODELLING AND/OR
COUNTING TO FIND THE PRODUCT
 Chant the tables with minimal words
  2.7 The 2, 4 and 8 times tables Step 1:4

0 4 8 12 16 20 24 28 32 36 40 44 48

One four is four

Two fours are eight
Three fours are twelve etc…

www.ncetm.org.uk/masterypd  Spring 2018 pilot © Crown Copyright 2017 

PHASE 1: MODELLING AND/OR
COUNTING TO FIND THE PRODUCT
 Make it concrete. Build the maths.
 Link it to real life where possible

 Understand what the numbers represent

 Chant the tables with minimal words

PHASE 2: USE REASONING STRATEGIES
BASED ON KNOWN FACTS
 Make it concrete. Build the maths.
 Use key facts of 1, 2, 5 and 10

 Reason to make connections between the questions

 Look for doubles, one multiple more/less

Teaching to mastery

Fundamentals of Maths Mastery Course - INSET | 2022 25

PHASE 3: MASTERY
 The ultimate goal!

 Quick fire recall within 5 seconds

 Tables test in Year 4

PHASE 3: MASTERY
 It is really important to recall multiplication facts
regularly.

The Forgetting
Curve!
No matter how well
lessons are structured
and taught, children’s
recall will fail over
time.
Hermann Ebbinghaus,
1885
IS MASTERING THE TABLES
IMPORTANT?
 If children know their times tables it frees up their
working memory. This helps them to work more
effectively and efficiently with word problems.
 It supports mathematical confidence.

 Understanding the connections and recognising patterns

helps children to think mathematically.

 However, without tables children still can achieve!

LEARNING TABLES IS NOT AS
DAUNTING AS YOU MAY THINK….
 36
facts!

LEARNING TABLES IS NOT AS

DAUNTING AS YOU MAY THINK….
OVERVIEW OF KS2

Year 3 Year 4 (Y5/Y6)

Doubles X3
X2 X4
X5 X6
Square numbers X7
X8
X9
(11 & 12 light touch)
HOW CAN YOU HELP
 Promote a positive mindset
 Watch Numberblocks

 Use concrete materials to support understanding

 Reason – ask questions, make connections

 Regular and often practice – flash cards, in the car,

climbing the stairs etc
 Create flashcard boxes – know it, working on it, need to
learn it